REVIEW CHAPTER Exploration and the Colonial Eraboltsamericanhistory1.weebly.com/uploads/1/2/5/3/12531240/lesson… · Electronic Library of Primary Sources Olaudah Equiano, from The

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Exploration and the Colonial Era 1

REVIEW CHAPTER Overview; Section 1 (pages 2–13) Lesson Plan

Name Date

1

Exploration and the Colonial EraSection 1 Objectives

1. Describe the ancient cultures in the Americas.

2. Identify the diverse Native American groups in NorthAmerica.

3. Describe West African societies of the 1400s.

4. Understand European societies of the 1400s and the forcesthat led them to undertake exploration.

RESOURCESIntroduce the Chapter

Interpreting the Painting: Arrival ofEuropean Ships

Chapter Time Line

Interact With History

Focus & MotivateDiscuss Main Idea and Terms & Names

InstructRead the section

Discuss key questions

Map: North American Cultures in the 1400s

Historical Spotlight: Islam

History Through Art: June, from Tres RichesHeures Du Duc de Berry

Science & Technology: The Caravel

More About: Essie Parrish; The Power ofDreams; West African Society; TheRenaissance

Tracing Themes

Connections Across Time: Native AmericanBusiness

Cooperative Learning: Planning and Itinerary

Critical Thinking: Inventions: 1190–1500

■■ PE, pp 2–3

■■ PE, pp 2–3■■ TE, p. 2 Time Line Discussion

■■ PE, p. 3

■■ PE, p. 4

■■ PE, pp. 4–13■■ Unit 1 In-Depth Resources: Guided Reading, p. 9■■ Building Vocabulary, p. 13

■■ TE, pp. 4, 6, 8, 10

■■ PE, p. 7

■■ PE, p. 9

■■ PE, p. 11

■■ PE, p. 12

■■ TE, pp. 5, 8–9, 11

■■ TE, pp. 5, 6, 9

■■ TE, p. 7

■■ TE, p. 9

■■ Critical Thinking Transparencies CT35

2 CHAPTER 1, SECTION 1

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Lesson Plan for Exploration in the Colonial Era continued

Homework Assignments Other Teaching Materials

■■ Humanities Transparency HT2

■■ TE, pp. 5, 10, 12■■ Reading Study Guide, pp. 5–6

■■ TE, pp. 8, 11

■■ Access for Students Acquiring English, pp. 13–17■■ Spanish Reading Study Guide, pp. 5–6

■■ Section 1 Quiz

■■ Track 1, “Agbekor,“ traditional

■■ classzone.com

■■ PE, p. 13

■■ Formal Assessment, p. 5

■■ TE, p. 13■■ Unit In-Depth Resources, p. 17

■■ TE, p. 6■■ Integrated Assessment Book

■■ TE, p. 7■■ Unit 1 In-Depth Resources: Skillbuilder Practice,

Cross-Curricular LinksArt: Ritual Cache Figure

Differentiating InstructionLess Proficient Readers: Clarifying Ideas;

Cause-and-Effect Chart; Summarizing

Gifted and Talented Students: A Virtual FieldTrip; Researching the Crusades

Students Acquiring English/ESL

Integrate TechnologyElectronic Teacher Tools

Test Generator

America’s Music CD

Using the Internet

Assess & ReteachSection 1 Assessment

Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Illustrating Native

American Cultures

Skillbuilder Lesson: Interpreting Maps

RESOURCES

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REVIEW CHAPTER Section 2 (pages 14–20) Lesson Plan

Name Date

1

Spanish North AmericaSection 2 Objectives

1. Describe the Spanish exploration of the Americas and itseffects on Native Americans, Africans, and Europeans.

2. Describe the pattern of conquest that the Spanish used tosubdue Native American peoples.

3. Summarize the goals of Spanish explorers and settlers whopushed into what is now the United States and tounderstand why Native Americans resisted.

RESOURCESFocus & Motivate

Discuss Main Idea and Terms & Names



Infographic: The Columbian Exchange

Key Player: Hernándo Cortés

Map: European Exploration of the Americas,1492–1682

Infographic: Spanish Missions in theSouthwest

More About: Christopher Columbus; TheConquistadors; European Explorers; NativeAmerican Resistance

Tracing Themes

Connections Across Time: San Antonio

Cooperative Learning: Writing About Popé’sRebellion

Critical Thinking: Exploration of the Americas

Cross-Curricular LinksLiterature: from Memoirs of Christopher

Columbus

Geography: Voyages of Discovery andExploration, 1271–1580

■■ PE, p. 14


■■ TE, pp. 14, 16, 18

■■ PE, p. 15

■■ PE, p. 16

■■ PE, p. 17

■■ PE, p. 19

■■ TE, pp. 15, 16–17, 20

■■ TE, p. 18

■■ TE, p. 19

■■ TE, p. 19

■■ Critical Thinking Transparency CT1

■■ Unit 1 In-Depth Resources, pp. 30–31

■■ Geography Transparency GT1


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Lesson Plan for Spanish North America continued

■■ TE, p. 18■■ Reading Study Guide, pp. 7–8

■■ TE, p. 17

■■ Access for Students Acquiring English, pp. 14, 18, 22–23

■■ Spanish Reading Study Guide, pp. 7–8


■■ Christopher Columbus, from A Letter to theTreasurer of Spain, 1493

■■ Álvar Náñez Cabeza De Vaca, from La Relación,1530s

■■ Track 2, “Contredanse,” traditional


■■ PE, p. 20


■■ TE, p. 20■■ Unit 1 In-Depth Resources, p. 18

■■ TE, p. 15■■ Unit 1 In-Depth Resources: Outline Map: Spain

Explores North America, pp. 23–24■■ TE, p. 16■■ Unit 1 In-Depth Resources: Skillbuilder Practice,

p. 15

Differentiating InstructionLess Proficient Readers: Taking Notes

Gifted and Talented Students: Researchingthe Explorers



Test Generator

Electronic Library of Primary Sources


Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Designing Storyboards

Skillbuilder Lesson: Using the Internet

RESOURCES


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Name Date

1

Early British ColoniesSection 3 Objectives

1. Describe the English settlement at Jamestown.

2. Identify the motives that led Puritans to New England andthe colonies they founded.

3. Explain the pattern at New Netherland and Pennsylvania.

4. Understand the economic relationship between Englandand its North American colonies.





Infographic: Rediscovering Fort James

Historical Spotlight: Early RepresentativeGovernment

Maps: New England Colonies to 1675;Middle Colonies to 1700

World Stage: The English Civil War andRestoration

History Through Architecture: ColonialMeetinghouses

Map: The Thirteen Colonies to the 1700s

More About: The Mystery of Roanoke;The First Africans in Virginia; QuakerServices, Mercantilism; Shipbuilding; Self-Determination

Connections Across Time

Tracing Themes

Cooperative Learning: Mapping ColonialEconomic Activities

Map of North America from Florida toChesapeake Bay

■■ PE, p. 21


■■ TE, pp. 21, 24, 26, 28

■■ TE, pp. 21, 24, 26, 28

■■ Unit 1 In-Depth Resources

■■ PE, p. 23

■■ PE, p. 25

■■ PE, p. 26

■■ PE, p. 27

■■ PE, p. 29

■■ TE, pp. 22–23, 27–30

■■ TE, pp. 23–24

■■ TE, p. 25

■■ TE, p. 29



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Lesson Plan for Early British Colonies continued

RESOURCES


■■ TE, p. 24



■■ Reading Study Guide, pp. 9–10

■■ TE, pp. 23, 25

■■ TE, p. 26■■ Access for Students Acquiring English, p. 15■■ Spanish Reading Study Guide, pp. 9–10


■■ Thomas Jones, from The Journal of the Ship May-Flower, 1620

■■ Inhabitants of New-Plymouth, from The Book ofGeneral Laws, 1685

■■ Track 3, Eskanye Songs, traditional


■■ PE, p. 30



■■ TE, p. 27


Cross-Curricular LinksScience: Archaeology at Jamestown

Civics: Challenges to Puritan Leaders

Art/Language Arts: Advertising the Colonies

Geography: The European Colonies, 1650

Differentiating InstructionLess Proficient Readers

Gifted and Talented Students: Conducting aMock Trial; Metacom

Students Acquiring English/ESL: UsingProper Nouns


Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Investigating Puritan Life

Critical Thinking: Puritan Migration

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Name Date

1

The Colonies Come of AgeSection 4 Objectives

1. Characterize the plantation economy in the South.

2. Recognize the varied economy in the North.

3. Summarize the impact of Enlightenment thinking and theinfluence of the Great Awakening on people in the colonies.

4. Understand the French and Indian War.





Infographic: Daily Urban Life in ColonialTimes

Key Players: Benjamin Franklin and JonathanEdwards

Map: European Claims in North America

More About: The Middle Passage; Slaveryin the Americas; Olaudah Equiano; TheEnlightenment; George Whitefield; The FurTrade; George Washington; William Pitt;Pontiac; The Puritans; Colonial Courtship


Tracing Themes

Cooperative Learning: Comparing andContrasting

Critical Thinking: Africans in the Colonies

Cross-Curricular LinksGeography: The Triangular Trade

■■ PE, p. 31


■■ TE, pp. 31, 33–34, 37, 41

■■ PE, p. 34

■■ PE, p. 36■■ Unit 1 In-Depth Resources: Primary Source: The

Autobiography by Benjamin Franklin, p. 29■■ PE, p. 38

■■ TE, pp. 32, 33, 35, 37–41■■ Unit 1 In-Depth Resources: American Lives:

Olaudah Equiano, p. 34

■■ TE, p. 33

■■ TE, pp. 34, 36

■■ TE, p. 36




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Lesson Plan for The Colonies Come of Age continued

■■ TE, pp. 34–35, 37■■ Reading Study Guide, pp. 11–12

■■ TE, p. 33

■■ Access for Students Acquiring English, pp. 16, 20–21


■■ Section 4 Quiz■■ Chapter Test

■■ Olaudah Equiano, from The Interesting Narrativeof the Life of Olaudah Equiano, 1750s

■■ Jonathan Edwards, from Sinners in the Hands ofan Angry God, 1741

■■ Track 5, “The Girl I Left Behind Me,” 1758


■■ PE, p. 39



■■ PE, pp. 42–43

■■ Formal Assessment, pp. 9–20


Differentiating InstructionLess Proficient Readers: Contrasting;

Clarifying Concepts; Comparing Colonies

Gifted and Talented Students: WealthyBritish and Southern Landowners



Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity

Chapter 1 Assessment

Chapter Test, Forms A, B, and C

Block Scheduling OptionsCooperative Learning: Annotated Maps

RESOURCES

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Revolution and the Early Republic 9

REVIEW CHAPTER Chapter Opener; Section 1 (pages 44–57) Lesson Plan

Name Date

2

Colonial Resistance and RebellionSection 1 Objectives1. Summarize colonial resistance to British taxation.

2. Trace the mounting tension in Massachusetts.

3. Examine efforts made to avoid war between the coloniesand the British.

4. Summarize the historical background of the Declaration ofIndependence.


Interpreting the Painting: Sons of LibertyChapter Time Line

Interact with History




Now & Then: Proposition 13

Time Line: British Actions and ColonialReactions, 1765–1775

History Through Art: The Boston Massacre

Tracing Themes

More About: The Intolerable Acts; Lexingtonand Concord; General Washington; BunkerHill; Thomas Paine

The Declaration of Independence

Historical Spotlight: Independence andSlavery

Cooperative Learning: Creating a PoliticalPamphlet


Another Perspective: “All Men Would BeTyrants if They Could”

■■ PE, pp. 44–45

■■ PE, pp. 44–45■■ TE, p. 44 Time Line Discussion

■■ PE, p. 45

■■ PE, p. 46


■■ TE, pp. 46, 48, 50, 52

■■ PE, p. 47

■■ PE, pp. 48–49

■■ PE, p. 48

■■ TE, p. 47

■■ TE, pp. 49–52

■■ PE, pp. 54–57

■■ PE, p. 55


■■ TE, pp. 53, 54

■■ PE, p. 56


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Lesson Plan for Colonial Resistance and Rebellion continued

■■ PE, p. 57

■■ Humanities Transparencies HT5, HT31

■■ TE, p. 55

■■ TE, pp. 47, 48, 56■■ Reading Study Guide, pp. 15–16

■■ TE, p. 50, 57■■ Integrated Assessment Book



■■ Paul Revere, from An Account of a Late MilitaryMassacre, 1770


■■ PE, p. 53






Key Player: John Hancock

Cross-Curricular LinksArt: The Battle of Bunker Hill; Bunker’s Hill

or America’s Headdress

Government: Paraphrasing the Declaration

Differentiating InstructionLess Proficient Readers: Guided Reading;

Analyzing Cause and Effect; The Colonists’Responses

Gifted and Talented Students: Create aPolitical Cartoon; Researching a Signer

Students Acquiring English/ESL: SocialStudies Vocabulary


Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Letters from

Committees of Correspondence

Critical Thinking: War for Independence

Primary Source: The Boston Tea Party

RESOURCES

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Name Date

2

The War for IndependenceSection 1 Objectives

1. Trace the war through the winter at Valley Forge.

2. Examine civilian life during the Revolution.

3. Trace the war in the South through the siege of Yorktown.

4. Recognize the symbolic value of the Revolution.





Map: Revolutionary War, 1775–1778

Key Player: George Washington

Historical Spotlight: John Paul Jones

Map: Revolutionary War, 1778–1781

Tracing Themes: Women and Political Power

More About: The Opposing Armies; TheTreaty of Paris; Women in Political Power;Women in Congress

Skillbuilder Lesson: Analyzing Causes andEffects

Critical Thinking: The War for Independence

Primary Source: Political Cartoon; ValleyForge Diary

Cross-Curricular LinksGeography: Displaying Claims to North

America

Geography: The Siege of Yorktown

■■ PE, p. 58


■■ TE, pp. 58, 60, 61, 63, 65

■■ PE, p. 59

■■ PE, p. 60

■■ PE, p. 61

■■ PE, p. 62

■■ PE, pp. 64–65■■ TE, p. 61

■■ TE, pp. 59, 62, 64, 65


p. 40



■■ TE, p. 62■■ Geography Transparency GT4


■■ TE, p. 61


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Lesson Plan for The War for Independence continued





■■ Track 4, “Barbara Allen,” 1622■■ Track 6, “Yankee Doodle,” 1755/1763

■■ Videocassette Volume 1


■■ PE, p. 63





Differentiating InstructionLess Proficient Readers: Learning Visually



Test Generator


America Stories Videos

Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Reporting on the

Revolution

Art: Signing the Treaty of Paris; Mrs. GeneralWashington Bestowing Stripes on Britannia

RESOURCES


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Name Date

2

Confederation and the ConstitutionSection 1 Objectives

1. Describe the political and economic problems faced by theConstitution.

2. Describe the form of government established by theConstitution.

3. Explain how and why the Bill of Rights was added to theConstitution.

4. Recognize that the structure of the Constitution helps tomake it a document capable of meeting changing needs.





Chart: Weaknesses of the Articles ofConfederation

Key Player: James Madison

Chart: Key Conflicts in the ConstitutionalConvention

Geography Spotlight: The Land Ordinanceof 1785

More About: Western Land Claims; DanielShays; The Constitutional Convention; TheNorthwest Ordinance

Skillbuilder Lesson: Interpreting Charts

Tracing Themes


Primary Source: U.S. Constitution First Draft

American Lives: Patrick Henry

Critical Thinking: Constitutional Convention

■■ PE, p. 66


■■ TE, pp. 66, 68, 69, 71, 73

■■ PE, p. 67

■■ PE, p. 68

■■ PE, p. 69

■■ PE, pp. 72–73

■■ TE, pp. 67, 69, 72


p. 41

■■ TE, p. 70

■■ TE, p. 70

■■ Unit 1 In-Depth Resources, p. 53




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Lesson Plan for Confederation and the Constitution continued





■■ TE, p. 68

■■ Access for Students Acquiring English, pp. 28, 31■■ Spanish Reading Study Guide, pp. 19–20


■■ Publius, from Federalist 51, 1788


■■ PE, p. 71




Cross-Curricular LinksLiterature: from Legacy

Geography: Land Ceded by States

Differentiating InstructionLess Proficient Readers: Paired Reading

Gifted and Talented Students: Analyzing aPrimary Source Document



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Letters to the Editor

RESOURCES

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Name Date

2

Launching the New NationSection 4 Objectives

1. Explain how the United States confronted the difficult taskof forming a new government.

2. Summarize America’s developing foreign policy withFrance, Great Britain, and Spain.

3. Identify some of the deep divisions between Federalists andRepublicans.





One American’s Story: George Washington

Key Players: Alexander Hamilton andThomas Jefferson

Chart: Contrasting Views of the FederalGovernment

Analyzing Political Cartoons

Tracing Themes

More About: The Whiskey Rebellion; TheBattle of Fallen Timbers; John Adams

Skillbuilder Lesson: Comparing andContrasting


Cross-Curricular LinksArt: The Republican Court

■■ PE, p. 74


■■ TE, pp. 74, 76, 77

■■ PE, p. 74

■■ PE, p. 75

■■ PE, p. 76

■■ PE, p. 78

■■ PE, pp. 75, 77

■■ TE, pp. 76, 77, 78


p. 42

■■ TE, p. 79



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Lesson Plan for The War for Independence continued


■■ TE, pp. 75, 78■■ Reading Study Guide, pp. 21–22



■■ Chapter Test

■■ Track 7, “Chester,” 1775


■■ PE, p. 79



■■ PE, pp. 80–81



Differentiating InstructionLess Proficient Readers: Activating Prior

Knowledge; Making Connections



Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Negotiating a Treaty

RESOURCES

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The Living Constitution 17

THE LIVING CONSTITUTION Preamble and Article I (pages 82–89) Lesson Plan

Name Date

Preamble and Article IObjectives

1. Explain the purpose for establishing the Constitution.

2. Identify the powers of the legislature.

RESOURCESIntroduce the Constitution


Focus & MotivateDiscuss the question in the TE

InstructRead the Preamble and Article I


Chart: Requirements for Holding FederalOffice

More About: A Dream for All; CongressionalRecord; Congressional Salaries; Overridinga Veto; The Elastic Clause; Habeas Corpus;Bill of Attainder

Chart: How a Bill in Congress Becomes aLaw

Tracing Themes

Now & Then: Modern Money

Critical Thinking: The Federal System

Cross-Curricular LinksGovernment: Images on Money

■■ PE, p. 83

■■ TE, p. 84

■■ PE, pp. 84–89■■ Unit 1 In-Depth Resources: Guided Reading, p. 59■■ Building Vocabulary, p. 63■■ Projects for Citizenship, pp. 73–76

■■ TE, pp. 84, 85

■■ PE, p. 84

■■ TE, pp. 84, 86–89

■■ PE, p. 87

■■ TE, p. 88

■■ PE, p. 88


■■ TE, p. 88

18 PREAMBLE AND ARTICLE I

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Lesson Plan for Preamble and Article I continued



■■ TE, p. 86■■ Access for Students Acquiring English, p. 35■■ Spanish Reading Study Guide, pp. 25–26■■ Projects for Citizenship, pp. 42–45

■■ Preamble and Article 1 Quiz




■■ TE, p. 87

Differentiating InstructionLess Proficient Readers: Finding Main Ideas;

Understanding Economic Terms

Students Acquiring English/ESL: StudyingVocabulary


Test Generator

Using the Internet

Assess & ReteachPreamble and Article I Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Proposing Laws

RESOURCES

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THE LIVING CONSTITUTION Articles II and III (pages 90–94) Lesson Plan

Name Date

Articles II and IIIArticle II Objective

1. Explain the powers and duties of the president.

Article III Objective2. Explain how judicial review expands the power of the

judiciary.


