Name Date 32 Lesson Plan The Ford and Carter · PDF fileDiscuss key questions ... Lesson Plan for The Ford and Carter Years continued ... Literature: “Salvador Late or Early

Copy

righ

t © M

cDou

galL

itte

ll/H

ough

ton

Mif

flin

Com

pany

An Age of Limits 251

The Ford and Carter YearsSection 3 Objectives

1. Summarize Gerald Ford’s efforts to confront economic problems and handle foreign policy.

2. Analyze the significance of Jimmy Carter’s election in 1976.

3. Identify Jimmy Carter’s approach to solving economic problems.

4. Describe Carter’s foreign policy.

5. Analyze Carter’s achievement and failures in foreign policy matters.

RESOURCESFocus & Motivate

Discuss Main Idea and Terms & Names

InstructRead the section

Discuss key questions

Difficult Decisions: Pardoning President Nixon

Key Player: Jimmy Carter

Graphs: Unemployment and Inflation,1970–1980; Employment in Manufacturing and Service Industries, 1950–2000

World Stage: Soviet-Afghanistan War

Map: Middle East, 1978–1982

Historic Decisions of the Supreme Court:Regents of the University of California v. Bakke (1978)

More About: Ford and Presidential Vetoes;Andrew Young; Anwar el-Sadat; A Crisis and a TV Show; The Politics of Affirmative Action; Affirmative Action and the Supreme Court

Tracing Themes

Geography: Oil Consumption in the 1970s

Literature: from Memories of the FordAdministration

■ ■ PE, p. 1016

■ ■ PE, pp. 1016–1025■ ■ Unit 9 In-Depth Resources: Guided Reading, p. 3■ ■ Building Vocabulary, p. 5

■ ■ TE, pp. 1016, 1018, 1021, 1022, 1025

■ ■ PE, p. 1017

■ ■ PE, p. 1018

■ ■ PE, pp. 1019, 1020

■ ■ PE, p. 1021

■ ■ PE, p. 1022

■ ■ PE, pp. 1024–1025

■ ■ TE, pp. 1017, 1020, 1022–1025

■ ■ TE, pp. 1020, 1021

■ ■ Unit 9 In-Depth Resources, pp. 11–12


CHAPTER Section 3 (pages 1016–1025) Lesson Plan

Name Date

32

NORTH CAROLINA PLANNER

EOC Competency Goals and Objectives

11.06, 12.01, 12.02, 12.03, 12.04, 12.05

Skills Competency Goals

1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 2.01, 2.02, 2.03, 2.06, 3.01, 3.02, 4.01, 4.02, 4.03, 4.05

NC_TA_LP_00i-270.indd 251NC_TA_LP_00i-270.indd 251 4/9/07 1:50:31 PM4/9/07 1:50:31 PM

Co

pyr

igh

t ©

McD

ou

gal

Litt

ell/

Ho

ug

hto

n M

iffl

in C

om

pan

y

252 Chapter 32, Section 3

Lesson Plan for The Ford and Carter Years continued

Homework Assignments Other Teaching Materials

■ ■ TE, p. 1017

■ ■ TE, p. 1019

■ ■ TE, p. 1021

■ ■ TE, p. 1022

■ ■ TE, p. 1018■ ■ Reading Study Guide, pp. 319–320

■ ■ TE, p. 1020

■ ■ Access for Students Acquiring English, pp. 314, 317–318

■ ■ Spanish Reading Study Guide, pp. 319–320

■ ■ Section 3 Quiz

■ ■ Jimmy Carter, On Energy and National Goals, 1979

■ ■ classzone.com

■ ■ PE, p. 1023

■ ■ Formal Assessment, p. 565

■ ■ TE, p. 1023■ ■ Unit 9 In-Depth Resources, p. 30

■ ■ Geography Transparency GT32

■ ■ Humanities Transparency HT30

Cross-Curricular LinksCivics: Debating the Nixon Pardon

Economics: Unemployment and Inflation

Government: Human Rights and ForeignPolicy

World History: Creation of the State of Israel

Differentiating InstructionLess Proficient Readers: Clarifying Inflation

Gifted and Talented Students: Economicsand Society

Students Acquiring English/ESL

Integrate TechnologyElectronic Teacher Tools

Test Generator

Electronic Library of Primary Sources

America’s Music CD

Using the Internet

Assess & ReteachSection 3 Assessment

Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsGeography: OPEC (Organization of