Discuss the questions in the TE

InstructRead Articles II and III


More About: The Electoral College; ThePower of the President; Presidential Duties;Federal Courts; Treason

Critical Thinking: The Federal System

Cross-Curricular LinksMath: The Electoral College

Differentiating InstructionLess Proficient Readers: Organizing

Information

Gifted and Talented Students: ResearchingNixon’s Offenses; Examining Treason


■■ TE, pp. 90, 92

■■ PE, pp. 90–94 ■■ Unit 1 In-Depth Resources: Guided Reading, p. 60■■ Building Vocabulary, p. 63■■ Projects for Citizenship, pp. 73–76

■■ TE, pp. 90, 92

■■ TE, pp. 90–93


■■ TE, p. 90■■ Unit 1 In-Depth Resources: Geography

Application, pp. 69–70


■■ TE, pp. 92–93


■■ Spanish Reading Study Guide, pp. 27–28■■ Projects for Citizenship, pp. 42–45

20 ARTICLE II AND III

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Lesson Plan for Articles II and III continued


■■ Articles II and III Quiz





Test Generator

Using the Internet

Assess & ReteachArticles II and III Quiz

Reteaching Activity

RESOURCES

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THE LIVING CONSTITUTION Articles IV–VII (pages 94–95) Lesson Plan

Name Date

Articles IV-VIIArticles IV and V Objectives

1. Describe how the states are interdependent and subject tothe federal government.

2. Cite ways of proposing and ratifying amendments.

Articles VI and VII Objectives1. Explain the authority of federal law.

2. Describe how the Constitution was ratified.


Discuss the questions in the TE

InstructRead Articles IV–VII


More About: “Domestic Violence”;The Signers

Cooperative Learning: Examining theFlexibility of the Constitution

American Lives: James Madison




Test Generator

Using the Internet

■■ TE, pp. 94, 95


■■ TE, pp. 94, 95

■■ TE, pp. 94, 95

■■ TE, p. 95



■■ Access for Students Acquiring English, p. 37■■ Spanish Reading Study Guide, pp. 29–30■■ Projects for Citizenship, pp. 42–45

■■ Articles IV–VIII Quiz


22 ARTICLES IV–VII

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Lesson Plan for Articles IV–VII continued




■■ TE, p. 94

Assess & ReteachArticles IV–VII Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Proposing and

Ratifying Amendments

RESOURCES

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THE LIVING CONSTITUTION The Bill of Rights and Amendments (pages 96–105) Lesson Plan

Name Date

The Bill of Rights and AmendmentsThe Bill of Rights Objective

1. Identify basic freedoms guaranteed by the first tenamendments.

Amendments 11–27 Objective1. Summarize Amendments 11–27.


Discuss the activity in the TE

InstructRead the Preamble and Article I


Analyzing Political Cartoons: “The FederalEdifice”

More About: The Miranda Case; Cruel andUnusual Punishment; Thurgood Marshall;Income Tax; Prohibition and Bootlegging;Roosevelt’s Four Terms; The Twenty-FifthAmendment; Susan B. Anthony

Skillbuilder Lesson: Clarifying

Now & Then: Election Reform;Congressional Term Limits

Tracing Themes

Cooperative Learning: Debating Terms Limits

Cross-Curricular LinksArt: Creating a Mural

World History: Researching SuffrageMovements

■■ TE, p. 96


■■ TE, pp. 96, 98, 105

■■ PE, p. 96

■■ TE, pp. 97, 99, 100, 102, 103, 105


p. 64

■■ PE, pp. 98, 102

■■ TE, pp. 99, 101, 104–105

■■ TE, p. 102



24 THE BILL OF RIGHTS AND THE AMENDMENTS

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Lesson Plan for The Bill of Rights and Amendments continued



■■ Access for Students Acquiring English, p. 38, 39■■ Spanish Reading Study Guide, pp. 31–32■■ Projects for Citizenship, pp. 42–45

■■ The Bill of Rights and Amendments Quiz■■ The Living Constitution Test




■■ PE, pp. 106–107


■■ TE, p. 101

■■ TE, p. 103

Differentiating InstructionLess Proficient Readers: Restating the Bill of

Rights; Summarizing Main Ideas



Test Generator

Using the Internet

Assess & ReteachThe Bill of Rights and Amendments Quiz

Reteaching Activity

The Living Constitution Assessment

The Living Constitution Test, Forms A, B, and C

Block Scheduling OptionsCooperative Learning: Preparing Voting

Requirements

Cooperative Learning: Reviewing theConstitution

RESOURCES

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The Growth of a Young Nation 25

REVIEW CHAPTER Chapter Opener; Section 1 (pages 110-119) Lesson Plan

Name Date

3

The Jeffersonian EraSection 1 Objectives

1. Identify significant changes that occurred during Jefferson’spresidency.

2. Explain the causes and consequences of the War of 1812.

3. Summarize the ways in which nationalism shapedAmerican foreign policy.


Interpreting the Painting: Port of NewOrleans

Chapter Time Line





One American’s Story: Patrick Gass

Infographic: Lewis and Clark Expedition,1804–1806

Map: U.S. Boundary Settlements,1803–1819

Historic Decisions of the Supreme Court:Marbury v. Madison (1803)

More About: Thomas Jefferson; JudicialReview; Impressment; Sacajawea; TheMonroe Doctrine; Marbury v. Madison;Judicial Review

Tracing Themes


Skillbuilder Lesson: Making Inferences;Synthesizing

■■ PE, pp. 110–111


■■ PE, p. 111

■■ PE, p. 112


■■ TE, pp. 112, 114, 116, 119

■■ PE, p. 112

■■ PE, p. 115

■■ PE, p. 116

■■ PE, pp. 118–119

■■ TE, pp. 113–116, 118, 119

■■ TE, p. 114

■■ TE, p. 117

■■ TE, pp. 113, 116■■ Unit 1 In-Depth Resources, pp. 83–84


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Lesson Plan for The Jeffersonian Era continued

■■ TE, p. 115





■■ Thomas Jefferson, from A Letter to MeriwetherLewis, 1803

■■ Meriwether Lewis, from List of Requirements, 1803■■ U.S. Government, from Louisiana Purchase Treaty,

1803■■ James Monroe, from First Inaugural Address, 1817



■■ PE, p. 117



Cross-Curricular LinksGeography: Taking Part in an Expedition

Differentiating InstructionLess Proficient Readers: Clarifying



Test Generator



American Stories Videos

Using the Internet


Section 1 Quiz

Reteaching Activity

RESOURCES

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3

The Age of JacksonSection 2 Objectives

1. Describe the regional economic differences in the earlyUnited States.

2. Summarize tensions between national and sectional interests.

3. Examine the crucial issues and events of Andrew Jackson’spresidency.

4. Identify the presidents that followed Jackson and thechallenges they faced.





Science & Technology: The Cotton Gin

Historical Spotlight: The Supreme CourtBoosts National Power

Key Player: Andrew Jackson

Infographic: Effects of the Indian RemovalAct, 1830s–1840s

Tracing Themes

Analyzing Political Cartoons: “King Andrewthe First”

Tracing Themes: States’ Rights


More About: The Cotton Gin; John QuincyAdams; Jackson and Native Americans; TheWebster-Hayne Debates; The Bank of theUnited States; States’ Rights; Little Rock

Primary Source: from The Webster-HayneDebates

American Lives: Henry Clay

■■ PE, p. 120


■■ TE, pp. 120, 122, 127, 129

■■ PE, p. 121

■■ PE, p. 122

■■ PE, p. 123

■■ PE, p. 125

■■ TE, p. 125

■■ TE, p. 126

■■ PE, pp. 128–129

■■ TE, p. 127

■■ TE, pp. 121, 123, 124, 126, 128, 129


■■ Unit 1 In-Depth Resources, p 105


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Lesson Plan for The Age of Jackson continued

Humanities: General Jackson Slaying theMany Headed Monster

Cross-Curricular LinksCivics: Creating a Political Advertisement

Language Arts: Expressing a Point of View

Geography: Outline Map: Indian Removal Act


Gifted and Talented Students: CreatingPolitical Cartoons



Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Discussing States’ Rights

RESOURCES




■■ Unit 1 In-Depth Resources, pp 94–95



■■ Access for Students Acquiring English, pp. 49, 9–60■■ Spanish Reading Study Guide, pp. 37–38


■■ Andrew Jackson from Proclamation to the Peopleof the United States, 1832

■■ John C. Calhoun, from Address to the People ofthe United States, 1832


■■ PE, p. 127



■■ TE, p. 124

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3

Manifest DestinySection 3 Objectives

1. Summarize the reasons settlers headed West.

2. Describe Texas settlement, struggle for independence, andannexation.

3. Analyze the California gold rush.





Historical Spotlight: Jim Beckwourth

Map: American Trails West, 1860

Map: War for Texas Independence,1835–1836

Key Players: Sam Houston and Santa Anna

Map: War with Mexico, 1846–1848

More About: Traveling the Santa Fe Trail; Lifeon the Oregon Trail; The WestwardSettlers; Davy Crockett at the Alamo; TheElection of 1844; Stephen Kearny; ForeignMiners; San Francisco in the Gold RushDays

Primary Source: from Polk’s Speech on Warwith Mexico

Skillbuilder Lesson: Analyzing Assumptions

Cooperative Learning: Creating a PictorialEssay of the Alamo

■■ PE, p. 130


■■ TE, pp. 130, 133, 135, 137

■■ PE, p. 131

■■ PE, p. 132

■■ PE, p. 134

■■ PE, p. 135

■■ TE, p. 136

■■ TE, pp. 131, 132, 134–138



p. 85



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Lesson Plan for Manifest Destiny continued

■■ Critical Thinking Transparencies CT9, CT43









■■ PE, p. 138





Critical Thinking: Westward Movement;Growth of U.S. Population and Area, 1790–1850

Art: General Winfield Scott

Cross-Curricular LinksLiterature: from Roughing It by Mark Twain

Differentiating InstructionLess Proficient Readers: Clarifying;

Summarizing

Gifted and Talented Students: ExploringDifferent Viewpoints



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Interviewing Settlers

Cooperative Learning: Creating aNewspaper about the Gold Rush

RESOURCES

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3

The Market RevolutionSection 4 Objectives

1. Describe the impact of new markets, entrepreneurs, andinventions on the 19th-century American economy.

2. Explain the ways in which workplaces changed during themarket revolution.

3. Summarize the efforts of workers to improve theireconomic security.





One American’s Story: Samuel Young

Now & Then: From Telegraph to Internet

More About: Samuel F. B. Morse; RobertFulton; The Erie Canal; Factory Life; IrishImmigrants

Cooperative Learning: Researching theElectronics Revolution

Geography: American Cities, 1820 and 1860

Cross-Curricular LinksJournalism: Writing Sports History


Gifted and Talented Students: Researchingan Inventor


■■ PE, p. 139


■■ TE, pp. 139, 141, 142

■■ PE, p. 139

■■ PE, p. 140

■■ TE, pp. 140–143






■■ Access for Students Acquiring English, p. 51■■ Spanish Reading Study Guide, pp. 41–42


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Lesson Plan for The Market Revolution continued



■■ Sarah Bagley, from Pleasures of Factory Life, 1840


■■ PE, p. 143



■■ TE, p. 142


Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Writing a List of

Demands

RESOURCES

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3

Reforming American SocietySection 5 Objectives

1. Explain how reform movements were inspired by thespiritual awakening of the 19th century.

2. Describe the institution of slavery and the abolitionistmovement.

3. Discuss the central role that women played in 19th-centuryreform movements.





One American’s Story: James Forten

Infographic: Southern Plantations

Graph: African Americans in the South, 1860

Key Player: Elizabeth Cady Stanton

Geography Spotlight: Mapping the OregonTrail

More About: Ralph Waldo Emerson; TheAfrican-American Church; FrederickDouglass; Women Abolitionists; ElizabethBlackwell; Sojourner Truth; The OregonTrail

Tracing Themes

Skillbuilder Lesson: Identifying Problems

Primary Sources: Propaganda Images; fromThe Seneca Falls “Declaration ofSentiments”

Critical Thinking: Increasing SchoolEnrollments

■■ PE, p. 144


■■ TE, pp. 144, 145, 147, 151

■■ PE, p. 144

■■ PE, p. 147

■■ PE, p. 147

■■ PE, p. 148

■■ PE, pp. 150–151

■■ TE, pp. 145–150

■■ TE, p. 146


p. 86■■ Unit 1 In-Depth Resources, pp. 99–100



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Lesson Plan for Reforming American Society continued




■■ TE, pp. 145, 146■■ Integrated Assessment Book



■■ Lucy Stone, Disappointment is the Lot of Women,1855

■■ Track 8, “Calinda,” ca.1800


■■ PE, p. 149



■■ PE, pp. 152–153



Cross-Curricular LinksGeography: Distribution of Slaves

Art: Religious Camp Meeting


Gifted and Talented Students: Researchingthe African Methodist Episcopal Church;Writing an Article for The Liberator



Test Generator



Using the Internet


Section 5 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Interviewing Women

Reformers

RESOURCES

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The Union in Peril 35

REVIEW CHAPTER Chapter Opener; Section 1 (pages 154–167) Lesson Plan

Name Date

4

The Divisive Politics of SlaverySection 1 Objectives

1. Identify differences between the North and the South.

2. Describe the operation of the Underground Railroad andother forms of protest against slavery.

3. Explain the political conditions that gave rise to theRepublican Party and divided the Whigs.


Interpreting the Painting: John Brown’s arrest

Chapter Time Line





Map: The Underground Railroad, 1850–1860

Maps: Free and Slave States and Territories,1820–1854

Political Cartoon

History Through Art: John Brown Going toHis Hanging

Historical Spotlight: Secession and theBorder States

Historic Decisions of the Supreme Court:Dred Scott v. Sandford (1857)

Tracing Themes

Skillbuilder Lesson: Creating Databases

Primary Sources: Lincoln-Douglas Debates

■■ PE, pp. 154–155


■■ PE, p. 155

■■ PE, p. 156

■■ PE, pp. 156–167■■ Unit 1 In-Depth Resources: Guided Reading,

p. 106■■ Building Vocabulary, p. 110

■■ TE, pp. 157, 158, 161, 162, 167

■■ PE, p. 159

■■ PE, p. 160

■■ PE, p. 161

■■ PE, p. 164

■■ PE, p. 165

■■ TE, pp. 167–168

■■ TE, p. 158


p. 111



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Lesson Plan for The Divisive Politics of Slavery continued



■■ TE, p. 160

■■ Integrated Assessment Book■■ Geography Transparency GT10




■■ Harriet Tubman, On Slavery, 1850s

■■ Track 9, “Steal Away,” ca.1800


■■ PE, p. 165





Critical Thinking: The Compromise of 1850

Cross-Curricular LinksGovernment: The Debate on the

Compromise of 1850; The Election of 1860

Civics: Considering Slavery and Democracy

Geography: Presidential Elections 1856, 1860

Differentiating InstructionLess Proficient Readers: Identifying Cause

and Effect



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Responding to Uncle

Tom’s Cabin

Cooperative Learning: Writing a NewspaperAccount

RESOURCES

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4

The Civil War BeginsSection 2 Objectives

1. Analyze the strengths and strategies of both sides at thebeginning of the Civil War.

2. Identify the key political issues that affected the conduct ofthe war.

3. Describe aspects of military and civilian life during wartime.





Graphs: Northern and Southern Resources,1861

Map: Civil War, 1861–1862

Historical Spotlight: Boys in War

Key Players: Abraham Lincoln and JeffersonDavis

Cooperative Learning: Designing a MilitaryStrategy

Tracing Themes

More About: Military Strategy of theConfederacy; Slavery and Lincoln’s Policy;Lincoln and Dissent; Clara Barton

Link to Science: Civil War Medicine and Health

Critical Thinking: The Civil War;North vs. South

■■ PE, p. 168


■■ TE, pp. 168, 171, 173

■■ PE, p. 169

■■ PE, pp. 170–171

■■ PE, p. 171

■■ PE, p. 172

■■ TE, p. 169

■■ TE, p. 169

■■ TE, pp. 170, 172–174




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Lesson Plan for The Civil War continued

■■ TE, p. 171■■ Geography Transparency GT11

■■ TE, p. 172■■ Unit 1 In-Depth Resources: Primary Sources:

Emancipation Proclamation, p. 128





■■ George Fowle, from Letters to Eliza from a UnionSoldier, 1864

■■ John s. Jackman, from Diary of a ConfederateSoldier, 1862–1863

■■ Track 10, “Battle Hymn of the Republic” 1861■■ Track 11, “We Are Coming Father Abra’am,” 1862


■■ PE, p. 174




p. 112


Cross-Curricular LinksGeography: Naval Blockade; Union and

Confederacy, 1861

Government: Tracing the Roots of theEmancipation Proclamation




Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsSkillbuilder Lesson: Following Chronological