Petroleum Exporting Countries)

Humanities: Bicentennial Celebration

RESOURCES


Copy

righ

t © M

cDou

galL

itte

ll/H

ough

ton

Mif

flin

Com

pany

An Age of Limits 253

Environmental ActivismSection 4 Objectives

1. Summarize the origins of the environmental movement.

2. Identify key environmental issues of the 1970s.

3. Explain the goals of the continuing environmental movement.





One American’s Story: Lois Gibbs

Key Player: Rachel Carson

Tracing Themes

Science & Technology: The Accident at ThreeMile Island

More About: The Environmental ProtectionAgency; Trans-Alaska Pipeline; Nuclear Accidents

History Through Film: Hollywood andNuclear Fears

Now & Then: Air Pollution in California

Skillbuilder Lesson: Analyzing Assumptions

Cross-Curricular LinksScience: Earth Day Activities

Science: Researching Chernobyl

■ ■ PE, p. 1026


■ ■ TE, pp. 1026, 1027, 1031

■ ■ PE, p. 1026

■ ■ PE, p. 1027

■ ■ TE, p. 1027

■ ■ PE, p. 1029

■ ■ TE, pp. 1028, 1029

■ ■ PE, p. 1030

■ ■ PE, p. 1031

■ ■ TE, p. 1028■ ■ Unit 9 In-Depth Resources: Skillbuilder Practice, p. 6

■ ■ TE, p. 1027

■ ■ TE, p. 1030■ ■ Integrated Assessment Book


Name Date

32



11.03, 11.05, 12.02, 12.03, 12.04


1.01, 1.02, 1.04, 1.06, 1.08, 3.05


Co

pyr

igh

t ©

McD

ou

gal

Litt

ell/

Ho

ug

hto

n M

iffl

in C

om

pan

y


Lesson Plan for Environmental Activism continued


■ ■ Reading Study Guide, pp. 321–322

■ ■ Access for Students Acquiring English, pp. 315, 316■ ■ Spanish Reading Study Guide, pp. 321–322

■ ■ Section 4 Quiz■ ■ Chapter Test

■ ■ People of Color Environmental Leadership, Principles of Environmental Justice, 1991

■ ■ Videocassette Volume 3


■ ■ PE, p. 1031



■ ■ PE, pp. 1032–1033

■ ■ Formal Assessment, pp. 567–578


Differentiating InstructionLess Proficient Readers

Students Acquiring English/ ESL


Test Generator



American Stories Video Series

Using the Internet


Section 4 Quiz

Reteaching Activity

Chapter 32 Assessment

Chapter Test, Forms A, B, and C

Block Scheduling OptionsLink to Science: Nuclear Energy Pro and Con

RESOURCES


Copy

righ

t © M

cDou

galL

itte

ll/H

ough

ton

Mif

flin

Com

pany

The Conservative Tide 255

A Conservative Movement EmergesSection 1 Objectives

1. Identify the reasons for the resurgence of conservative values, and list the major goals of the New Right.

2. Analyze the emergence of Reagan and Bush as conservative leaders.

RESOURCESIntroduce the Chapter

Interpreting the Photograph: Ronald Reagan

Chapter Time Line

Interact with History

Focus & MotivateDiscuss Main Idea and Terms & Names



One American’s Story: Peggy Noonan

Chart: Goals of the Conservative Movement

Key Player: Ronald Reagan

Map: Presidential Election of 1980

More About: Peggy Noonan; Liberals v.Conservatives

Cross-Curricular LinksPolitics: Shifts to Conservatism

Differentiating InstructionLess Proficient Readers: Clarifying

Conservation


■ ■ PE, pp. 1034–1035

■ ■ PE, pp. 1034–1035■ ■ TE, p. 1034 Time Line Discussion

■ ■ PE, p. 1035

■ ■ PE, p. 1036


■ ■ TE, pp. 1036, 1038

■ ■ PE, p. 1036

■ ■ PE, p. 1037

■ ■ PE, p. 1038

■ ■ PE, p. 1039

■ ■ TE, p. 1037

■ ■ TE, p. 1038


■ ■ Access for Students Acquiring English, p. 321■ ■ Spanish Reading Study Guide, pp. 325–326