Order

Outline Map: The States Choose Sides

RESOURCES

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4

The North Takes ChargeSection 3 Objectives

1. Explain how decisive battles, such as Gettysburg andVicksburg, changed the tide of the war.

2. Describe instances of total war waged by Grant andSherman.

3. Explain how the war changed the nation and people’s lives.





One American’s Story: Mary Chesnut

Map: Battle of Gettysburg, July, 1863

History Through Photojournalism: MathewBrady’s Photographs

Map: Vicksburg Campaign, April–July 1863

Key Players: Ulysses S. Grant and Robert E. Lee

More About: Stonewall Jackson; LittleRound Top; The Gettysburg Address;Mathew Brady; The Naval Hero ofVicksburg; William Tecumseh Sherman;The Election of 1864; Wartime Economics;Lincoln’s Last Working Day

Graphs: The Costs of the Civil War

Cooperative Learning: Evaluating the Ethicsof Total War

Critical Thinking: The Civil War

Primary Sources: On the Burning of SouthCarolina

■■ PE, p. 175


■■ TE, pp. 175, 180, 181

■■ PE, p. 175

■■ PE, p. 176

■■ PE, p. 178

■■ PE, p. 179

■■ TE, p. 180

■■ TE, pp. 176–183

■■ PE, p. 182





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Lesson Plan for The North Takes Charge continued

■■ TE, p. 177

■■ TE, p. 178





■■ Track 12, “When Johnny Comes MarchingHome,” 1863


■■ PE, p. 183





Cross-Curricular LinksCivics: ”Government of the People, by the

People, for the People”

Humanities: Examining the Images of War

Differentiating InstructionLess Proficient Readers: Tracking Sequence

Gifted and Talented Students: Researchingthe Election of 1864

Students Acquiring English/ESL: RereadingPhrases


Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Researching the

Battles of Vicksburg and Gettysburg

Art: Abraham Lincoln riding into Richmond,Virginia

RESOURCES

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4

Reconstruction and Its EffectsSection 4 Objectives

1. Describe various Reconstruction plans and analyze thepolitical consequences of the plans.

2. Describe how Reconstruction affected life in the South forwhite Southerners and former slaves.

3. Explain the reasons for the end of Reconstruction.






Key Player: Hiram Revels

More About: Johnson and PresidentialSuccession; The Impeachment of PresidentJohnson; Suffrage, African Americans, andReconstruction; The Freedmen’s Bureau

Tracing Themes

Skillbuilder Lesson: Making Generalizations

Education: Researching African-AmericanColleges


Primary Sources: An Inquiry on theCondition of the South

American Lives: Thaddeus Stevens

Art: The Fifteenth Amendment

!! PE, p. 184

!! PE, pp. 184–189!! Unit 1 In-Depth Resources: Guided Reading, p. 109!! Building Vocabulary, p. 110

!! TE, pp. 184, 186, 188

!! PE, p. 187

!! PE, p. 188

!! TE, pp. 185, 186, 187

!! TE, pp. 185, 186

!! TE, 186!! Unit 1 In-Depth Resources: Skillbuilder Practice,

p. 113

!! TE, p. 187

!! TE, p. 189

!! Unit 1 In-Depth Resources, p. 123

!! Unit 1 In-Depth Resources, p. 137

!! Humanities Transparency HT12

talp-04s4 4/1/02 4:27 PM Page 41


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Lesson Plan for Reconstruction and Its Effects continued

!! TE, p. 185!! Integrated Assessment Book

!! TE, p. 188

!! Unit 1 In-Depth Resources, pp. 118–120!! Geography Transparency GT12

!! Reading Study Guide, pp. 53–54

!! Access for Students Acquiring English, pp. 66, 69, 70–71

!! Spanish Reading Study Guide, pp. 53–54

!! Section 4 Quiz!! Chapter Test

!! Annie Ruth Davis, from An Interview with aFormer Slave, 1870’s

!! Videocassette Volume 1

!! classzone.com

!! PE, p. 189

!! Formal Assessment, p. 82

!! TE, p. 189!! Unit 1 In-Depth Resources, p. 117

!! PE, pp. 190–191

!! Formal Assessment, pp. 83–100

!! Critical Thinking Transparency CT12

Cross-Curricular LinksGovernment: Comparing Reconstruction Plans

Economics: Analyzing Sharecropping andTenant Farming

Geography: Slave Populations in the U.S.;The Barrow Plantation




Test Generator




Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCritical Thinking: Reconstruction

RESOURCES

talp-04s4 4/1/02 4:27 PM Page 42

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Changes on the Western Frontier 43

CHAPTER Chapter Opener; Section 1 (pages 200–213) Lesson Plan

Cultures Clash on the PrairieSection 1 Objectives

1. Contrast the cultures of Native Americans and whitesettlers and explain why white settlers moved West.

2. Identify restrictions imposed by the government on NativeAmericans and describe the consequences.

3. Identify the government’s policy of assimilation as well ascontinuing conflicts between Native Americans andsettlers.

4. Trace the development of the cattle industry.

5. Describe both the myth and the reality of the Americancowboy and explain the end of the open range.


Interpreting the Photograph: Blackfeet Indians

Chapter Time Line





Tracing Themes

Key Player: Sitting Bull


Infographic: Importance of the Buffalo

Now & Then: Nez Perce in Oregon

History Through Art: Stampeded byLightning

Historical Spotlight: The Wild West Show

More About: George Armstrong Custer; TheBattle of Little Bighorn; The Cowboy Hat;Placer Mining, Mining Hazards

■■ TE, pp. 200–201


■■ PE, p. 201

■■ PE, p. 202


■■ TE, pp. 203–204, 206, 208, 210, 213

■■ TE, pp. 203, 209, 210

■■ PE, p. 204

■■ TE, pp. 205, 207

■■ PE, p. 207

■■ PE, p. 208

■■ PE, p. 210

■■ PE, p. 211

■■ TE, pp. 206, 208, 212–213■■ Unit 2 In-Depth Resources: Primary Source, p. 12

Name Date

5

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Lesson Plan for Cultures Clash on the Prairie continued

■■ TE, p. 213■■ Unit 2 In-Depth Resources: Skillbuilder Practice, p. 6


■■ TE, p. 207

■■ TE, p. 208■■ Access for Students Acquiring English, pp. 77, 81■■ Spanish Reading Study Guide, pp. 57–58



■■ Andy Adams, from The Log of a Cowboy, 1903

■■ Track 13, “Oh! My Darling Clementine,” 1884


■■ PE, p. 211




■■ TE, p. 209

Skillbuilder Lesson: Creating Models

Cross-Curricular LinksCivics: Conflict on the Plains

Differentiating InstructionGifted and Talented Students: Creating a

Storyboard

Students Acquiring English/ESL: SpanishWords, English Translations

Integrate TechnologyAmerican Stories Video Series: “A Walk in

Two Worlds”

Electronic Teacher Tools

Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Cross-Cultural Debate

Cooperative Learning: Researching CowboyMusic

RESOURCES


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CHAPTER Section 2 (pages 214–218) Lesson Plan

Settling on the Great PlainsSection 2 Objectives

1. Explain the rapid settlement of the Great Plains due tohomesteading.

2. Describe how early settlers survived on the plains andtransformed them into profitable farm land.





One American Story: Esther Clark Hill

Science & Technology: Inventions ThatTamed the Prairie

More About: Building the Railroads; TheExodusters; Yellowstone National Park;Women of the Plains; Bonanza Farms

Critical Thinking: Transcontinental Railroad;Population Changes in the West,1850–1900

Geography Application: The Regions of theWest

Primary Source: Letter from a WomanHomesteader

Cross-Curricular LinksGeography: Railroad Land Grants, 1871

Literature: from My Antonia

■■ PE, p. 214


■■ TE, pp. 214, 216

■■ PE, p. 214

■■ PE, p. 217

■■ TE, pp. 215–218






Name Date

5


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Lesson Plan for Changes on the Western Frontier continued



■■ TE, p. 216




■■ PE, p. 218




Differentiating InstructionLess Proficient Readers: Previewing and

Visualizing

Gifted and Talented Students: Exploring andInvention



Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Advertising

Agricultural Inventions

RESOURCES

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CHAPTER Section 3 pages (219–225) Lesson Plan

Farmers and the Populist MovementSection 3 Objectives

1. Identify the problems farmers faced and their cooperativeefforts to solve them.

2. Explain the rise and fall of the Populist Party.






Historical Spotlight: The Colored Farmers’National Alliance

Key Player: William Jennings Bryan

Chart: Gold Bugs and Silverites

More About: U.S. Currency; Richard ParksBland; The Diverse Literature of the West;Chief Satanta


Cooperative Learning: Researching PopulistReforms

Primary Source: Cross of Gold Speech

American Lives: Mary Elizabeth Lease

Cross-Curricular LinksLanguage Arts: Reacting to Farm Problems



■■ PE, p. 219


■■ TE, pp. 219, 221, 225

■■ PE, p. 220

■■ PE, p. 221

■■ PE, p. 222

■■ PE, p. 222

■■ TE, pp. 220, 224–225

■■ TE, p. 221

■■ TE, p. 221






Name Date

5


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Lesson Plan for Farmers and the Populist Movement continued




■■ PE, p. 223



■■ PE, pp. 226–227




Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsSkillbuilder Lesson: Creating Written

Presentations

RESOURCES

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A New Industrial Age 49


The Expansion of IndustrySection 1 Objectives

1. Explain how the abundance of natural resources, newrecovery and refining methods, and new uses for them ledto intensive industrialization.

2. Identify inventions that changed the way people lived andworked.


Interpreting the Photograph: Railroadworkers

Chapter Time Line





Map: Natural Resources and the Birth of aSteel Town, 1886–1906

Time Line: The Technological Explosion,1826–1903

Historical Spotlight: Illuminating the Light Bulb

Geography Spotlight: Industry Changes theEnvironment

Critical Thinking: Industrial Growth

Primary Source: Birth of the Telephone

More About: Iron vs. Steel; AlexanderGraham Bell; Cleveland, Ohio

The Gun Foundry

■■ PE, pp. 228–229


■■ PE, p. 229

■■ PE, p. 230


■■ TE, pp. 230, 232, 235

■■ PE, p. 231

■■ PE, p. 232

■■ PE, p. 232

■■ PE, pp. 234–235



■■ TE, pp. 231, 233–234


Name Date

6


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Lesson Plan for The Expansion of Industry continued



■■ TE, p. 232

■■ Reading Study Guide, pp. 65–66■■ Access for Students Acquiring English, p. 86■■ Spanish Reading Study Guide, pp. 65–66




■■ PE, p. 233




Cross-Curricular LinksGeography: Mining and Industry

Differentiating InstructionLess Proficient Readers: Using a Chronological

Chart


Integrate TechnologyAmerican Stories Video Series: Gusher!

Electronic Teacher Tools

Test Generator


Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Tracking the Growth

of Steel

RESOURCES

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A New Industrial Age 51


The Age of the RailroadsSection 2 Objectives

1. Identify the role of the railroads in unifying the country.

2. List positive and negative effects of railroads on thenation’s economy.

3. Summarize reasons for and outcomes of the demand forrailroad reform.





One American’s Story: Richard T. Ely

Historical Spotlight: Chinese Immigrants andthe Railroads

Another Perspective: On the Wrong Track

Tracing Themes: New Technology

Map: Major Railroad Lines, 1870–1890

Connections Across Time: Railroads


More About: Railroad Time

Cross-Curricular LinksLiterature: from The Bride Comes to Yellow

Sky

Differentiating InstructionLess Proficient Readers: Using a Problem

Solving Process

Gifted and Talented Students: Exploring theRailroad Lines


■■ PE, p. 236


■■ TE, pp. 236–238,

■■ PE, p. 236

■■ PE, p. 237

■■ PE, p. 238

■■ TE, p. 238

■■ PE, p. 239

■■ TE, p. 239

■■ PE, p. 240

■■ TE, p. 237



■■ TE, p. 239


Name Date

6


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Lesson Plan for The Age of the Railroads continued



■■ Jennie Curtiss, How Women Are Treated by thePullman Company, 1894


■■ PE, p. 240





Test Generator



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Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Debating Company

Towns

RESOURCES

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The Peopling of the World 53


Big Business and LaborSection 3 Objectives

1. Identify management and business strategies thatcontributed to the success of business tycoons such asAndrew Carnegie.

2. Explain Social Darwinism and its effects on society.

3. Summarize the emergence and growth of unions.

4. Explain the violent reactions of industry and government tounion strikes.





One American’s Story: Andrew Carnegie

Infographic: Vertical and HorizontalIntegration

Key Player: John D. Rockefeller

Tracing Themes

Historical Spotlight: African Americans andthe Labor Movement

More About: Andrew Carnegie; Women andChildren at Work; Samuel Gompers; TheKnights of Labor; The Sugar Beet and FarmLaborers’ Union of Oxnard; The HaymarketAffair; The Triangle Fire

Cooperative Learning: Reporting on UnionGoals

Key Players: Eugene V. Debs and MotherJones

■■ PE, p. 241


■■ TE, pp. 241–242, 244, 247

■■ PE, p. 241■■ Unit 2 In-Depth Resources: American Lives:

Andrew Carnegie, p. 37

■■ PE, p. 242

■■ PE, p. 243■■ Unit 2 In-Depth Resources: Primary Source: The

History of Standard Oil Company, p. 32

■■ TE, pp. 243, 248

■■ PE, p. 245

■■ TE, pp. 242, 245–247, 249


■■ PE, p. 248■■ Unit 2 In-Depth Resources: American Lives:

Mother Jones, p. 38

Name Date

6


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Lesson Plan for Big Business and Labor continued



■■ PE, p. 247


■■ TE, pp. 244, 246



■■ Samuel Gompers, On the Goals of Trade Unions,1883

■■ New York Times, from 141 Die in Factory Fire,1911


■■ PE, p. 249



■■ PE, pp. 250–251



p. 24

Critical Thinking: Horizontal Consolidationand Vertical Integration

The Bosses of the Senate

Cross-Curricular LinksMathematics: Graph: The Growth of Union

Membership, 1876–1904

Geography: The Changing Labor Force

Differentiating InstructionGifted and Talented Students: Researching

Working Conditions; Joe Hill and theWobblies



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsSkillbuilder Lesson: Creating Oral

Presentations

RESOURCES

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Immigrants and Urbanization 55


The New ImmigrantsSection 1 Objectives

1. Identify immigrants’ countries of origin.

2. Describe the journey immigrants endured and theirexperiences at United States immigration stations.

3. Examine the causes and effects of the nativists’ anti-immigrant sentiments.


Interpreting the Photograph: New YorkCity’s lower east side

Chapter Time Line





One American’s Story: Lisa See

Map: U.S. Immigration Patterns, as of 1900

Tracing Themes: Diversity and the NationalIdentity

Tracing Themes

More About: Chinese Railroad Labor; TheTransatlantic Journey; Ellis Island; TheGeneration Gap; Discrimination AgainstJapanese; The Statue of Liberty; 21stCentury Diversity

Skillbuilder Lesson: Audio Multimedia Sources

Primary Source: Artifacts from Ellis Island

Literature: Call It Sleep

■■ TE, pp. 252–253


■■ PE, p. 253

■■ PE, p. 254


■■ TE, pp. 254, 256, 258, 261

■■ PE, p. 254

■■ PE, p. 255

■■ PE, pp. 260–261

■■ TE, pp. 256, 257

■■ TE, pp. 255–261


p. 43



Name Date

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Lesson Plan for The New Immigrants continued






■■ U.S. Government, from Chinese Exclusion Act of1882

■■ Track 14, “Collar de Perlas,” ca.1900

■■ Videocassette Volume 1 & 2


■■ PE, p. 259




Cross-Curricular LinksLanguage Arts: Writing Letters or Poems

About Immigrant Experiences

Differentiating InstructionLess Proficient Readers: Clarifying Ideas;

Using the Narrative



Test Generator



American Stories Video

Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsGeography: Where Foreign- Born Lived, 1900

RESOURCES

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The Challenges of UrbanizationSection 2 Objectives

1. Describe the movement of immigrants to cities and theopportunities they found there.

2. Explain how cities dealt with housing, transportation,sanitation, and safety issues.

3. Describe some of the organizations and people whooffered help to urban immigrants.





Map: New York City, 1910

Infographic: Fire: Enemy of the City

Key Player: Jane Addams

More About: Transportation,

Tracing Themes

Skillbuilder Lesson: Creating Maps


Primary Sources: How the Other Half Lives;from Twenty Years at Hull House

American Lives: Jane Addams

Critical Thinking: Urban Growth; FromCountry to City, 1870–1920

Cross-Curricular LinksGeography Application

Art: Cliff Dwellers

■■ PE, p. 262


■■ TE, pp. 262, 264, 266

■■ PE, p. 263

■■ PE, p. 265

■■ PE, p. 266

■■ TE, p. 264

■■ TE, pp. 263, 265


p. 44

■■ TE, p. 264






Name Date

7


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Lesson Plan for The Challenges of Urbanization continued



■■ Access for Students Acquiring English, pp. 95, 98–99, 100–101




■■ PE, p. 266



■■ TE, p. 265

Differentiating InstructionLess Proficient Readers: Clarifying Ideas



Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Researching

Catastrophes

RESOURCES

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Politics in the Gilded AgeSection 3 Objectives

1. Explain the role of political machines and political bosses.

2. Describe how some politicians’ greed and fraud costtaxpayers millions of dollars.

3. Describe the measures taken by Presidents Hayes, Garfield,and Arthur to reform the spoils system.

4. Explain the positions taken by presidents Cleveland,Harrison, and McKinley on the tariff issue.





One American’s Story: Mark Twain andCharles Dudley Warner


More About: Political Machines; ThePendergast Family; Boss Tweed; Chester A.Arthur; Tariffs

Primary Source: The Shame of American Cities

American Lives: William Marcy Tweed

Critical Thinking: Urban Growth


Gifted and Talented Students: Writing aBiography


■■ PE, p. 267

■■ PE, pp. 267–271■■ Unit 2 In-Depth Resources:Guided Reading, p. 41■■ Building Vocabulary, p. 42

■■ TE, pp. 267, 269–271

■■ PE, p. 267

■■ PE, p. 269

■■ TE, pp. 268, 269–271





■■ TE, p. 268


Name Date

7


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Lesson Plan for Politics in the Gilded Age continued