CHAPTER Chapter Opener; Section 1 (pages 1034–1039) Lesson Plan

Name Date

33



12.02, 12.04, 12.05


1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 4.01, 4.02, 4.03


Co

pyr

igh

t ©

McD

ou

gal

Litt

ell/

Ho

ug

hto

n M

iffl

in C

om

pan

y


Lesson Plan for A Conservative Movement Emerges continued


■■ Section 1 Quiz

■■ classzone.com

■ ■ PE, p. 1039




Test Generator


Using the Internet


Section 1 Quiz

Reteaching Activity

RESOURCES


Copy

righ

t © M

cDou

galL

itte

ll/H

ough

ton

Mif

flin

Com

pany


Conservative Policies Under Reagan and BushSection 2 Objectives

1. Summarize Reagan’s economic programs.

2. Describe the changes that occurred in the makeup and decisions of the Supreme Court.

3. Identify results of deregulation of the savings and loan industry and of cutting the budget of the Environmental Protection Agency.

4. Analyze the presidential elections of 1984 and 1988.





Economic Background: The “Trickle-Down”Theory

Tracing Themes

More About: The Laffer Curve

Skillbuilder Lesson: Analyzing PoliticalCartoons

Historical Spotlight: An AssassinationAttempt

Primary Sources: Political Cartoon; fromRonald Reagan’s Farewell Address

Connections Across Time

Critical Thinking: The Conservative 1980s;Theory of Supply-Side Economics

Cross-Curricular LinksLiterature: from The Bonfire of the Vanities

■ ■ PE, p. 1040


■ ■ TE, pp. 1040, 1042, 1043

■ ■ PE, p. 1041

■ ■ PE, p. 1042

■ ■ TE, p. 1041

■ ■ TE, p. 1042■ ■ Unit 9 In-Depth Resources: Skillbuilder Practice,

p. 27

■ ■ PE, p. 1043


■ ■ TE, p. 1044

■ ■ Critical Thinking Transparencies CT33, CT67


Name Date

CHAPTER Section 2 (pages 1040–1044) Lesson Plan33



12.02, 12.03, 12.04


1.01, 1.02, 1.04, 1.06, 3.04, 3.05


Co

pyr

igh

t ©

McD

ou

gal

Litt

ell/

Ho

ug

hto

n M

iffl

in C

om

pan

y


Lesson Plan for Conservative Policies Under Reagan and Bush continued




■ ■ Section 2 Quiz

■ ■ Ronald Reagan, On the Program for Economic Recovery, 1981


■ ■ PE, p. 1044



■ ■ TE, p. 1043

Differentiating InstructionLess Proficient Readers: Charting

Reaganomics

Students Acquiring English/ESL:


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Researching Supreme

Court Cases

RESOURCES


Copy

righ

t © M

cDou

galL

itte

ll/H

ough

ton

Mif

flin

Com

pany


Social Concerns in the 1980sSection 3 Objectives

1. Identify national concerns about education, drug use, health issues, and urban problems.

2. Summarize political, economic, and social gains achieved by women.

3. Describe how conservative policies affected minority groups.





One American’s Story: Trevor Ferrell

Now & Then: AIDS Worldwide

Difficult Decisions: Sending Money into Space

Connections Across Time

Chart: Women’s and Men’s Average YearlyEarnings in Selected Careers, 1982

More About: AIDS Memorial Quilt;Geraldine Ferraro; Jesse Jackson’s Campaign; Richmond v. J.A. Croson Company; Las Vegas; Nevada

Tracing Themes

Cooperative Learning: Minority PopulationGrowth and Distribution

Primary Source: Civil Rights in 1980s

Geography Spotlight: Sunbelt, Rustbelt,Ecotopia

Cross-Curricular LinksGeography: Latino Population in the 1980s

Literature: “Salvador Late or Early”