■■ PE, p. 271



■■ PE, pp. 272–273




Test Generator


Using the Internet


Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Creating Political

Cartoons

RESOURCES

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Life at the Turn of the 20th Century 61


Science and Urban LifeSection 1 Objectives

1. Describe the impact of technological advances on turn ofthe century urban planning.

2. Summarize turn of the century communicationinnovations.


Interpreting the Painting: World ColumbianExposition

Chapter Time Line





History Through Architecture: The ChicagoPlan

World Stage: The Garden City

Science & Technology: Aviation Pioneers

Key Player: George Eastman

Tracing Themes

More About: The Brooklyn Bridge; CentralPark; The Columbian Exposition; TheWright Brothers; Air Travel

Geography: Telephone Long Distance Lines,1890 and 1917

Primary Sources: from Orville Wright’s Diary;Advertisement

■■ PE, pp. 274–275


■■ PE, p. 275

■■ PE, p. 276


■■ TE, pp. 276, 279

■■ PE, p. 278

■■ PE, p. 279

■■ PE, p. 280

■■ PE, p. 281

■■ PE, p. 277

■■ TE, pp. 277–280



Name Date

8


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Lesson Plan for Science and Urban Life continued





■■ TE, p. 277



■■ Frederick Dwight, from Automobiles: The OtherSide of the Shield, 1908


■■ PE, p. 281




Cross-Curricular LinksScience: The Wright Brothers’ Flight

Geography: New York’s Central Park

Differentiating InstructionLess Proficient Readers: Visual Learners

Gifted and Talented Students: Writing aBiography



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Planning Ideal Cities

RESOURCES

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Life at the Turn of the Century 63


Expanding Public EducationSection 2 Objectives

1. Analyze the expansion of public education at the turn ofthe century.

2. Describe the growth of higher education.





One American’s Story: William Torrey Harris

Graph: Expanding Education/IncreasingLiteracy

Now & Then: Technology and Schools

More About: W. E. B. Du Bois


Tracing Themes

Primary Source: “The Talented Tenth”

American Lives: W. E. B. Du Bois

Critical Thinking: Expanding Education;Increasing School Enrollment, 1870–1920

Differentiating InstructionLess Proficient Readers: Guided Reading



Test Generator


Using the Internet

■■ PE, p. 282


■■ TE, pp. 282, 284

■■ PE, p. 282

■■ PE, p. 283

■■ PE, p. 284

■■ TE, p. 285

■■ TE, p. 283

■■ TE, p. 284








Name Date

8


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Lesson Plan for Expanding Public Education continued


■■ PE, p. 285





Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Reforming Public

Education

RESOURCES

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Life at the Turn of the Century 65


Segregation and Discrimination





One American’s Story: Ida B. Wells

Historical Spotlight: Washington vs. Du Bois

Tracing Themes

Skillbuilder Lesson: Creating VisualPresentations

More About: Jim Crow; SegregatedNeighborhoods; Chinese Exclusion; JusticeJohn Marshall Harlan; Rosa Parks

Historic Decisions of the Supreme Court:Plessy v. Ferguson (1896)

Primary Source: “Lynching and the Excusefor It”



■■ PE, p. 286


■■ TE, pp. 286–288, 291

■■ PE, p. 286

■■ PE, p. 288

■■ PE, p. 287


■■ TE, pp. 287–291

■■ PE, pp. 290–291




Name Date

8

Section 3 Objectives1. Trace the historical underpinnings of legalized segregation

and the African-American struggle against racism in theUnited States.

2. Summarize turn-of-the-20th century race relations in theNorth and the South.

3. Identify discrimination against minorities in the AmericanWest.


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Lesson Plan for Segregation and Discrimination continued



■■ Ida B. Wells, from The Autobiography of Ida B.Wells, 1892

■■ Track 15, “Hello! Ma Baby!,” 1889


■■ PE, p. 291



■■ TE, p. 288


Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Debating

Discrimination

RESOURCES

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Life at the turn of the 20th Century 67


Dawn of Mass CultureSection 4 Objectives

1. Give examples of turn-of-the-20th century leisure activitiesand popular sports.

2. Analyze the spread of mass culture in the United States atthe turn-of-the-20th century.

3. Describe turn-of-the-20th century innovations in marketingand advertising.





One American’s Story: Bruce Blen

History Through Art: The Champion SingleSculls (Max Schmitt in a Single Scull)

Now & Then: Catalog Shopping

Daily Life: Going to the Show

More About: Bicycling; Women andBicycling; Boxing; William Randolph Hearst;Mark Twain; Minstrel Shows; Scott Joplin

Primary Source: Advertisement

Humanities: Washington Square North, NewYork City

Cross-Curricular LinksJournalism: Writing Sports History

■■ PE, p. 292


■■ TE, pp. 292, 294, 296, 299

■■ PE, p. 292

■■ PE, p. 295

■■ PE, p. 297

■■ PE, pp. 298–299

■■ TE, pp. 293–296, 298, 299




Name Date

8


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Lesson Plan for Dawn of Mass Culture continued





■■ Chapter Test■■ Harper’s Weekly, from The Base-Ball Season, 1886■■ Lillian Gish, from The Movies, Mr. Griffith, and

Me, 1914

■■ Track 16, “Give My Regards to Broadway,” 1904


■■ PE, p. 297



■■ PE, pp. 300–301


Differentiating InstructionLess Proficient Readers: Clarifying; Outlining

Students Acquiring English/ESL: FindingMain Ideas


Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



RESOURCES

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The Progressive Era 69


The Origins of ProgressivismSection 1 Objectives

1. Explain the four goals of progressivism.

2. Summarize progressive efforts to clean up government.

3. Identify progressive efforts to reform state government,protect workers, and reform elections.


Interpreting the Photograph: Suffrage parade

Chapter Time Line





Key Player: Florence Kelley

Historical Spotlight: Anti-Saloon League;James S. Hogg,Texas Governor

History Through Photojournalism: Images ofChild Labor

More About: Eugene V. Debs; Henry Fordand the Automobile; Robert M. La Follette;Louis D. Brandeis; Reforming Elections

Tracing Themes

Primary Sources: Declaration of the WCTU;Child Labor in the Coal Mines

Critical Thinking: Child Labor, 1890–1930;The Progressive Movement

■■ PE, pp. 304–305


■■ PE, p. 305

■■ PE, p. 306


■■ TE, pp. 306, 309, 310

■■ PE, p. 307

■■ PE, pp. 308, 310

■■ PE, p. 311

■■ TE, pp. 308–312■■ Unit 3 In-Depth Resources: American Lives:

Robert M. La Follette, p. 22

■■ TE, p. 307



Name Date

9


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Lesson Plan for The Origins of Progressivism continued


■■ TE, p. 308







■■ Florence Kelley, On the Need for Child Labor Laws,1905

■■ Percy Andreae, On Prohibition and Liberty, 1914

■■ Track 17, “Alexander’s Ragtime Band,” 1911


■■ PE, p. 312




Cross-Curricular LinksLiterature: Writers as Muckrakers

Economics: Stimulating Demand

Geography: Continental United States

Differentiating InstructionLess Proficient Readers: Differentiating Goals


Integrate TechnologyAmerican Stories video series: “A Child on

Strike”

Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsSkillbuilder Lesson: Formulating Historical

Questions

RESOURCES

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Women in Public LifeSection 2 Objectives

1. Describe the growing presence of women in the workforceat the turn of the 20th century.

2. Identify leaders of the woman suffrage movement.

3. Explain how woman suffrage was achieved.





One American’s Story: Susette La Flesche

Now & Then: Telephone Operators

Key Player: Susan B. Anthony

Primary Sources: Political Poster; from “TheStatus of Woman” by Susan B. Anthony

Differentiating InstructionLess Proficient Readers: Charting Events



Test Generator



Using the Internet

■■ PE, p. 313


■■ TE, pp. 313, 314

■■ PE, p. 313

■■ PE, p. 314

■■ PE, p. 316






Name Date

9


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Lesson Plan for Women in Public Life continued


■■ PE, p. 316





Section 2 Quiz

Reteaching Activity


Placards

RESOURCES

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Teddy Roosevelt’s Square DealSection 3 Objectives

1. Describe the events of Theodore Roosevelt’s presidency.

2. Explain how Roosevelt used the power of the presidency toregulate business.

3. Identify laws passed to protect public health and theenvironment.

4. Summarize Roosevelt’s stand on civil rights.






Now & Then: Meat Inspection

Infographic: Coal Mining in the Early 1900s

Map: Federal Conservation Lands, 1872–1996

Historical Spotlight: Yosemite National Park

Key Player: W. E. B. Du Bois

More About: The Rough Riders; TeddyRoosevelt; 1902 Coal Strike; Dangers ofCoal Mining; Gifford Pinchot; Booker T.Washington; Ida M. Tarbell; Lincoln Steffens

Tracing Themes

American Literature: The Muckrakers

Cross-Curricular LinksScience: Health Hazards of Mining

Health: Food and Drugs

Literature: from The Jungle

■■ PE, p. 317


■■ TE, pp. 317, 319, 320, 324, 327

■■ PE, p. 319

■■ PE, p. 320

■■ PE, p. 321

■■ PE, p. 323

■■ PE, p. 324

■■ PE, p. 325

■■ TE, pp. 318, 320, 321, 323, 324, 326, 327

■■ TE, p. 319

■■ PE, pp. 326–327


■■ TE, p. 322


Name Date

9


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Lesson Plan for Teddy Roosevelt’s Square Deal continued



■■ TE, pp. 320, 324



■■ E. W. Scripps, from Whatever Is, Is Wrong, 1900s

■■ Track 18, “My Pony Boy,” 1909


■■ PE, p. 325



■■ TE, p. 319


Gifted and Talented Students: Books andPublic Policy; Judging the Past withContemporary Values

Students Acquiring English/ESL:Understanding Presidential Succession


Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity


Cartoons

RESOURCES

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Progressivism Under TaftSection 4 Objectives

1. Summarize the events of the Taft presidency.

2. Explain the division in the Republican Party.

3. Describe the election of 1912.





One American’s Story: Gifford Pinchot

Difficult Decisions: Controlling Resources

Key Player: William Howard Taft

Map: Election of 1912

Art: “Goodness Gracious, I Must Have BeenDozing”

Cross-Curricular LinksGovernment: Researching Third Parties




Test Generator



Using the Internet

■■ PE, p. 328


■■ TE, pp. 328–330

■■ PE, p. 328

■■ PE, p. 329

■■ PE, p. 330

■■ PE, p. 331







Name Date

9


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Lesson Plan for Progressivism Under Taft continued


■■ PE, p. 331





Section 4 Quiz

Reteaching Activity

Block Scheduling OptionsLanguage Arts: Writing a Letter to the Editor

RESOURCES

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Wilson’s New FreedomSection 5 Objectives

1. Describe Woodrow Wilson’s background and theprogressive reforms of his presidency.

2. List the steps leading to woman suffrage.

3. Explain the limits of Wilson’s progressivism.





One American’s Story: Carrie Chapman Catt

Now & Then: Deregulation

Graph: Revenue from Individual FederalIncome Tax, 1915–1995

World Stage: Emmeline Pankhurst

History Through Architecture: From Splendorto Simplicity

More About: Carrie Chapman Catt; WilliamMonroe Trotter

Geography: The Movement Toward WomanSuffrage

American Lives: Carrie Chapman Catt

Cross-Curricular LinksHumanities: Creating a Biographical Sketch

■■ PE, p. 332


■■ TE, pp. 332, 334, 335

■■ PE, p. 332

■■ PE, p. 333

■■ PE, p. 334

■■ PE, p. 335

■■ PE, p. 336

■■ TE, pp. 333, 337




Name Date

9


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Lesson Plan for Wilson’s New Freedom continued



■■ TE, p. 334




■■ PE, p. 337



■■ PE, pp. 338–339


■■ TE, p. 335


Gifted and Talented Students: Researchingthe Federal Reserve Board



Test Generator


Using the Internet


Section 5 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Creating an Op-Ed

Page

RESOURCES

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America Claims an Empire 79


Imperialism and AmericaSection 1 Objectives

1. Explain the economic and cultural factors that fueled thegrowth of American imperialism.

2. Describe how the United States acquired Alaska.

3. Summarize how the United States took over the HawaiianIslands.


Interpreting the Painting: Rough Riders

Chapter Time Line





One American’s Story: Queen Liliuokalani

Key Player: Admiral Alfred T. Mahan

Graph: Hawaii’s Changing Population,1853–1920

Map: Alaska, 1867, and Hawaii, 1898

Tracing Themes

Critical Thinking: U.S. Policies for OverseasExpansion

Cross-Curricular LinksLiterature: from Hawaii

■■ PE, pp. 340–341


■■ PE, p. 341

■■ PE, p. 342


■■ TE, pp. 342, 344

■■ PE, p. 342

■■ PE, p. 343

■■ PE, p. 344

■■ PE, p. 345

■■ TE, p. 343



Name Date

10


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Lesson Plan for Imperialism and America continued





■■ Track 20, “Over There,” 1917


■■ PE, p. 345




Differentiating InstructionLess Proficient Readers: Understanding Main

Causes



Test Generator


Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Considering the

Annexation of Hawaii

RESOURCES

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The Spanish-American WarSection 2 Objectives

1. Contrast American opinions regarding the Cuban revoltagainst Spain.

2. Identify events that escalated the conflict between theUnited States and Spain.

3. Trace the course of the Spanish-American War and its results.





Key Players: José Martí

Maps: The Spanish-American War, 1898


More About: Yellow Journalism;Commodore George Dewey; Battle of SanJuan Hill

Skillbuilder Lesson: Analyzing Assumptionsand Biases

Tracing Themes

Primary Sources: Newspaper Front Page;from The Rough Riders by TheodoreRoosevelt; In Favor of Imperialism

American Lives: José Martí; WilliamRandolph Hearst

Cross-Curricular LinksWorld History: Examining the History of the

Philippines

■■ PE, p. 346


■■ TE, pp. 346–348

■■ PE, p. 347

■■ PE, p. 349

■■ TE, p. 348

■■ TE, pp. 347, 349, 350


p. 29

■■ TE, p. 350




Name Date

10


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Lesson Plan for The Spanish-American War continued





■■ Captain Charles D. Sigsbee, from The “Maine”: AnAccount of Her Destruction, 1898


■■ PE, p. 351




Differentiating InstructionLess Proficient Readers: Analyzing the

Increasing Hostility Toward Spain



Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Covering the Rough

Riders

RESOURCES

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Acquiring New LandsSection 3 Objectives

1. Describe U.S. involvement in Puerto Rico.

2. Identify causes and effects of the Philippine-American War.

3. Explain the purpose of the Open Door Policy in China.

4. Summarize the views regarding U.S. imperialism.





One American’s Story: Luis Muñoz Rivera

Now & Then: Puerto Rico


Map: U.S. Imperialism, 1867–1906

On the World Stage: The Boxer Protocol

More About: The Platt Amendment; The Boxers

Tracing Themes

Humanities: Athletic Contest; Declined withThanks

Differentiating InstructionLess Proficient Readers: Analyzing the Platt

Amendment

Gifted and Talented Students: Researchingthe Insular Cases; Investigating the Life andRule of Empress Cixi

Students Acquiring English/ESL: Vocabulary

■■ PE, p. 352


■■ TE, pp. 352, 355, 356, 358

■■ PE, p. 352

■■ PE, p. 353

■■ PE, p. 354

■■ PE, p. 356

■■ PE, p. 357

■■ TE, pp. 354, 357

■■ TE, pp. 353, 355





Name Date

10


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Lesson Plan for Acquiring New Lands continued



■■ Albert S. Beveridge, On the War in thePhilippines, 1900

■■ Track 19, “Ragtime Cow Boy Joe,” 1912


■■ PE, p. 358





Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating Posters for a

Rally

RESOURCES

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America as a World PowerSection 4 Objectives

1. Explain how Theodore Roosevelt’s foreign policy promotedAmerican power around the world.

2. Describe how Woodrow Wilson’s missionary diplomacyensured U.S. dominance in Latin America.





Key Player: Theodore Roosevelt

Science & Technology: The Panama Canal



Another Perspective: Intervention in Mexico

History Through Art: Zapatistas

More About: Roosevelt and the Canal; U.S.Intervention in Mexico; The Panama Canal

Critical Thinking: U.S. Trade with CentralAmerica

Geography Spotlight: The Panama Canal:Funnel for Trade

Cross-Curricular LinksGeography: Examining the Canal Routes

Science: Tropical Diseases

Government/Civics: Intervention Abroad

■■ PE, p. 359


■■ TE, pp. 359, 363, 367

■■ PE, p. 360

■■ PE, p. 361

■■ PE, p. 362

■■ TE, pp. 361, 362, 364

■■ PE, p. 363■■ Critical Thinking Transparency

■■ PE, p. 364

■■ TE, pp. 360, 365–366


■■ PE, pp. 366–367■■ Unit 3 In-Depth Resources: Primary Source:

Building the Panama Canal, p. 41

■■ TE, p. 360



Name Date

10


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Lesson Plan for America as a World Power continued







■■ PE, p. 365



■■ PE, pp. 368–369




Differentiating InstructionLess Proficient Readers: Creating a Time Line



Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Debating Wilson’s

Missionary Diplomacy

Outline Map: America Becomes a WorldPower

RESOURCES

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The First World War 87


World War I BeginsSection 1 Objectives

1. Identify the long-term causes and the immediatecircumstances that led to World War I.

2. Describe the first two years of the war.

3. Summarize U.S. public opinion about the war.

4. Explain why the United States entered the war.


Interpreting the Photograph: World War Ibattle scene

Chapter Time Line





Now & Then: Crisis in the Balkans

Map: Europe at the Start of World War I

Infographic: Trench Warfare

Economic Background: Trade Alliances

World Stage: Revolution in Russia

More About: Jeannette Rankin; Life in theTrenches; Blockade vs. Submarines; Hughesand the 1916 Election

Tracing Themes


Primary Source: The Zimmermann Note

American Lives: from A Son at the Front

Critical Thinking: World War I

■■ TE, pp. 370–371


■■ PE, p. 371

■■ PE, p. 372


■■ TE, pp. 372, 374, 377, 379

■■ PE, p. 374

■■ PE, p. 375

■■ PE, p. 376

■■ PE, p. 377

■■ PE, p. 380

■■ TE, pp. 373, 376, 378–379

■■ TE, p. 373

■■ TE, p. 375




Name Date

11


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Lesson Plan for World War I Begins continued

■■ PE, p. 377

■■ TE, p. 375






■■ Woodrow Wilson, Request for a Declaration ofWar, 1917


■■ PE, p. 380



■■ TE, p. 377


p. 52

Cross-Curricular LinksGraph: U.S. Exports to Europe, 1912–1917

Geography: Interpreting Maps

Geography: Europe Goes to War

Differentiating InstructionLess Proficient Readers: Analyzing Causes of

the War

Gifted and Talented Students: ResearchingDiplomacy and War; AnalyzingSwitzerland’s Neutrality

Students Acquiring English/ESL:Understanding Main Ideas


Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Analyzing Points of

View on the War

Skillbuilder Lesson: Evaluating Decisions andCourses of Action

RESOURCES

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American Power Tips the BalanceSection 2 Objectives

1. Describe how the United States mobilized for war.

2. Summarize U.S. battlefield successes.

3. Identify the new weapons and the medical problems facedin World War I.

4. Describe U.S. offensives and the end of the war.





Interpreting the Photograph: Draft Line,San Antonio, Texas

Infographic: World War I Convoy System

Key Player: General John J. Pershing

Science & Technology: Technology at War

Map: Allied Victories, 1917–1918

More About: War Posters; Joseph D.Lawrence; Shell Shock; ConscientiousObjectors


Tracing Themes

Primary Sources: Patriotic Song; Liberty BondPoster

Critical Thinking: The Human and FinancialCosts of World War I

Humanities: Oppy Wood by John Nash

■■ PE, p. 381


■■ TE, pp. 381, 383–384, 386

■■ TE, p. 382

■■ PE, p. 383

■■ PE, p. 384

■■ PE, pp. 384–385

■■ PE, p. 386

■■ TE, pp. 382–383, 385–386

■■ TE, pp. 384

■■ TE, pp. 385




Name Date

11


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Lesson Plan for American Power Tips the Balance continued



■■ TE, p. 386■■ Integrated Assessment



■■ TE, p. 385




■■ PE, p. 387



■■ TE, p. 383

Cross-Curricular LinksEconomics: Creating a Plan for Mobilization

Language Arts: Letters from ConscientiousObjectors and the Draft Board

Literature: from In Another Country

Differentiating InstructionLess Proficient Readers: Summarizing the

Effects of Technology

Gifted and Talented Students: ResearchingNew Weapons



Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsLink to Geography: Interpreting a Map of

the War at Sea

RESOURCES

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The War at HomeSection 3 Objectives

1. Explain how business and government cooperated duringthe war.

2. Show how the government promoted the war.

3. Describe the attacks on civil liberties that occurred.

4. Summarize the social changes that affected AfricanAmericans and women.





Graph: The War Economy, 1914–1920

Interpreting the Photograph: VictoryGardens


History Through Art: The Migration of theNegro

Historical Spotlight: Race Riots

More About: Bernard Baruch; WartimePropaganda; The Espionage and SeditionActs; The End of the IWW; Women in theWar; The Flu Epidemic; Oliver WendellHolmes, Jr.; University Speech Codes

Tracing Themes

Primary Source: “Returning Soldiers” by W.E. B. Du Bois

American Lives: Oliver Wendell Holmes

Critical Thinking: World War I

■■ PE, p. 388


■■ TE, pp. 388, 390–392, 397

■■ PE, p. 389

■■ TE, p. 390

■■ PE, p. 391

■■ PE, p. 393

■■ PE, p. 394

■■ TE, pp. 389–390, 392, 394–397

■■ TE, p. 393




Name Date

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Lesson Plan for The War at Home continued



■■ TE, p. 394


■■ TE, p. 392



■■ Committee on Public Information, Four-MinuteSpeech, 1918

■■ Arthur Little, From Harlem to the Rhine, 1918


■■ PE, p. 395




Cross-Curricular LinksEconomics: Researching Inflation

Language Arts: Writing a Journal

Differentiating InstructionLess Proficient Readers: Predicting

Outcomes; Finding Main Ideas

Gifted and Talented Students: Conducting aTrial



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating a Wartime

Ad Campaign

RESOURCES

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Wilson Fights for PeaceSection 4 Objectives

1. Summarize Wilson’s Fourteen Points

2. Describe the Treaty of Versailles and international anddomestic reaction to it.

3. Explain some of the consequences of the war.





Key Player: Woodrow Wilson

Maps: Europe and the Middle East, 1915and 1919

Point/Counterpoint

History Through Film: Echoes of the Great War

Chart: Domestic Consequences of WorldWar I

Tracing Themes: America in World Affairs

Cooperative Learning: Debating the Leagueof Nations

More About: The Hall of Mirrors atVersailles; Henry Cabot Lodge; The Cold War



Geography Application: A New Look forEurope

Cross-Curricular LinksGeography: Creating a Map

Mathematics: Graph: Military Casualties

■■ PE, p. 398


■■ TE, pp. 398, 400, 403, 405

■■ PE, p. 399

■■ PE, p. 400

■■ PE, p. 401

■■ PE, p. 402

■■ PE, p. 403

■■ PE, pp. 399, 404–405

■■ TE, p. 402

■■ TE, pp. 400, 402, 405

■■ TE, p. 401

■■ TE, p. 404


■■ TE, p. 400

■■ PE, p. 407

Name Date

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Lesson Plan for Wilson Fights for Peace continued


■■ Reading Study Guide, pp. 119–120■■ Access for Students Acquiring English,

pp. 137, 139–140■■ Spanish Reading Study Guide, pp. 119–120


■■ Woodrow Wilson, Why a League of Nations IsNecessary, 1919

■■ Henry Cabot Lodge, On the Terms of Peace, 1918


■■ PE, p. 403



■■ PE, pp. 406–407


■■ TE, p. 399




Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Conducting a Model

Peace Conference

RESOURCES

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Politics of the Roaring Twenties 95


Americans Struggle with Postwar IssuesSection 1 Objectives

1. Summarize the reaction in the United States to theperceived threat of communism.

2. Analyze the causes and effects of the quota system in theUnited States.

3. Describe some of the postwar conflicts between labor andmanagement.


Interpreting the Photograph: Tennessee millworkers’ riot

Chapter Time Line





Economic Background: Roots of Communism

History Through Art: Sacco and Vanzetti

Primary Source: Speech to the Jury

Infographic: U.S. Patterns of Immigration,1921–1929

Critical Thinking: Isolationist Policy of the1920s

Key Player: John Llewellyn Lewis

More About: The Palmer Raids; Ben Shahn;The Ku Klux Klan; Quota System; TheBoston Police Strike

Primary Source: from Report on Steel Strikeof 1919

American Lives: Ernesto Galarza

■■ TE, pp. 410–411


■■ PE, p. 411

■■ PE, p. 412


■■ TE, pp. 412, 414, 417

■■ PE, p. 413

■■ PE, p. 414■■ Humanities Transparency HT19


■■ PE, p. 416


■■ PE, p. 418

■■ TE, pp. 413–417



Name Date

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Lesson Plan for Americans Struggle with Postwar Issues continued

■■ TE, p. 416

■■ TE, p. 417

■■ PE, p. 416



■■ TE, p. 413



■■ U. S. Department of Justice, InstructionsRegarding Conduct on Raids, 1920

■■ Louis Marshall, from A Letter RegardingImmigration Restrictions, 1924


■■ PE, p. 418




Cooperative Learning: Family Mobility

Tracing Themes

Cross-Curricular LinksMathematics: Graph: Immigration to the

United States, 1921 and 1929

Geography: European Immigration,1820–1920

Differentiating InstructionLess Proficient Readers: Cause and Effect

Gifted and Talented Students: Researchingthe Roots of the Red Scare

Students Acquiring English/ESL:Understanding Main Ideas and Details


Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Staging a Retrial for

Sacco and Vanzetti

RESOURCES

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The Harding PresidencySection 2 Objectives

1. Contrast Harding’s policy of “normalcy” with progressiveera reforms.

2. Identify scandals that plagued the Harding administration.





One American’s Story: Warren G. Harding

Political Cartoon

Tracing Themes

Skillbuilder Lesson: Clarifying; Summarizing

Interpreting the Photograph

Tracing Themes




Test Generator



Using the Internet

■■ PE, p. 419


■■ TE, pp. 419–420

■■ PE, p. 419

■■ PE, p. 421

■■ TE, p. 420


■■ TE, p. 420

■■ TE, p. 420




■■ Denver Post, Senate Demands Information onTeapot Dome, 1922


Name Date

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Lesson Plan for The Harding Presidency continued


■■ PE, p. 421




Section 2 Quiz

Reteaching Activity

RESOURCES

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The Business of AmericaSection 3 Objectives

1. Summarize the impact of the automobile and otherconsumer goods on American life.

2. Explain how prosperity affected different groups ofAmericans.

3. Explain in what ways the country’s prosperity was superficial.





Map: Route 66

Key Player: Calvin Coolidge

Chart: Goods and Prices, 1900 and 1928

Another Perspective: The Needy

More About: Impact of the Automobile;Easy Credit; Success and Failure; InternetStart-Ups and Downs


Tracing Themes: Economic Opportunity

American Lives: Henry Ford

Critical Thinking: Consumer Spending Power

Cross-Curricular LinksEconomics: Creating New Industries

Geography: The Automobile Industry

■■ PE, p. 422


■■ TE, pp. 422, 425–426, 429

■■ PE, p. 423

■■ PE, p. 424

■■ PE, p. 425

■■ PE, p. 426

■■ TE, pp. 423, 427–429

■■ PE, p. 426

■■ PE, pp. 428–429



■■ TE, p. 424

■■ Unit 4 In-Depth Resources: GeographyApplication, pp. 9–10

Name Date

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Lesson Plan for The Business of America continued



■■ TE, p. 423





■■ PE, p. 427



■■ PE, pp. 430–431



Differentiating InstructionLess Proficient Readers: Identifying

Supporting Details

Gifted and Talented Students: Early CarCompanies





Using the Internet


Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsLink to Popular Culture: Advertising

Messages

RESOURCES

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The Roaring Life of the 1920’s 101


Changing Ways of LifeSection 1 Objectives

1. Explain how urbanization created a new way of life thatoften clashed with the values of traditional rural society.

2. Describe the controversy over the role of science andreligion in American education and society in the 1920s.


Interpreting the Photograph: Gertrude“Ma” Rainey

Chapter Time Line





History Through Art: Song of the Towers

Difficult Decisions: To Prohibit Alcohol or Not?

Historical Spotlight: Al Capone

Chart: Prohibition, 1920–1933

Now & Then: Evolution, Creationism, andEducation

More About: Billy Sunday; The EighteenthAmendment; The Scopes Trial; ClarenceDarrow

Critical Thinking: Prohibition

Primary Sources: Political Cartoon; TheScopes Trial

■■ PE, pp. 432–433


■■ PE, p. 433

■■ PE, p. 434


■■ TE, pp. 434, 438

■■ PE, p. 435

■■ PE, p. 436

■■ PE, p. 437

■■ PE, p. 437

■■ PE, p. 438

■■ TE, pp. 435, 436, 438, 439



Name Date

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Lesson Plan for Changing Ways of Life continued








■■ Samual Hopkins Adams, from My Bootlegger, 1921

■■ Track 21, “Heebie Jeebies,” 1926


■■ PE, p. 439



■■ TE, p. 437

Cross-Curricular LinksGeography: Prohibition, 1890 and 1915

Literature: from Inherit the Wind

Differentiating InstructionLess Proficient Readers: Contrasting;

Recognizing Cause and Effect

Gifted and Talented Students: InterpretingPoints of View



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating a Dictionary

of 1920s Slang

RESOURCES

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The Twenties WomanChapter 2 Objectives

1. Explain how the image of the flapper embodied the changingvalues and attitudes of young women in the 1920s.

2. Identify the causes and results of the changing roles ofwomen in the 1920s.





One American’s Story: Zelda Sayre Fitzgerald

Graph: Women’s Changing Employment,1910–1930

More About: The Twenties Woman; TheAmerican Homemaker; Popular Figures ofthe 1920s; Bessie Smith

Tracing Themes

Daily Life: Youth in the Roaring Twenties

Differentiating InstructionLess Proficient Readers: Understanding

Cause and Effect



Test Generator



Using the Internet

■■ PE, p. 440


■■ TE, pp. 440, 441, 445

■■ PE, p. 440

■■ PE, p. 442

■■ TE, pp. 441, 442, 444, 445

■■ TE, p. 443

■■ PE, pp. 444–445




■■ Bruce Bliver, from Flapper Jane, 1925


Name Date

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Lesson Plan for The Twenties Woman continued


■■ PE, p. 443





Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Analyzing Changes in

Women’s Roles

RESOURCES

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Education and Popular CultureSection 3 Objectives

1. Describe the popular culture of the 1920s.

2. Explain why the youth-dominated decade came to becalled the Roaring Twenties.





Infographic: Radio Broadcasts of the 1920s

Infographic: Sports Heroes of the 1920s

Map: Historic Flights, 1919–1932

Key Player: F. Scott Fitzgerald

Skillbuilder Lesson: Drawing Conclusions

More About: Helen Wills; Charles A.Lindbergh; Georgia O’Keeffe; Writers ofthe 1920s

Tracing Themes

American Lives: Georgia O’Keeffe

Cross-Curricular LinksMathematics: Graph: High School

Enrollment, 1910–1940

Geography: From Coast to Coast by Train orby Plane

■■ PE, p. 446


■■ TE, pp. 446, 448

■■ PE, p. 447

■■ PE, p. 448

■■ PE, p. 449

■■ PE, p. 451


p. 25

■■ TE, pp. 448–450■■ Unit 3 In-Depth Resources: Primary Source:

Interview with Charles Lindbergh, p. 34

■■ TE, p. 447


■■ PE, p. 447


Name Date

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Lesson Plan for Education and Popular Culture continued







■■ Heywood Brown, The Sultan of Swat Steals aWorld Series Show, 1923


■■ PE, p. 451





Differentiating InstructionLess Proficient Readers: Finding Main Ideas

Gifted and Talented Students: RadioBroadcasts of the 1920s



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsArt: Automat

Cooperative Learning: Presenting Art

RESOURCES

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The Harlem RenaissanceSection 4 Objectives

1. Identify the causes and results of the migration of AfricanAmericans to Northern cities in the early 1900s.

2. Describe the prolific African-American artistic activity thatbecame known as the Harlem Renaissance.





One American’s Story: Zora Neale Hurston

Key Player: James Weldon Johnson

Infographic: Harlem in the 1920s

Key Player: Duke Ellington

More About: The Harlem Renaissance;African-American Artists; Paul Robeson;Louis Armstrong; Langston Hughes; EdnaSt. Vincent Millay

Tracing Themes


American Literature: Literature in the Jazz Age

Critical Thinking: African-AmericanMigration from the South

Cross-Curricular LinksMusic: All That Jazz

■■ PE, p. 452


■■ TE, pp. 452, 454, 459

■■ PE, p. 452

■■ PE, p. 453

■■ PE, p. 455

■■ PE, p. 457

■■ TE, pp. 454, 455, 456, 458, 459■■ Unit 4 In-Depth Resources: American Lives: Louis

Armstrong, p. 40

■■ TE, p. 453

■■ TE, p. 455

■■ PE, pp. 458–459

■■ Unit 4 In-Depth Resources: Primary Source:“When the Negro Was in Vogue,” p. 35


■■ TE, p. 456

Name Date

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Lesson Plan for The Harlem Renaissance continued







■■ PE, p. 457



■■ PE, pp. 460–461



Differentiating InstructionLess Proficient Readers: Identifying

Important Details; Exploring Themes


Integrate TechnologyAmerican Stories video series: “Jump at

the Sun”

Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Celebrating African-

American Culture

RESOURCES

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The Great Depression Begins 109


The Nation’s Sick EconomySection 1 Objectives

1. Summarize the critical problems threatening the Americaneconomy in the late 1920s.

2. Describe the causes of the stock market crash and GreatDepression.

3. Explain how the Great Depression affected the economy inthe United States and throughout the world.


Interpreting the Photograph: Food line

Chapter Time Line





Economic Background: Uneven IncomeDistribution, 1929


Now & Then: New York Stock Exchange

Infographic: Depression Indicators

World Stage: Global Effects of theDepression

Tracing Themes

Skillbuilder Lesson: Interpreting Graphs

Primary Sources: The Stock Market Crash;Political Cartoon

■■ PE, pp. 462–463


■■ PE, p. 463

■■ PE, p. 464


■■ TE, pp. 464, 467, 469

■■ PE, p. 466

■■ PE, p. 467

■■ PE, p. 468

■■ PE, p. 470

■■ PE, p. 471

■■ TE, p. 465


p. 52


Name Date

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Lesson Plan for The Nation’s Sick Economy continued







■■ New York Times, On Minding Your Own Business,1929

■■ Track 22, “Backwater Blues,” 1927■■ Track 23, “Brother, Can You Spare a Dime?” 1932


■■ PE, p. 471





Cross-Curricular LinksEconomics: Economic Research or

Depression; Creating a TV Special

Geography: Growth of Electricity

Differentiating InstructionLess Proficient Readers: Analyzing Causes

and Effects

Gifted and Talented Students: Creating aPolitical Cartoon



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Popular Music of the

1930s

Critical Thinking: The Great Depression

RESOURCES

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Hardship and Suffering During the DepressionSection 2 Objectives

1. Describe how people struggled to survive during theDepression.

2. Explain how the Depression affected men, women, andchildren.





Another Perspective: An African-AmericanView of the Depression

Map: The Dust Bowl, 1933–1936

Historical Spotlight: Hobo Symbols

More About: Mexican Americans and theDepression; Women in the Depression;Hardships of the Depression; HealthProblems Caused by the Depression

Skillbuilder Lesson: Formulating HistoricalQuestions

Tracing Themes

Primary Source: Letter from a Dust BowlSurvivor

Literature: from “In the Beginning”

Cross-Curricular LinksLiterature: The Grapes of Wrath

Geography: The Great Depression Takes Its Toll

■■ PE, p. 472


■■ TE, pp. 472, 474

■■ PE, p. 473

■■ PE, p. 474

■■ PE, p. 475

■■ TE, pp. 473, 475, 476


p. 45

■■ TE, pp. 474, 477





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Lesson Plan for Hardship and Suffering During the Depression continued



■■ TE, p. 465■■ Access for Students Acquiring English,



■■ Anonymous, Beans, Bacon, and Gravy, 1930s■■ Cesar Chavez, Childhood During the Depression,

1930s



■■ PE, p. 477



■■ TE, p. 476




Test Generator




Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Oral History

RESOURCES

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Hoover Struggles with the DepressionSection 3 Objectives

1. Explain Hoover’s initial response to the Depression.2. Summarize the actions Hoover took to help the economy

and the hardship suffered by Americans.3. Describe the Bonus Army and Hoover’s actions toward it.