■ ■ PE, p. 1045


■ ■ TE, pp. 1045, 1048, 1049, 1053

■ ■ PE, p. 1045

■ ■ PE, p. 1046

■ ■ PE, p. 1047

■ ■ TE, p. 1047

■ ■ PE, p. 1048

■ ■ TE, pp. 1046, 1048, 1049, 1052

■ ■ TE, pp. 1050, 1051


■ ■ Unit 9 In-Depth Resources, p. 38

■ ■ PE, pp. 1052–1053




Name Date

33



12.02, 12.03, 12.04, 12.05


1.01, 1.02, 1.06, 1.08, 2.05, 3.01, 3.02, 4.01, 4.02, 4.05, 4.06


Co

pyr

igh

t ©

McD

ou

gal

Litt

ell/

Ho

ug

hto

n M

iffl

in C

om

pan

y


Lesson Plan for Social Concern in the 1980s continued


■ ■ TE, pp. 1046, 1048■ ■ Reading Study Guide, pp. 329–330

■ ■ TE, p. 1049■ ■ Access for Students Acquiring English,

pp. 323, 326–327■ ■ Spanish Reading Study Guide, pp. 329–330


■■ Carlos Alberto Montauer, Why Fear Spanish, 1988


■ ■ PE, p. 1051




Differentiating InstructionLess Proficient Readers: Outlining Social

Issues; Identifying Main Ideas and Supporting Details

Students Acquiring English/ESL:Understanding Vocabulary


Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Developing a Plan for

Better Schools

RESOURCES


Copy

righ

t © M

cDou

galL

itte

ll/H

ough

ton

Mif

flin

Com

pany


Foreign Policy After the Cold WarSection 4 Objectives

1. Identify changes in the Communist world that ended the Cold War.

2. Summarize U.S. actions taken to influence Central American and Caribbean affairs.

3. Describe the events leading up to the Iran-Contra scandal.

4. Analyze U.S. involvement in the Persian Gulf War.





One American’s Story: Colin Powell

World Stage: Democratic Elections in Russia

More About: Perestroika; Eastern Europeand the Treaty of Versailles; Tiananmen Square; Iran-Contra Affair; Persian Gulf War

Map: Central America and the Caribbean,1981–1992

Point/Counterpoint

Map: The Persian Gulf War, 1990–1991

Cooperative Learning: Gulf War Veterans,Experiences and Problems

Primary Source: The First Day of Desert Storm

American Lives: Daniel Inouye

Cross-Curricular LinksGovernment: The Iran-Contra Affair and the

U.S. Constitution

Geography: The Cold War Ends, 1989–1990

Humanities: “Jobs That May Be Lost”

■ ■ PE, p. 1054


■ ■ TE, pp. 1054, 1057, 1058

■ ■ PE, p. 1054

■ ■ PE, p. 1055

■ ■ TE, pp. 1055, 1056, 1058, 1059

■ ■ PE, p. 1057

■ ■ PE, p. 1059

■ ■ PE, p. 1060




■ ■ TE, p. 1058■ ■ Integrated Assessment




Name Date

33



12.01


1.01, 1.04, 1.06, 3.01, 4.01, 4.02, 4.04, 4.06, 4.07, 4.08


Co

pyr

igh

t ©

McD

ou

gal

Litt

ell/

Ho

ug

hto

n M

iffl

in C

om

pan

y


Lesson Plan for Foreign Policy AFter the Cold War continued



■ ■ TE, p. 1057

■ ■ Access for Students Acquiring English, pp. 324, 328–329

■ ■ Spanish Reading Study Guide, pp. 331–332

■■ Section 4 Quiz■■ Chapter Test

■■ Jeane J. Kirkpatrick, from The United States and the World: Setting Limits, 1986


■ ■ PE, p. 1061



■ ■ PE, pp. 1062–1063




Differentiating InstructionLess Proficient Readers: Locating Place

Names on a Map

Gifted and Talented Students: Nicaraguaand the United States



Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Creating a Foreign

Affairs Time Line

Outline Map: U.S. Attention on the MiddleEast

RESOURCES


Copy

righ

t © M

cDou

galL

itte

ll/H

ough

ton

Mif

flin

Com

pany

The United States in Today’s World 263

The 1990s and the New MillenniumSection 1 Objectives

1. Summarize the issues of the 1992 presidential campaign.

2. Describe Clinton’s stand on domestic issues.

3. Analyze Clinton’s approach to foreign policy.

4. Explain the political events surrounding Clinton’s impeachment trial.

5. Analyze the events of the 2000 election.

6. Describe the first months of the Bush administration.

RESOURCESIntroduce the Chapter

Interpreting the Photograph: Walk for Hunger

Chapter Time Line

Interact with History

Focus & MotivateDiscuss Main Idea and Terms & Names



One American’s Story: Maya Angelou

Key Player: Bill Clinton

Map: Election of 2000

Another Perspective: Nader and Third PartyImpact

More About: Hillary Rodham Clinton; CrimeRate; The Conflict in Kosovo; Opposition to NAFTA; Newt Gingrich; Impeachment; Bill Clinton; Elections and Accuracy; Election Controversy Fallout