Key Player: Herbert Hoover

Political Cartoon

Difficult Decisions: Hoover and FederalProjects

Tracing Themes


More About: Hoovervilles; Gassing theBonus Army

Primary Source: Attack on the Bonus Army


Students Acquiring English/ESL: DecodingIdioms


Test Generator



Using the Internet

■■ PE, p. 478


■■ TE, pp. 478, 481, 482

■■ PE, p. 479

■■ PE, p. 481

■■ PE, p. 482

■■ TE, pp. 479, 481

■■ TE, p. 480

■■ TE, pp. 480, 483





■■ General Douglas MacArthur, from A Report onthe Employment of Federal Troops, 1932

■■ W. W. Waters, from B. E. F.: The Whole Story ofthe Bonus Army, 1932


Name Date

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Lesson Plan for Hoover Struggles with the Depression continued


■■ PE, p. 483



■■ PE, pp. 484–485




Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Debating the Bonus

Army March

RESOURCES

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A New Deal 115


A New Deal Fights the DepressionSection 1 Objectives1. Summarize the initial steps Roosevelt took to reform banking

and finance.

2. Describe New Deal work programs.

3. Identify critics of FDR’s New Deal.


Interpreting the Photograph: CivilianConservation Corps

Chapter Time Line





Key Players: Franklin D. Roosevelt, EleanorRoosevelt

Chart: Civilian Conservation Corps

Economic Background: Deficit Spending


More About: Election of 1932; FDR’sLeadership; FDR’s Disability; Roosevelt andthe Supreme Court; Huey Long

Tracing Themes

Skillbuilder Lesson: Analyzing Issues

Primary Source: Father Coughlin’s Anti-NewDeal

American Lives: Huey Long

■■ PE, pp. 486–487


■■ PE, p. 487

■■ PE, p. 488


■■ TE, pp. 488, 491, 492

■■ PE, p. 489

■■ PE, p. 491

■■ PE, p. 492

■■ PE, p. 493

■■ TE, pp. 489, 490, 493, 494

■■ TE, p. 491


p. 66



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Lesson Plan for A New Deal Fights the Depression continued


■■ TE, p. 489






■■ Franklin Delano Roosevelt, from AcceptanceSpeech, 1932

■■ Franklin Delano Roosevelt, from First InauguralAddress, 1933

■■ Track 24, “In the Mood,” 1939


■■ PE, p. 494





Critical Thinking: The New Deal; U.S.Economic Indicators

Cross-Curricular LinksGovernment: The Role of the First Lady

Economics: National Debt

Geography: PWA in Action

Differentiating InstructionLess Proficient Readers: New Deal Programs



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Delivering a Fireside

Chat

Art: Nine Old Men

RESOURCES

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A New Deal 117

CHAPTER Section 2 (495–503) Lesson Plan

The Second New Deal Takes HoldSection 2 Objectives1. Describe the purpose of the Second New Deal.

2. Summarize New Deal programs for farmers.

3. Identify the Second New Deal programs aimed at assistingyoung people and professionals.

4. Summarize labor and economic reforms carried out underthe Second New Deal.





One American’s Story: Dorothea Lange

History Through Photojournalism

Chart: New Deal Programs

Historic Decisions of the Supreme Court:NLRB v. Jones and Laughlin Steel Corp.(1937)

More About: The Grapes of Wrath;Dorothea Lange; The WPA; The WagnerAct; Social Security; Charles Evans Hughes;Taft-Hartley Act

Tracing Themes

Art: A relief center in Louisville, Kentucky

Critical Thinking: The New Deal

Cross-Curricular LinksLocal History: The Legacy of the New Deal

and WPA

Economics: The Wagner Act

■■ PE, p. 495


■■ TE, pp. 495, 496, 498, 499, 503

■■ PE, p. 495

■■ PE, p. 497

■■ PE, p. 500

■■ PE, pp. 502–503

■■ TE, pp. 496–499, 501–503

■■ TE, p. 499





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Lesson Plan for The Second New Deal Takes Hold continued







■■ PE, p. 501





Gifted and Talented Students: Essay onPhotojournalism



Test Generator


Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Ongoing New Deal

Agencies

RESOURCES

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A New Deal 119


The New Deal Affects Many GroupsSection 3 Objectives1. Analyze the effects of the New Deal programs on women.

2. Describe Roosevelt’s attitude toward African Americans.

3. Identify the groups that formed the New Deal coalition.





Key Player: Frances Perkins

Historical Spotlight: Deportation of MexicanAmericans

Graph: The Growing Labor MovementMore About: Mary McLeod Bethune; Marian

Anderson; The New Deal Coalition;General Motors Sit-Down Strike of 1937;Republic Steel Strike of 1937; Election of1936

Tracing Themes

Primary Source: The Memorial Day Massacre

American Lives: Mary McLeod Bethune

Cross-Curricular LinksGovernment: Women in Government


Gifted and Talented Students: Politics andPolicy; Two Memorable Strikes

Students Acquiring English/ESL:Understanding Idioms and ComplexConstructions

■■ PE, p. 504


■■ TE, pp. 504–507

■■ PE, p. 505

■■ PE, p. 506

■■ PE, p. 508

■■ TE, pp. 505–509

■■ TE, p. 507



■■ TE, p. 505




Name Date

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Lesson Plan for The New Deal Affects Many Groups continued



■■ Eleanor Roosevelt, from Women Must Learn toPlay the Game as Men Do, 1928

■■ Mary McLeod Bethune, How Bethune-CookmanCollege Began, 1900



■■ PE, p. 509



Unit 4 In-Depth Resources, pp. 80–82


Test Generator




Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsLiterature: Waiting for Lefty

RESOURCES

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A New Deal 121


Culture in the 1930sSection 4 Objectives

1. Describe the entertainment provided by motion pictures and radio.

2. Identify some of the artists and writers of the New Deal era.





One American’s Story: Don Congdon

Historical Spotlight: War of the Worlds

History Through Art: American Gothic

Tracing Themes

More About: The Federal Art Project; TheCoit Tower Murals; Woody Guthrie;Richard Wright

Primary Sources: WPA Poster; Let Us NowPraise Famous Men

Cross-Curricular LinksHumanities: Realism and Escape

Popular Culture: Create a Radio Show




Test Generator


Using the Internet

■■ PE, p. 510


■■ TE, pp. 510, 512

■■ PE, p. 510

■■ PE, p. 511

■■ PE, p. 513

■■ TE, p, 511

■■ TE, pp. 512–514


■■ TE, p. 511






Name Date

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Lesson Plan for Culture in the 1930s continued


■■ PE, p. 514





Section 4 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Class Mural

RESOURCES

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A New Deal 123


The Impact of the New DealSection 5 Objectives

1. Summarize opinions about the effectiveness of the NewDeal.

2. Describe the legacies of the New Deal.





One American’s Story: George Dobbin

Point/Counterpoint

Graphs: Federal Deficit and Unemployment,1933–1945

Now & Then: Social Security

Political Cartoons

Geography Spotlight: The Tennessee ValleyAuthority

More About: FDR’s Brain Trust; FDIC andSEC; Tennessee Valley Authority; TheTennessee River

Tracing Themes

Cross-Curricular LinksGeography: Decade of Democrats



■■ PE, p. 515


■■ TE, pp. 515, 518, 521

■■ PE, p. 515

■■ PE, p. 516

■■ PE, p. 517

■■ PE, p. 518

■■ PE, p. 519

■■ PE, pp. 520–521

■■ TE, pp. 516, 517, 519, 520

■■ TE, p. 518



■■ Access for Students Acquiring English, p. 172,174–175, 176–177


Name Date

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Lesson Plan for The Impact of the New Deal continued




■■ PE, p. 519



■■ PE, pp. 522–523


■■ TE, p. 517



Test Generator


Using the Internet


Section 5 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Debating the New Deal

Outline Map: Anatomy of the TennesseeValley Authority

RESOURCES

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World War Looms 125


Dictators Threaten World PeaceSection 1 Objectives

1. Identify the types of government that took power inRussia, Italy, Germany, and Japan after World War I.

2. Describe the details of America’s turn to isolationism in the 1930s.


Interpreting the Photograph: Nazi rally

Chapter Time Line





One American’s Story: Martha Gellhorn

Map: The Rise of Nationalism, 1922–1941

Chart: The Faces of Totalitarianism

Maps: Japan Invades Manchuria, 1931; Italy Invades Ethiopia, 1935–1936

Historical Spotlight: African Americans Standby Ethiopians


More About: Stalin’s Show Trials; BenitoMussolini; The Election of Adolf Hitler; TheLeague of Nations; Spanish Civil War;Aggressor Nations

Tracing Themes

Primary Source: Quarantine Speech

■■ PE, pp. 526–527


■■ PE, p. 527

■■ PE, p. 528


■■ TE, pp. 528, 534

■■ PE, p. 528

■■ PE, p. 530

■■ PE, p. 531

■■ PE, p. 532

■■ PE, p. 533

■■ PE, p. 534

■■ TE, pp. 529–533, 535

■■ TE, p. 534


Name Date

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Lesson Plan for Dictators Threaten World Peace continued








■■ PE, p. 535




■■ TE, p. 534

Cross-Curricular LinksArt: German Nazi Party poster

Differentiating InstructionLess Proficient Readers: Organizing

Information; Supporting Details

Gifted and Talented Students: Roosevelt andHitler

Students Acquiring English/ ESL: PreviewingForeign Terms


Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Debating League

Action in Manchuria

Cooperative Learning: Writing a NewspaperEditorial

RESOURCES

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World War Looms 127


War in EuropeSection 1 Objectives

1. Explain Hitler’s motives for expansion and how Britain andFrance responded.

2. Describe the blitzkrieg tactics that Germany used againstPoland.

3. Summarize the first battles of World War II.





One American’s Story: William Shirer

Key Player: Adolf Hitler

Map: German Advances, 1938–1941

Key Player: Winston Churchill

More About: Stalin and the Non-AggressionPact; Blitzkrieg; The Phony War; Charles deGaulle

Skillbuilder Lesson: Developing HistoricalPerspective


Geography: Aggression in Europe,1936–1939

Cross-Curricular LinksGeography: Blitzkrieg and Geography


Students Acquiring English/ESL: Decoding aSpeech

■■ PE, p. 536


■■ TE, pp. 536, 538, 540

■■ PE, p. 536

■■ PE, p. 537

■■ PE, p. 538

■■ PE, p. 541

■■ TE, pp. 539, 540


■■ TE, p. 537





Name Date

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Lesson Plan for War in Europe continued



■■ Winston Churchill, A Letter to Roosevelt, 1940


■■ PE, p. 541





Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating a Radio

Broadcast

RESOURCES

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World War Looms 129


The HolocaustSection 3 Objectives

1. Explain the reasons behind the Nazis’ persecution of theJews and the problems facing Jewish refugees.

2. Describe the Nazis’ “final solution” to the Jewish problemand the horrors of the Holocaust.

3. Identify and describe the profound and lasting effects ofthe Holocaust on survivors.





One American’s Story: Gerda WeissmannKlein

Another Perspective: Denmark’s Resistance

Chart: Estimated Jewish Losses

World Stage: Righteous Persons of WorldWar II

More About: The Nuremberg Laws; RudolfReder; The Final Solution; RaoulWallenberg; Nazi Atrocities; Elie Wiesel

Tracing Themes

American Lives: Elie Wiesel

Cooperative Learning: Exploring HolocaustLiterature

Cross-Curricular LinksLiterature: from Sophie’s Choice

Art/Literature: Creative Response

■■ PE, p. 542


■■ TE, pp. 542, 544, 547

■■ PE, p. 542

■■ PE, p. 545

■■ PE, p. 545

■■ PE, p. 548

■■ TE, pp. 543, 546–549

■■ TE, p. 543


■■ TE, p. 548


■■ TE, p. 545

Name Date

16


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Lesson Plan for The Holocaust continued



■■ TE, p. 546





■■ PE, p. 549




Differentiating InstructionLess Proficient Readers: Main Ideas;

Following Chronological Order

Gifted and Talented Students: InvestigativeReport about the Warsaw Ghetto



Test Generator




Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Debating Jewish

Immigration

RESOURCES

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World War Looms 131


America Moves Toward WarSection 4 Objectives

1. Describe the U.S. response to the outbreak of war inEurope in 1939.

2. Explain how Roosevelt assisted the Allies without declaring war.

3. Summarize the events that brought the United States intoarmed conflict with Germany.

4. Describe the American response to the Japanese attack onPearl Harbor.






Point/Counterpoint

Science & Technology: German Wolf Packs

Key Player: Hideki Tojo

Map: Japanese Aggression, 1931–1941

Economic Background: War and theDepression

More About: The U-Boats; Science andTechnology

Link to Geography: Mapping Attack Sites

Primary Sources: The Bombing of PearlHarbor; War Poster

American Lives: Charles A. Lindbergh

Critical Thinking: World War II Breaks Out inEurope; Time Line of Events Leading toWorld War II

■■ PE, p. 550


■■ TE, pp. 550, 552, 554

■■ PE, p. 551

■■ PE, p. 552

■■ PE, p. 553

■■ PE, p. 554

■■ PE, p. 556

■■ PE, p. 557

■■ TE, p. 553

■■ TE, p. 556




Name Date

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Lesson Plan for America Moves Toward War continued



■■ TE, p. 553

■■ TE, p. 554





■■ Chapter Test

■■ George A Dondero, from Are We Being Led intoWar? 1941

■■ New York Times, From Let Us Face the Truth,1941

■■ Franklin Delano Roosevelt, On the Declaration ofWar, 1941


■■ PE, p. 557



■■ PE, pp. 558–559



Cross-Curricular LinksGeography: Japanese Aggression

Science: Radar

Humanities (Music): World War II-Era Music

Differentiating InstructionLess Proficient Readers: Examining Causes

and Effects



Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsLink to World History: Pearl Harbor

RESOURCES

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The United States in World War II 133


Mobilizing for DefenseSection 1 Objectives

1. Explain how the United States expanded its armed forces inWorld War II.

2. Describe the wartime mobilization of industry, labor,scientists, and the media.

3. Trace the efforts of the U.S. government to control theeconomy and deal with alleged subversion.


Interpreting the Photograph: Pearl Harbor

Chapter Time Line





Now & Then: Women in the Military

History Through Film: Hollywood HelpsMobilization

Chart: The Government Takes Control of theEconomy, 1942–1945

Tracing Themes

More About: Henry J. Kaiser; Women inDefense Industries; A. Philip Randolph;Albert Einstein; Rationing

Primary Sources: War Ration Stamps

American Lives: Oveta Culp Hobby

■■ PE, pp. 560–561


■■ PE, p. 561

■■ PE, p. 562


■■ TE, pp. 562, 564, 567

■■ PE, p. 563

■■ PE, p. 566

■■ PE, p. 567

■■ TE, pp. 563, 564,

■■ TE, pp. 565–568



Name Date

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Lesson Plan for Mobilizing for Defense continued


■■ PE, p. 564

■■ TE, p. 563





■■ Office of Civilian Defense, What Can I Do? 1942


■■ PE, p. 568




Cross-Curricular LinksMathematics: Graph: The Production

Miracle

Language Arts: Eyewitness Testimony

Differentiating InstructionLess Proficient Readers: Comparing;

Government Regulations

Gifted and Talented Students: ComparingPresidential Responses to Popular Pressure



Test Generator



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Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsSkillbuilder Lesson: Analyzing Bias

RESOURCES

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The War for Europe and North AfricaSection 2 Objectives

1. Summarize the Allies’ plan for winning the war.

2. Identify events in the war in Europe.

3. Describe the liberation of Europe.





Map: World War II: Europe and Africa,1942–1944

Key Player: Dwight G. “Ike” Eisenhower

Infographic: D-Day, June 6, 1944

Historical Spotlight: Audie Murphy

More About: Roosevelt and Churchill;Stalingrad; Erwin Rommel; Mussolini’s LastDays; The Tuskegee Airmen; GeorgePatton; D-Day; Survivors of ConcentrationCamps

Geography: Thunderclap

Humanities: Flying Fortresses Taking Off

Critical Thinking: U.S. Joins the Allies inWorld War II

Cross-Curricular LinksHumanities/The Arts: Personal Response to

War

World History: D-Day

Humanities: Eyewitness Journal

■■ PE, p. 569


■■ TE, pp. 569, 571, 574

■■ PE, p. 572■■ Unit 5 In-Depth Resources: Outline Map: Crisis in

Europe, pp. 34–35

■■ PE, p. 574

■■ PE, p. 575

■■ PE, p. 576

■■ TE, pp. 570–576■■ Unit 5 In-Depth Resources: American Lives:

George S. Patton, p. 44







Name Date

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Lesson Plan for The War for Europe and North Africa continued



■■ TE, p. 572




■■ General George S. Patton, Jr., From Instructionsto the Third United States Army, 1944


■■ PE, p. 577





Differentiating InstructionLess Proficient Readers: Sequencing

Gifted and Talented Students: The EnigmaMachine

Students Acquiring English/ESL:Understanding Idioms


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Combat Heroes

Geography: Battle of the Bulge

RESOURCES

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The Unites States in World War II 137


The War in the PacificSection 3 Objectives

1. Identify key turning points in the war in the Pacific.

2. Describe the Allied offensive against the Japanese.

3. Explain both the development of the atomic bomb anddebates about its use.

4. Describe the challenges faced by the Allies in building a justand lasting peace.





Historical Spotlight: Navajo Code Talkers

Map: World War II: The War in the Pacific,1942–1945

History Through Photojournalism: Raisingthe Flag on Iwo Jima

Point/Counterpoint

Infographic: War Criminals on Trial,1945–1949

More About: The Battle of Midway; IslandHopping; Guadalcanal; Japanese KamikazePilots; First Atomic Bomb Test; Hiroshimaand Nagasaki; The Firebombing of Tokyo;The Yalta Conference; The Nuremberg WarTrials; Rudolf Hess; Emperor Hirohito;Supersonic Flight; Cellular Phones andWireless Technology

Primary Sources: Bombing of Nagasaki

Tracing Themes: Science and Technology

■■ PE, p. 578


■■ TE, pp. 578, 581, 583, 585, 589

■■ PE, p. 579

■■ PE, p. 580

■■ PE, p. 582

■■ PE, p. 585

■■ PE, p. 586

■■ TE, pp. 579–581, 583–589


■■ PE, pp. 588–589

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Lesson Plan for The War in the Pacific continued


TE, p. 582

■■ TE, pp. 580–581■■ Reading Study Guide, pp. 175–176




■■ Harry S. Truman, Statement on the Atomic Bomb,1945


■■ PE, p. 587



■■ TE, p. 579


Cross-Curricular LinksHumanities: Iconic Images

Differentiating InstructionLess Proficient Readers: Map Reading;

Sequencing

Gifted and Talented Students: Application ofScience; Human Rights Law



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating a Code

RESOURCES

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The Home FrontSection 4 Objectives

1. Describe the economic and social changes that reshapedAmerican life during World War II.

2. Summarize both the opportunities and the discriminationAfrican Americans and other minorities experienced duringthe war.





Map: African-American Migration,1940–1950

Map: Japanese Relocation Camps, 1942

More About: Women in the PostwarWorkforce; GI Bill of Rights; Detroit RaceRiot of 1943; Mexican Americans in LosAngeles; Japanese American Internment;Fred Korematsu; Military Necessity; Politicsand the Court

Historic Decisions of the Supreme Court:Korematsu v. United States

Tracing Themes

Primary Source: from Farewell to Manzanar

Critical Thinking: Human Cost of World War II

Literature: from Snow Falling on Cedars

Cross-Curricular LinksPopular Culture: Changing Attitudes Toward

Women

Civics: Creating a Political Cartoon

■■ PE, p. 590


■■ TE, pp. 590, 592, 597

■■ PE, p. 591

■■ PE, p. 594

■■ TE, pp. 591–597

■■ PE, pp. 596–597

■■ TE, pp. 591–592




■■ TE, p. 591


Name Date

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Lesson Plan for The Home Front continued




■■ Access for Students Acquiring English, pp. 192■■ Spanish Reading Study Guide, pp. 177–178


■■ Chapter Test

■■ U.S. Government, Japanese-American Testimonyfrom the National Defense Migration Hearings,1942


■■ PE, p. 595



■■ PE, pp. 598–599


■■ TE, p. 592


Gifted and Talented Students: JapaneseInternment



Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Effect of

Demobilization

RESOURCES

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Cold War Conflicts 141


Origins of the Cold WarChapter 1 Objectives

1. Explain the breakdown in relations between the UnitedStates and the Soviet Union after World War II.

2. Summarize the steps taken to contain Soviet influence.

3. Describe how the Truman Doctrine and the Marshall Plandeepened Cold War tensions.

4. Explain how conflicts over Germany increased fear ofSoviet aggression.


Interpreting the Photograph: McCarthy

Chapter Time Line





Key Players: Harry S. Truman, Joseph Stalin

Chart: U.S. Aims Versus Soviet Aims in Europe

Map: The Iron Curtain, 1949

Graph: The Marshall Plan

More About: Joseph Stalin; Eastern Europe;General George C. Marshall; The BerlinAirlift

Tracing Themes

Skillbuilder Lesson: Analyzing Motives

Political Cartoon

Primary Source: Letter to His Daughter

■■ PE, pp. 600–601


■■ PE, p. 601

■■ PE, p. 602


■■ TE, pp. 602, 604, 606, 607

■■ PE, p. 603

■■ PE, p. 604

■■ PE, p. 605

■■ PE, p. 606

■■ TE, pp. 603, 605, 606, 607

■■ TE, p. 604


p. 50

■■ PE, p. 608


Name Date

18


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Lesson Plan for Origins of the Cold War continued


Critical Thinking Transparencies CT23, CT57

■■ TE, p. 603

■■ TE, p. 606■■ Unit 5 In-Depth Resources: Geography

Application: The Marshall Plan, pp. 55–56




■■ Harry S. Truman, The Truman Doctrine, 1947


■■ PE, p. 608


■■ TE, p. 608

■■ Unit 5 In-Depth Resources, p. 51■■ TE, p. 607


Critical Thinking: The New Deal; U.S.Economic Indicators

Cross-Curricular LinksWorld History: Analyzing Stalin and His Regime

Economics: The Marshall Plan




Test Generator



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Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Charting the Berlin

Airlift

Geography: The Berlin Airlift, 1948–1949

RESOURCES

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The Cold War Heats UpSection 2 Objectives

1. Explain how Communists came to power in China and howthe United States reacted.

2. Summarize the events of the Korean War.

3. Explain the conflict between President Truman and GeneralMacArthur.





One American’s Story: Philip Day, Jr.

Chart: Nationalists Versus Communists, 1945

World Stage: Taiwan

Maps: The Korean War, 1950–1953

More About: Chiang Kai-shek; The NorthKorean Attack; U.S. Action in Korea;Beverly Scott; The Korean War; The Firingof MacArthur

Another Perspective: India’s Viewpoint

Now & Then: The Two Koreas

American Lives: Douglas MacArthur

Cross-Curricular LinksWorld History: Researching Mao Zedong

Geography: Taiwan and People’s Republic ofChina

Government: The United Nations

■■ PE, p. 609


■■ TE, pp. 609, 611, 612

■■ PE, p. 609

■■ PE, p. 610

■■ PE, p. 611

■■ PE, p. 613

■■ TE, pp. 610–614

■■ PE, p. 614

■■ PE, p. 615


■■ TE, p. 610


■■ TE, p. 613

Name Date

18


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Lesson Plan for The Cold War Heats Up continued



■■ TE, p. 614



■■ Douglas MacArthur, Frustration in Korea, 1947


■■ PE, p. 615



Unit 5 In-Depth Resources, pp. 58–59


Gifted and Talented Students: AssessingGeneral MacArthur’s Actions

Students Acquiring English/ESL: ClarifyingPhrases and Terms


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsPrimary Source: Farewell to Congress

RESOURCES

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The Cold War at HomeSection 3 Objectives

1. Describe government efforts to investigate the loyalty ofU.S. citizens.

2. Explain the spy cases of Alger Hiss and Julius and EthelRosenberg.

3 . Describe the efforts of Senator Joseph McCarthy toinvestigate alleged Communist influence in the United States.





One American’s Story: Tony Kahn

Historical Spotlight: Paul Robeson

Now & Then: Television: Making News

More About: The Rosenbergs; Espionage;McCarthyism

Chart: Causes and Effects of McCarthyism

Tracing Themes

American Lives: Margaret Chase Smith

Cooperative Learning: InvestigatingWitch Hunts

Cross-Curricular LinksHumanities: The Arts and Politics

Differentiating InstructionLess Proficient Readers:

Students Acquiring English/ESL: ClarifyingPhrases and Terms

■■ PE, p. 616


■■ TE, pp. 616, 618, 620

■■ PE, p. 616■■ American Stories video series: The Cold War

Comes Home

■■ PE, p. 617

■■ PE, p. 618

■■ TE, pp. 619, 620

■■ PE, p. 621

■■ TE, p. 617


■■ TE, p. 620

■■ TE, p. 617



Name Date

18


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Lesson Plan for The Cold War at Home continued




■■ Paul Robeson, Statement on Civil Liberties inAmerica, 1956


■■ PE, p. 621


■■ TE, p. 621■■ Unit 5 In-Depth Resources, p.53



Test Generator




Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Television and Public

Opinion

RESOURCES

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Two Nations Live on the EdgeSection 4 Objectives

1. Explain the policy of brinkmanship.

2. Describe American and Soviet actions that caused the ColdWar to spread around the world.

3. Summarize the impact of Sputnik and the U-2 incident onthe United States.





One American’s Story: Annie Dillard

Map: The Warsaw Pact and NATO, 1955

World Stage: Israel

Graph: U.S. Budget, 1940–2000

American Literature: Science Fiction ReflectsCold War Fears

More About: John Foster Dulles; WarsawPact; The Hungarian Uprising; The U-2Incident; Ray Bradbury; A Canticle forLeibowitz

Tracing Themes

Literature: from The Nuclear Age

Critical Thinking: The Cold War; The SpaceRace

Cross-Curricular LinksScience: Technology and Politics

Humanities: Bomb Shelter UnderConstruction; Wonder Why We’re NotKeeping Pace?

■■ PE, p. 622


■■ TE, pp. 622, 623, 626, 629

■■ PE, p. 622

■■ PE, p. 624

■■ PE, p. 625

■■ PE, p. 626

■■ PE, pp. 628–629

■■ TE, pp. 623–625, 627–629

■■ TE, p. 626



■■ TE, p. 626


Name Date

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Lesson Plan for Two Nations Live on the Edge continued



■■ TE, p. 624

■■ Access for Students Acquiring English, pp. 183,185–186



■■ Chapter Test


■■ PE, p. 627



■■ PE, pp. 630–631


TE, p. 625

Differentiating InstructionLess Proficient Readers: Clarifying Events

Gifted and Talented Students: Researchingand Analyzing Covert Action



Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Creating a Political

Cartoon

RESOURCES

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The Postwar Boom 149


Postwar AmericaSection 1 Objectives

1. Identify economic and social problems Americans facedafter World War II.

2. Explain how the desire for stability led to political conservatism.

3. Describe causes and effects of social unrest in the postwarperiod.

4. Contrast domestic policy under presidents Truman andEisenhower.


Interpreting the Photograph: Suburbanbackyard

Chapter Time Line





One American’s Story: Donald Katz

Graphs: A Dynamic Economy

Historical Spotlight: Jackie Robinson

Cooperative Learning: Researching theNegro Leagues

Map: Presidential Election of 1948

Primary Source: Political Cartoon

More About: Levittown; Postwar Inflation;Harry S. Truman; Election of 1952;Eisenhower and Civil Rights

American Lives: Jackie Robinson

■■ PE, pp. 632–633


■■ PE, p. 633

■■ PE, p. 634


■■ TE, pp. 634, 636–637, 639

■■ PE, p. 634

■■ PE, p. 636

■■ PE, p. 637

■■ TE, p. 637

■■ PE, p. 638


■■ TE, pp. 635, 637, 639–640


Name Date

19


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Lesson Plan for Postwar America continued







■■ PE, p. 640




Cross-Curricular LinksCivics: Examining the Role of Third Parties

Differentiating InstructionLess Proficient Readers: Understanding

Cause and Effect; Analyzing Issues



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Exploring Postwar Life

RESOURCES

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The American Dream in the FiftiesSection 2 Objectives

1. Explain how changes in business affected workers.

2. Describe the suburban lifestyle of the 1950s.

3. Identify causes and effects of the boom in the automobileindustry.

4 . Explain the increase in consumerism in the 1950s.





Now & Then: Franchises

Key Player: Jonas Salk

History Through Art: After the Prom

More About: The Suburban Lifestyle; ComicBooks; The Interstate Highway System; CarAds; Advertising and Alienation; CreditCards; Advertising; Postwar Suburbs

Infographic: Americans Hit the Road

Tracing Themes

Now & Then: Southern California and theAutomobile

Geography Spotlight: The Road to Suburbia

Highway Construction

Critical Thinking: Percentage of Urban-Suburban Growth Rates, 1920–1970

Cross-Curricular LinksEconomics: Franchising; Automobile

Advertising

Literature: from The Man in the Gray FlannelSuit

Geography: The Baby Boom

■■ PE, p. 641


■■ TE, pp. 641, 643, 646, 648, 651

■■ PE, p. 642

■■ PE, p. 644

■■ PE, p. 645

■■ TE, pp. 643, 645–650

■■ PE, p. 647

■■ TE, pp. 644, 647

■■ PE, p. 646

■■ PE, pp. 650–651






Name Date

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Lesson Plan for The American Dream in the Fifties continued



■■ TE, p. 644

■■ TE, p. 643■■ Access for Students Acquiring English, pp. 209,

214–215■■ Spanish Reading Study Guide, pp. 193–194


■■ Track 25, “Atotonilco,” 1958


■■ PE, p. 649



■■ TE, p. 648

Differentiating InstructionProficient Readers: Understanding Main

Ideas and Details

Gifted and Talented Students: Analyzing TheFeminine Mystique

Students Acquiring English/ESL: Vocabulary


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating an Ad

RESOURCES

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Popular CultureSection 3 Objectives

1. Explain how television programs in the 1950s reflectedmiddle class values.

2. Explain how the beat movement and rock’n’roll musicclashed with middle class values.

3. Describe ways that African-American entertainersintegrated the media in the 1950s.





Historical Spotlight: TV Quiz Shows

Graphs: Glued to the Set

Skillbuilder Lesson: Primary and SecondarySources

Tracing Themes

More About: James Dean; Jack Kerouac; TVand Rock ‘n’ Roll; Nat “King” Cole; Rock ‘n’ Roll

History Through Music: “Hound Dog”—A Rock ‘n’ Roll Crossover

Daily Life: The Emergence of the Teenager

American Lives: Milton Berle

Cross-Curricular LinksPopular Culture: Analyzing 1950s Television

Shows

Music: Examining “Oldies But Goodies”

Literature: from 1959

■■ PE, p. 652


■■ TE, pp. 652, 655, 659

■■ PE, p. 653

■■ PE, p. 653

■■ TE, p. 655

■■ TE, p. 654

■■ TE, pp. 654–658

■■ PE, p. 656

■■ PE, pp. 658–659


■■ TE, p. 654

■■ TE, p. 656


Name Date

19


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Lesson Plan for Popular Culture continued






■■ PE, p. 657







Test Generator


Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: The Impact of

Television on Family Life

RESOURCES

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The Other AmericaSection 4 Objectives

1. Explain how the white migration to the suburbs created anurban crisis.

2. Describe the efforts of minorities to gain equal rights andfight poverty.





One American’s Story: James Baldwin

Graph: Income Gap in America

More About: James Baldwin; MichaelHarrington; Braceros

Tracing Themes

Primary Source: from The Other America

Primary Source: The Voluntary RelocationProgram

Art: Her World

Differentiating InstructionLess Proficient Readers: Using Context Clues

Gifted and Talented Students: MexicanImmigration


■■ PE, p. 660


■■ TE, pp. 660, 662

■■ PE, p. 660

■■ PE, p. 661

■■ TE, pp. 661–662

■■ TE, p. 662





■■ TE, p. 662


Name Date

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Lesson Plan for The Other America continued



■■ Chapter Test


■■ PE, p. 663



■■ PE, pp. 664–665




Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCritical Thinking: The Postwar Boom

RESOURCES

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The New Frontier and the Great Society 157


Kennedy and the Cold WarSection 1 Objectives

1. Identify the factors that contributed to Kennedy’s electionin 1960.

2. Describe the new military policy of the Kennedyadministration.

3. Summarize the crises that developed over Cuba.

4. Explain the Cold War symbolism of Berlin in the early 1960s.


Interpreting the Photograph: Gemini 6spacewalk

Chapter Time Line





One American’s Story: John F. Kennedy

Another Perspective: Eisenhower’s Warning

Political Cartoon

Map: Cuban Missile Crisis, October 1962

Key Players: John F. Kennedy and NikitaKhrushchev

World Stage: The Berlin Wall, 1961

Infographic: The Berlin Wall

More About: The Kennedy-Nixon Debates;The King Arrest; Kennedy’s InauguralAddress; The Bay of Pigs Invasion; TheCuban Missile Crisis; Nikita KhrushchevKennedy and Berlin; The Berlin Wall

■■ PE, pp. 668–669


■■ PE, p. 669

■■ PE, p. 670


■■ TE, pp. 670, 673, 677

■■ PE, p. 670

■■ PE, p. 673

■■ PE, p. 674

■■ PE, p. 675

■■ PE, p. 676

■■ PE, p. 677

■■ PE, p. 677

■■ TE, pp. 671, 672, 674–678■■ Unit 6 In-Depth Resources: Primary Source: JFK’s

Inaugural Address, pp. 11–12

Name Date

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Lesson Plan for Kennedy and the Cold War continued



■■ TE, p. 674






221, 222–223■■ Spanish Reading Study Guide, pp. 201–202



■■ PE, p. 678




Skillbuilder Lesson: Predicting Effects

Tracing Themes

Cross-Curricular LinksGovernment: The President’s Staff

World History: Gathering Cuban MissileCrisis Memories

Geography: Berlin and Germany

Differentiating InstructionLess Proficient Readers: Chronological Order

Students Acquiring English/ESL:Understanding Cold War Terminology


Test Generator


Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Debating the Bay of

Pigs

RESOURCES

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The New FrontierSection 2 Objectives

1. Summarize the New Frontier domestic and foreignagendas.

2. Describe the tragic chain of events surrounding Kennedy’sassassination.





One American’s Story: Alan Shepard

Economic Background: What is a Recession?