Cooperative Learning: Graphing ElectionResults

■ ■ PE, pp. 1064–1065

■ ■ PE, pp. 1064–1065■ ■ TE, p. 1064 Time Line Discussion

■ ■ PE, p. 1065

■ ■ PE, p. 1066

■ ■ PE, pp. 1066–1074■ ■ Unit 9 In-Depth Resources:Guided Reading, p. 45■ ■ Building Vocabulary, p. 49

■ ■ TE, pp. 1066, 1069, 1070, 1072, 1074

■ ■ PE, p. 1066

■ ■ PE, p. 1067

■ ■ PE, p. 1072

■ ■ PE, p. 1073

■ ■ TE, pp. 1067–1073

■ ■ TE, p. 1071■ ■ Integrated Assessment

CHAPTER Chapter Opener; Section 1 (pages 1064–1074) Lesson Plan

Name Date

34



12.01, 12.02, 12.03, 12.04, 12.05, 12.06


1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.01, 3.05, 4.01


Co

pyr

igh

t ©

McD

ou

gal

Litt

ell/

Ho

ug

hto

n M

iffl

in C

om

pan

y


Lesson Plan for The 1990s and the New Millennium continued



■ ■ TE, p. 1070



■ ■ TE, p. 1069



■■ Bill Clinton, from First Inaugural Address, 1993


■ ■ PE, p. 1074





Cross-Curricular LinksCivics: School Policies

Government: Analyzing the Contract withAmerica

Journalism: Examining Television News andElections

Differentiating InstructionLess Proficient Readers: Finding Main Ideas

Gifted and Talented Students: Researchingthe Roots of the Struggle in Yugoslavia



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsLink to Civics: Third Party Politics

Geography: Percentage of Eligible VotesCast, 1996 Presidential Election

RESOURCES


Copy

righ

t © M

cDou

galL

itte

ll/H

ough

ton

Mif

flin

Com

pany


The New Global EconomySection 2 Objectives

1. Describe changes in the American workplace.

2. Explain increased competition for domestic and international markets.





Economic Background: Greenspan andthe Fed

Chart: Persons Employed in Three EconomicSectors

Map: World Trading Blocs, 2000

American Literature: Women Writers ReflectAmerican Diversity

Tracing Themes

More About: Decline of Manufacturing;International Competition; Nikki Giovanni; Amy Tan

Primary Source: from The Road Ahead

American Lives: Bill Gates

Cross-Curricular LinksEconomics: Analyzing Foreign Trade

Geography: The U.S. Trade in Goods

■ ■ PE, p. 1075


■ ■ TE, pp. 1075, 1078, 1081

■ ■ PE, p. 1076

■ ■ PE, p. 1077

■ ■ TE, p. 1078

■ ■ PE, pp. 1080–1081

■ ■ TE, p. 1076

■ ■ TE, pp. 1077, 1079–1081




■ ■ Unit 9 In-Depth Resources, p. 55–56


Name Date

34



12.03


1.01, 1.02, 1.03, 1.04, 1.06, 2.02, 2.03, 2.06, 3.01, 3.02, 3.05, 4.06


Co

pyr

igh

t ©

McD

ou

gal

Litt

ell/

Ho

ug

hto

n M

iffl

in C

om

pan

y


Lesson Plan for The New Global Economy continued



■ ■ TE, p. 1076■ ■ Access for Students Acquiring English, pp. 333,

337–338■ ■ Spanish Reading Study Guide, pp. 337–338



■ ■ PE, p. 1079



■ ■ TE, p. 1077


Students Acquiring English/ESL:Understanding Expressions


Test Generator


Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Examining Job

Availability

RESOURCES


Copy

righ

t © M

cDou

galL

itte

ll/H

ough

ton

Mif

flin

Com

pany


Technology and Modern LifeSection 3 Objectives

1. Describe the explosive growth of communications technology and subsequent industry regulations.

2. Identify the specific application of technological advances.





One American’s Story: Rudy Garcia-Tolson

Analyzing Political Cartoons: “Vacation, 2000”

Science & Technology: Alternative Cars

More About: Internet Access;Telecommunications Act of 1996; Virtual Reality; Dr. Ellen Ochoa; Genetic Engineering; Hybrid Cars

Tracing Themes

Cross-Curricular LinksScience: Analyzing Advances in Science and

Medicine

Differentiating InstructionLess Proficient Readers: Outlining

Gifted and Talented Students: Researchingthe Human Genome


■ ■ PE, p. 1082


■ ■ TE, pp. 1082, 1084

■ ■ PE, p. 1082

■ ■ PE, p. 1083

■ ■ PE, p. 1087

■ ■ TE, pp. 1083–1087

■ ■ TE, p. 1086






Name Date

34



12.03, 12.04


1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 3.04, 3.05


Co

pyr

igh

t ©

McD

ou

gal

Litt

ell/

Ho

ug

hto

n M

iffl

in C

om

pan

y


Lesson Plan for Technology and Modern Life continued



■■ Nicholas Negroponte, from Being Digital, 1995

■■ classzone.com

■ ■ PE, p. 1087



■ ■ TE, p. 1086


Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Analyzing the Digital

World

RESOURCES


Copy

righ

t © M

cDou

galL

itte

ll/H

ough

ton

Mif

flin

Com

pany


The Changing Face of AmericaSection 4 Objectives

1. Identify causes of urban flight.

2. Analyze the impact of the aging of America.

3. Explain challenges and opportunities Americans may face in the 21st century.





One American’s Story: Antonia Hernandez

History Through Architecture: Rebuilding theRiverfronts

Graph: The Graying of America, 1990–2030

Map: Change in U.S. Immigration, 2000

Tracing Themes

More About: Gentrification; Senior Power;Proposition 187; Anti-Immigration Feelings; Vietnamese Refugees

Tracing Themes: Immigration and Migration

Skillbuilder Lesson: Hypothesizing

Primary Source: Road Sign

American Lives: Wilma Mankiller

Cross-Curricular LinksGeography: Mapping the Immigrant

Population

Civics: Conducting an Immigration Debate

■ ■ PE, p. 1088


■ ■ TE, pp. 1088, 1090, 1091, 1093, 1095

■ ■ PE, p. 1088

■ ■ PE, p. 1089

■ ■ PE, p. 1090

■ ■ PE, p. 1091

■ ■ TE, p. 1092

■ ■ TE, pp. 1089, 1090, 1092, 1094, 1095

■ ■ PE, pp. 1094–1095

■ ■ TE, p. 1090■ ■ Unit 9 In-Depth Resources: Skillbuilder Practice,

p. 50






Name Date

34



12.04, 12.05


1.01, 1.04, 1.06, 1.08, 2.04, 3.01, 3.02, 3.05, 4.01, 4.05, 4.06, 4.08


Co

pyr

igh

t ©

McD

ou

gal

Litt

ell/

Ho

ug

hto

n M

iffl

in C

om

pan

y


Lesson Plan for The Changing Face of America continued




■ ■ Section 4 Quiz■ ■ Chapter Test

■ ■ Studs Terke, from My American Century, 1997


■ ■ PE, p. 1093



■ ■ PE, pp. 1096–1097


■ ■ TE, p. 1089





Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Predicting Local

Demographic Changes

Humanities: “This Isn’t Exactly the Sort ofActive Retirement I Hoped For . . .”

RESOURCES


The Americans 271

Cop

yrig

ht ©

McD

ouga

lLit

tell/

Hou

ghto

n M

iffl i

n C

ompa

ny.

North Carolina Standard Course of StudyCOMPETENCY GOAL 1: The New Nation (1789–1820)—The learner will identify, investigate, and assess the effectiveness of the institutions of the emerging republic.

1.01 Identify the major domestic issues and confl icts experienced by the nation during the Federalist Period.1.02 Analyze the political freedoms available to the following groups prior to 1820: women, wage earners, landless farmers, American Indians, African Americans, and other ethnic groups.1.03 Assess commercial and diplomatic relationships with Britain, France, and other nations.

COMPETENCY GOAL 2: Expansion and Reform (1801–1850)—The learner will assess the competing forces of expansionism, nationalism, and sectionalism.

2.01 Analyze the effects of territorial expansion and the admission of new states to the Union.2.02 Describe how the growth of nationalism and sectionalism was refl ected in art, literature, and language.2.03 Distinguish between the economic and social issues that led to sectionalism and nationalism.2.04 Assess political events, issues, and personalities that contributed to sectionalism and nationalism.2.05 Identify the major reform movements and evaluate their effectiveness.2.06 Evaluate the role of religion in the debate over slavery and other social movements and issues.

COMPETENCY GOAL 3: Crisis, Civil War, and Reconstruction (1848–1877)—The learner will analyze the issues that led to the Civil War, the effects of the war, and the impact of Reconstruction on the nation.

3.01 Trace the economic, social, and political events from the Mexican War to the outbreak of the Civil War.3.02 Analyze and assess the causes of the Civil War.3.03 Identify political and military turning points of the Civil War and assess their signifi cance to the outcome of the confl ict.3.04 Analyze the political, economic, and social impact of Reconstruction on the nation and identify the reasons why Reconstruction came to an end.3.05 Evaluate the degree to which the Civil War and Reconstruction proved to be a test of the supremacy of the national government.

COMPETENCY GOAL 4: The Great West and the Rise of the Debtor (1860s–1896)—The learner will evaluate the great westward movement and assess the impact of the agricultural revolution on the nation.

4.01 Compare and contrast the different groups of people who migrated to the West and describe the problems they experienced.4.02 Evaluate the impact that settlement in the West had upon different groups of people and the environment.4.03 Describe the causes and effects of the fi nancial diffi culties that plagued the American farmer and trace the rise and decline of Populism.4.04 Describe innovations in agricultural technology and business practices and assess their impact on the West.

continued on next page

NC_TA_LP_271-274.indd 271NC_TA_LP_271-274.indd 271 4/9/07 1:32:57 PM4/9/07 1:32:57 PM

272 North Carolina Standard Course of Study

North Carolina Standard Course of Study (continued)

Cop

yrig

ht ©

McD

ouga

lLit

tell/

Hou

ghto

n M

iffl i

n C

ompa

ny.

COMPETENCY GOAL 5: Becoming an Industrial Society (1877–1900)—The learner will describe innovations in technology and business practices and assess their impact on economic, political, and social life in America.

5.01 Evaluate the infl uence of immigration and rapid industrialization on urban life.5.02 Explain how business and industrial leaders accumulated wealth and wielded political and economic power.5.03 Assess the impact of labor unions on industry and the lives of workers.5.04 Describe the changing role of government in economic and political affairs.

COMPETENCY GOAL 6: The emergence of the United States in World Affairs (1890–1914)—The learner will analyze causes and effects of the United States’ emergence as a world power.

6.01 Examine the factors that led to the United States taking an increasingly active role in world affairs.6.02 Identify the areas of United States military, economic, and political involvement and infl uence.6.03 Describe how the policies and actions of the United States government impacted the affairs of other countries.

COMPETENCY GOAL 7: The Progressive Movement in the United States (1890–1914)—The learner will analyze the economic, political, and social reforms of the Progressive Period.

7.01 Explain the conditions that led to the rise of Progressivism.7.02 Analyze how different groups of Americans made economic and political gains in the Progressive Period.7.03 Evaluate the effects of racial segregation on different regions and segments of the United States’ society.7.04 Examine the impact of technological changes on economic, social, and cultural life in the United States.

COMPETENCY GOAL 8: The Great War and Its Aftermath (1914–1930)—The learner will analyze United States involvement in World War I and the war’s infl uence on international affairs during the 1920’s.

8.01 Examine the reasons why the United States remained neutral at the beginning of World War I but later became involved.8.02 Identify political and military turning points of the war and determine their signifi cance to the outcome of the confl ict.8.03 Assess the political, economic, social, and cultural effects of the war on the United States and other nations.

COMPETENCY GOAL 9: Prosperity and Depression (1919–1939)—The learner will appraise the economic, social, and political changes of the decades of the twenties and the thirties.

9.01 Elaborate on the cycle of economic boom and bust in the 1920s and 1930s.9.02 Analyze the extent of prosperity for different segments of society during this period.9.03 Analyze the signifi cance of social, intellectual, and technological changes of lifestyles in the United States.9.04 Describe challenges to traditional practices in religion, race, and gender.9.05 Assess the impact of New Deal reforms in enlarging the role of the federal government in American life.



The Americans 273


Cop

yrig

ht ©

McD

ouga

lLit

tell/

Hou

ghto

n M

iffl i

n C

ompa

ny.

COMPETENCY GOAL 10: World War II and the Beginning of the Cold War (1930s–1963)—The learner will analyze United States involvement in World War II and the war’s infl uence on international affairs in the following decades.

10.01 Elaborate on the causes of World War II and reasons for United States entry into the war.10.02 Identify military, political, and diplomatic turning points of the war and determine their signifi cance to the outcome and aftermath of the confl ict.10.03 Describe and analyze the effects of the war on American economic, social, political, and cultural life.10.04 Elaborate on changes in the direction of foreign policy related to the beginnings of the Cold War.10.05 Assess the role of organizations established to maintain peace and examine their continuing effectiveness.

COMPETENCY GOAL 11: Recovery, Prosperity, and Turmoil (1945–1980)—The learner will trace economic, political, and social developments and assess their signifi cance for the lives of Americans during this time period.

11.01 Describe the effects of the Cold War on economic, political, and social life in America.11.02 Trace the major events of the Civil Rights Movement and evaluate its impact.11.03 Identify major social movements including, but not limited to, those involving women, young people, and the environment, and evaluate the impact of these movements on the United States’ society.11.04 Identify the causes of the United States’ involvement in Vietnam and examine how this involvement affected society.11.05 Examine the impact of technological innovations that have impacted American life.11.06 Identify political events and the actions and reactions of government offi cials and citizens and assess the social and political consequences.

COMPETENCY GOAL 12: The United States since the Vietnam War (1973–present)—The learner will identify and analyze trends in domestic and foreign affairs of the United States during this time period.

12.01 Summarize signifi cant events in foreign policy since the Vietnam War.12.02 Evaluate the impact of recent constitutional amendments, court rulings, and federal legislation on United States citizens.12.03 Identify and assess the impact of economic, technological, and environmental changes in the United States.12.04 Identify and assess the impact of social, political, and cultural changes in the United States.12.05 Assess the impact of growing racial and ethnic diversity in American society.12.06 Assess the impact of twenty-fi rst century terrorist activities on American society.

SKILL COMPETENCY GOAL 1: The learner will acquire strategies for reading social studies materials and for increasing social studies vocabulary.

1.01 Read for literal meaning.1.02 Summarize to select main ideas.1.03 Draw inferences.1.04 Detect cause and effect.1.05 Recognize bias and propaganda.1.06 Recognize and use social studies terms in written and oral reports.1.07 Distinguish fact and fi ction.1.08 Use context clues and appropriate sources such as glossaries, texts, and dictionaries to gain meaning.



274 North Carolina Standard Course of Study


Cop

yrig

ht ©

McD

ouga

lLit

tell/

Hou

ghto

n M

iffl i

n C

ompa

ny.

SKILL COMPETENCY GOAL 2: The learner will acquire strategies to access a variety of sources, and use appropriate research skills to gather, synthesize, and report information using diverse modalities to demonstrate the knowledge acquired.

2.01 Use appropriate sources of information.2.02 Explore print and nonprint materials.2.03 Utilize different types of technology.2.04 Utilize community-related resources such as fi eld trips, guest speakers, and interviews.2.05 Transfer information from one medium to another, such as written to visual and statistical to written.2.06 Create written, oral, musical, visual, and/or theatrical presentations of social studies information.

SKILL COMPETENCY GOAL 3: The learner will acquire strategies to analyze, interpret, create, and use resources and materials.

3.01 Use map-and globereading skills.3.02 Interpret graphs and charts.3.03 Detect bias.3.04 Interpret social and political messages of cartoons.3.05 Interpret history through artifacts, arts, and media.

SKILL COMPETENCY GOAL 4: The learner will acquire strategies needed for applying decision-making and problemsolving techniques, both orally and in writing, to historic, contemporary, and controversial world issues.

4.01 Use hypothetical reasoning processes.4.02 Examine, understand, and evaluate confl icting viewpoints.4.03 Recognize and analyze values upon which judgments are made.4.04 Apply confl ict resolutions.4.05 Predict possible outcomes.4.06 Draw conclusions.4.07 Offer solutions.4.08 Develop hypotheses.

SKILL COMPETENCY GOAL 5: The learner will acquire strategies needed for effective incorporation of computer technology in the learning process.

5.01 Use word processing to create, format, and produce classroom assignments/projects.5.02 Create and modify a database for class assignments.5.03 Create, modify, and use spreadsheets to examine real-world problems.5.04 Create nonlinear projects related to the social studies content area via multimedia presentations.


Documents

Name Date 32 Lesson Plan The Ford and Carter · PDF fileDiscuss key questions ... Lesson Plan for The Ford and Carter Years continued ... Literature: “Salvador Late or Early