Historical Spotlight: Johnson and MissionControl

Graphs: U.S. Space Race Expenditures,1959–1975

More About: The Peace Corps; Kennedy andCivil Rights; Migrant Farm Workers

Now & Then: Kennedy’s Assassination

Geography Spotlight: The Movement ofMigrant Workers

Tracing Themes

American Lives: Alan Shepard

Art: The Nation Mourns

Cross-Curricular LinksScience: The Continuing Commitment to

Space Exploration

Literature: from Paper Wings

■■ PE, p. 679


■■ TE, pp. 679, 682, 685

■■ PE, p. 679

■■ PE, p. 680

■■ PE, p. 681

■■ PE, p. 681

■■ TE, pp. 680, 682, 684

■■ PE, p. 683

■■ PE, pp. 684–685

■■ TE, p. 681





Name Date

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Lesson Plan for The New Frontier continued



■■ TE, p. 682



■■ Tom Wicker, from That Day in Dallas, 1963


■■ PE, p. 683






Gifted and Talented Students: The WarrenReport and Conspiracy Theories



Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Writing an

Advertisement for the Peace Corps

Geography: Influence of Alliance forProgress

RESOURCES

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The Great SocietySection 3 Objectives

1. Describe the political path that led Johnson to the WhiteHouse.

2. Explain Johnson’s efforts to enact a domestic agenda.

3. Summarize the goals of Johnson’s Great Society.

4. Identify the reforms of the Warren Court.

5. Evaluate the impact of Great Society programs.





Key Player: Lyndon B. Johnson

World Stage: The War in Vietnam

Tracing Themes

Chart: Great Society Programs, 1964–1967

More About: Barry Goldwater; Educationand Government; Medicare and Medicaid;Rights of the Accused; Warren’s Opinions;The Politics of Crime

Now & Then: Medicare on the Line

Point/Counterpoint

Political Cartoon

Cross-Curricular LinksPolitics: Presidential Campaigns: Then and

Now

Government: Project Head Start

Civics: Consumer Protection

■■ PE, p. 686


■■ TE, pp. 686, 687, 689, 691, 693, 695

■■ PE, p. 687

■■ PE, p. 688

■■ TE, pp. 688, 691

■■ PE, p. 690

■■ TE, pp. 688–690, 692, 694, 695

■■ PE, p. 691

■■ PE, p. 692

■■ PE, p. 693



■■ TE, p. 691

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Lesson Plan for The Great Society continued



■■ TE, p. 662



■■ Chapter Test

■■ U.S. Government, from Civil Rights Act of 1964

■■ National Lawyers Guild, from Citizens’ Guide tothe Civil Rights Act of 1964


■■ PE, p. 693



■■ PE, pp. 696–697



Differentiating InstructionLess Proficient Readers: Finding Main Idea

and Supporting Details

Gifted and Talented Students: MexicanImmigration



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Outlining Provisions

for a Great Society Program

RESOURCES

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Civil Rights 163


Taking on SegregationSection 1 Objectives

1. Explain how legalized segregation deprived AfricanAmericans of their rights as citizens.

2. Summarize civil rights legal activity and the response to thePlessy and Brown cases.

3. Trace Dr. Martin Luther King, Jr.’s, civil rights activities,beginning with the Montgomery Bus Boycott.

4. Describe the expansion of the civil rights movement.


Interpreting the Photograph: March fromSelma to Montgomery

Chapter Time Line





Map: U.S. School Segregation, 1952

World Stage: Apartheid—Segregation inSouth Africa

Key Player: Thurgood Marshall

Key Player: Rosa Parks

Key Player: Martin Luther King, Jr.

Historic Decisions of the Supreme Court:Brown v. Board of Education of Topeka(1954)

Primary Source: Crisis in Little Rock

Geography: The Brown Decision, 10 YearsLater

■■ PE, pp. 698–699


■■ PE, p. 699

■■ PE, p. 700


■■ TE, pp. 700, 702, 704, 706, 709

■■ PE, p. 701

■■ PE, p. 701

■■ PE, p. 702

■■ PE, p. 704

■■ PE, p. 706

■■ PE, pp. 708–709



Name Date

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Lesson Plan for Taking on Segregation continued



■■ TE, p. 702



■■ Access for Students Acquiring English, pp. 226,229, 230–231



■■ Martin Luther King, from Stride Toward Freedom,1958



■■ PE, p. 707





Cross-Curricular LinksWorld History: Researching the Life of

Nelson Mandela

Civics: Brown v. Board of Education

Differentiating InstructionLess Proficient Readers: Activating Prior

Knowledge

Gifted and Talented Students: Researchingthe ”Little Rock Nine”



Test Generator




Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Civil Rights

Organizations

Critical Thinking: The Civil Rights Movement

RESOURCES

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Civil Rights 165


The Triumph of a CrusadeSection 2 Objectives

1. Identify the goal of the freedom riders.

2. Explain how civil rights activism forced President Kennedyto act against segregation.

3. State the motives of the 1963 March on Washington.

4. Describe the tactics tried by civil rights organizations tosecure passage of the Voting Rights Act.





History Through Photojournalism: ErnestWithers

Chart: Civil Rights Acts of the 1950s and1960s

Tracing Themes

More About: National Media Coverage ofBirmingham; “Letter from a BirminghamJail;” Birmingham Church Bombing

Historical Spotlight: Twenty-FourthAmendment—Barring Poll Taxes

Primary Sources: Civil Rights Song; “I Have aDream”; Political Poster

American Lives: A. Philip Randolph

Humanities: March on Washington

Cross-Curricular LinksHumanities: Presenting Images and Sounds

of a Historic Time

Literature: from And All Our WoundsForgiven

■■ PE, p. 710


■■ TE, pp. 710, 711, 714, 715

■■ PE, p. 713

■■ PE, p. 714

■■ PE, pp. 711, 715

■■ TE, pp. 712, 714

■■ PE, p. 716






Name Date

21


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Lesson Plan for The Triumph of a Crusade continued




■■ TE, p. 711




■■ PE, p. 716





Geography: Percentage of RegisteredAfrican Americans of Voting Age


Gifted and Talented Students: DivergentViews Within the Movement

Students Acquiring English/ESL:Understanding a Speech and Its Impact


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating News

Reports on the Birmingham Protests

Cooperative Learning: Civil Rights Time Line,1963–1965

RESOURCES

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Civil Rights 167


Challenges and Changes in the MovementSection 3 Objectives

1. Compare segregation in the North with segregation in theSouth.

2. Identify the leaders who shaped the Black Power movement.

3. Describe the reaction to the assassination of Martin LutherKing, Jr.

4. Summarize the accomplishments of the civil rights movement.





One American’s Story: Alice Walker

Tracing Themes

Key Player: Malcolm X

Historical Spotlight: Shirley Chisholm

Graphs: Changes in Poverty and Education

Tracing Themes: Civil Rights

More About: The Harlem Riot; StokelyCarmichael; The Black Panthers; MartinLuther King, Jr.; Civil Rights; Civil Rightsand Persons With Disabilities

Critical Thinking: The Civil RightsMovement; African-American EducationalAttainment, 1960–1995

Cross-Curricular LinksHumanities: Researching Kwanzaa

Civics: Discussing Tolerance

■■ PE, p. 717


■■ TE, pp. 717, 719, 721, 722, 725

■■ PE, p. 717

■■ TE, p. 718

■■ PE, p. 719

■■ PE, p. 722

■■ PE, p. 723

■■ PE, pp. 724–725

■■ TE, pp. 718, 720, 721, 724, 725



■■ TE, p. 722

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Lesson Plan for Challenges and Changes in the Movement continued



■■ TE, p. 719



■■ Malcolm X, from A Speech to Mississippi Youth,1964


■■ PE, p. 723



■■ PE, pp. 726–727



Differentiating InstructionLess Proficient Readers: Interpreting

Photographs

Gifted and Talented Students



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Creating a Historical

Atlas

RESOURCES

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The Vietnam War Years 169


Moving Toward ConflictSection 1 Objectives

1. Summarize Vietnam’s history as a French colony and itsstruggle for independence.

2. Examine how the United States became involved in theVietnam conflict.

3. Describe the expansion of U.S. military involvement underPresident Johnson.


Interpreting the Photograph: Soldierspatrolling

Chapter Time Line





One American Story: Lieutenant Colonel A.Peter Dewey

Key Player: Ho Chi Minh

Tracing Themes

Map: Indochina, 1959

History Through Photojournalism:Interpreting a Photograph

More About: Vietcong; Ho Chi Minh Trail;Tonkin Gulf Resolution

Critical Thinking: The War in Vietnam

Geography: The Vietnam War, 1964–1975

■■ PE, pp. 728–729


■■ PE, p. 729

■■ PE, p. 730


■■ TE, pp. 730, 732, 734

■■ PE, p. 730

■■ PE, p. 731

■■ TE, pp. 731, 734

■■ PE, p. 733

■■ TE, p. 734

■■ TE, pp. 732, 733, 735



Name Date

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Lesson Plan for Moving Toward Conflict continued


■■ TE, pp. 731, 732■■ Integrated Assessment Book■■ TE, p. 733



■■ Section 1 Quiz■■ U.S. Government, The Tonkin Gulf Resolution,

1964


■■ PE, p. 735




Cross-Curricular LinksWorld History: Chinese Influence in

Vietnam; Division of Vietnam

Geography: Environmental Issues inMilitary Conflict




Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Researching

Buddhism

RESOURCES

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U.S. Involvement and EscalationSection 2 Objectives

1. Explain the reasons for the escalation of U.S. involvementin Vietnam.

2. Describe the military tactics and weapons used by U.S.forces and the Vietcong.

3. Explain the impact of the war on American society.





Key Player: General William Westmoreland

Illustration: Tunnels of the Vietcong

Now & Then: Land Mines

More About: Army of the Republic ofVietnam; Agent Orange; Philip Caputo; J. William Fulbright

Skillbuilder Lesson: Distinguishing Fact From Opinion

Primary Source: Letters from a VietnamSoldier

American Lives: Robert McNamara

Cross-Curricular LinksWorld History: Guerilla Warfare

Science: Agent Orange

Geography: The Vietnam War

■■ PE, p. 736


■■ TE, pp. 736, 738, 740

■■ PE, p. 737

■■ PE, p. 738

■■ PE, p. 739

■■ TE, pp. 737, 739–741


p. 45






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Lesson Plan for U.S. Involvement and Escalation continued




■■ Section 2 Quiz■■ Lyndon B. Johnson, From Peace Without

Conquest, 1965


■■ PE, p. 741



■■ TE, p. 740




Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Simulating a TV

Interview

RESOURCES

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A Nation DividedSection 3 Objectives

1. Explain the draft policies that led to the Vietnam Warbecoming a working-class war.

2. Trace the roots of opposition to the war.

3. Describe the antiwar movement and the growing divisionsin U.S. public opinion about the war.





One American’s Story: Stephan Gubar

Graph: U.S. Military Personnel in Vietnam

Tracing Themes

Historical Spotlight: “The Ballad of theGreen Berets”

Difficult Decisions: Resist the Draft or ServeYour Country?

More About: The Draft; Women in Vietnam;Tom Hayden; Robert McNamara

Primary Sources: Protest Buttons; The New Left

Cross-Curricular LinksHumanities: Oral Readings and Response

Civics: Which Side Were You On?

Differentiating InstructionLess Proficient Readers: Questioning

Techniques


■■ PE, p. 742


■■ TE, pp. 742, 744, 745

■■ PE, p. 742

■■ PE, p. 743

■■ TE, p. 743

■■ PE, p. 745

■■ PE, p. 746

■■ TE, pp. 743, 744, 747

■■ Unit 6 In-Depth Resources, pp. 56, 57

■■ TE, p. 743

■■ TE, p. 746



Name Date

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Lesson Plan for A Nation Divided continued


■■ Section 3 Quiz■■ Videocassette Volume 3


■■ PE, p. 747





Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsLink to Music: Composing “Hawk” or“Dove” Lyrics

RESOURCES

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1968: A Tumultuous YearSection 4 Objectives

1. Describe the Tet offensive and its effect on the Americanpublic.

2. Explain the domestic turbulence of 1968.

3. Describe the 1968 presidential election.





One American’s Story: John Lewis

Map: Tet Offensive, Jan. 30–Feb. 24, 1968

Chart: Election of 1968

More About: The Tet Offensive and PublicOpinion; Robert Kennedy; 1968; HubertHumphrey; TV Convention Coverage;Richard J. Daley

Primary Source: LBJ on Vietnam andReelection

American Lives: John Lewis


Critical Thinking: The Impact of the TetOffensive

Cross-Curricular LinksPolitics: Writing Editorials

Geography: The Ho Chi Minh Trail

■■ PE, p. 748


■■ TE, pp. 748, 750, 751

■■ PE, p. 748

■■ PE, p. 749

■■ PE, p. 753

■■ TE, pp. 749–752


■■ Unit 6: In-Depth Resources, p. 63



■■ TE, p. 750


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Lesson Plan for 1968: A Tumultuous Year continued







■■ City of Chicago, from The Strategy ofConfrontation, 1968


■■ PE, p. 753



■■ TE, p. 749

Differentiating InstructionLess Proficient Readers: Tracking Presidential

Candidates

Gifted and Talented Students: “The ChicagoSeven”



Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Images of War

RESOURCES

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The End of the War and Its LegacySection 5 Objectives

1. Describe Nixon’s policy of Vietnamization.

2. Explain the public’s reaction to the Vietnam War duringNixon’s presidency.

3. Describe the end of U.S. involvement and the finaloutcome in Vietnam.

4. Examine the war’s painful legacy in the United States andSoutheast Asia.





One American’s Story: Alfred S. Bradford

Graphs: Total U.S. Bomb Tonnage; U.S.Aerial Bomb Tonnage, 1965–1971

Graphs: Federal Deficit and Unemployment,1933–1945

History Through Photojournalism: Kent State

Key Player: Henry Kissinger

Historical Spotlight: Vietnam VeteransMemorial—The Wall

Now & Then: U.S. Recognition of Vietnam

More About: Vietnamization; Kent State;The Pentagon Papers; Returning Veterans;Tim O’Brien; African-American Soldiers inVietnam

Cooperative Learning: Honoring theReturning Vietnam Veteran

Critical Thinking: The War in Vietnam

■■ PE, p. 754


■■ TE, pp. 754, 756, 758, 759, 763

■■ PE, p. 754

■■ PE, p. 755

■■ PE, p. 517

■■ PE, p. 757

■■ PE, p. 758

■■ PE, p. 760

■■ PE, p. 761

■■ TE, pp. 755–757, 759, 762, 763

■■ TE, p. 760


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Lesson Plan for The End of the War and its Legacy continued


■■ TE, p. 759





p. 238, 242–243■■ Spanish Reading Study Guide, pp. 225–226


■■ Pesidential Commission on Campus Unrest, onthe Kent State Tragedy, 1970


■■ PE, p. 761



■■ PE, pp. 764–765




Cross-Curricular LinksPolitics: MIA’s


Differentiating InstructionLess Proficient Readers: Chronological Order

Gifted and Talented Students: Violence onCampus



Test Generator



Using the Internet


Section 5 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Creating a Vietnam

War Poster

Humanities: Fall of Saigon; The BlindLeading the Blind

RESOURCES

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An Era of Social Change 179


Latinos and Native Americans Seek EqualitySection 1 Objectives

1. Describe the growth and diversity of the Latino populationin the United States during the 1960s.

2. Summarize the efforts of Latinos to secure civil rights andrespect for their cultural heritage.

3. Explain the efforts of Native Americans to secure reforms ingovernment policies.


Interpreting the Photograph: Hippies

Chapter Time Line





Historical Spotlight: Desperate Journeys

Tracing Themes

Key Player: Cesar Chavez

Time Line: Native American Legal Victories

Historic Decisions of the Supreme Court:Reynolds v. Sims (1964)

More About: Jessie Lopez de la Cruz; UnionOrganizer; The Trail of Broken Treaties;Warren’s Majority Opinion; PopulationDisparities

Primary Sources: The Farm WorkersMovement; United Farm Workers Poster

Geography: Latino and Native AmericanPopulation Centers, 1970

■■ PE, pp. 766–767


■■ PE, p. 767

■■ PE, p. 768


■■ TE, pp. 768, 769, 771, 775

■■ PE, p. 769

■■ TE, pp. 769, 771

■■ PE, p. 770

■■ PE, p. 773

■■ PE, pp. 774–775

■■ TE, pp. 770, 772, 774, 775



Name Date

23


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Lesson Plan for Latinos and Native Americans Seek Equality continued





■■ TE, p. 771



■■ Cesar Chavez, The Birth of La Causa, 1962


■■ PE, p. 773



■■ TE, p. 772


American Lives: Cesar Chavez

Cross-Curricular LinksEconomics: Researching Boycotts and

Consumer Power

Literature: from Les Vendidos

Differentiating InstructionGifted and Talented Students: Researching

AIM



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Listing Native

American Demands

Humanities: Mural in Los Angeles

RESOURCES

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Women Fight for EqualitySection 2 Objectives

1. Identify factors that led to the rise of the women’smovement in the 1960s.

2 . Describe some of the early gains and losses of the women’smovement.

3. Summarize the legacy of the women’s movement inemployment, education, and politics.





One American’s Story: Betty Friedan

Graph: Women in the Workplace,1950–2000

Key Player: Gloria Steinem

Tracing Themes

More About: The Feminine Mystique; PhyllisSchlafly


Primary Source: from The Feminine Mystique

American Lives: Betty Friedan

Critical Thinking: The Women’s Movement;Percentage of All Women Who AreWorking, 1950–1995

Cross-Curricular LinksGovernment: Equal Rights Amendment

Geography: The Equal Rights Amendment

■■ PE, p. 776


■■ TE, pp. 776, 778, 780

■■ PE, p. 776

■■ PE, p. 777

■■ PE, p. 778

■■ TE, p. 777

■■ TE, pp. 778, 779

■■ TE, p. 779






Name Date

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Lesson Plan for Women Fight for Equality continued






■■ National Organization for Women, from NOW’sStatement of Purpose, 1966


■■ PE, p. 780





Students Acquiring English/ ESL: DecodingIdioms


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Surveying the

Workplace

RESOURCES

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Culture and CountercultureSection 3 Objectives

1. Describe the flowering and decline of the counterculture inthe 1960s.

2. Summarize the impact of the counterculture on art,fashion, music, and attitudes.

3. Explain the conservative response to the counterculture.





One American’s Story: Alex Forman

Tracing Themes

History Through Music: Protest Songs of theSixties

Daily Life: Signs of the Sixties

More About: Hippie Speak; Communes;Woodstock; Baez and Dylan; ConservativeBacklash; Music of the 1960s; PopularMovies

Skillbuilder Lesson: Comparing andContrasting

Cross-Curricular LinksMusic: Classic Rock

Popular Culture: Changing Attitudes

■■ PE, p. 781


■■ TE, pp. 781, 783, 785

■■ PE, p. 781

■■ TE, p. 783

■■ PE, p. 784

■■ PE, pp. 786–787

■■ TE, pp. 782–785, 786, 787


p. 68



Name Date

23


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Lesson Plan for Culture and Counterculture continued





■■ Track 26, “We Shall Overcome, “1960


■■ PE, p. 785



■■ PE, pp. 788–789






Test Generator


Using the Internet


Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsPrimary Source: Popular Song

RESOURCES

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An Age of Limits 185


The Nixon AdministrationSection 1 Objectives

1. Summarize Nixon’s plans to lead the nation on a moreconservative course.

2. Analyze Nixon’s efforts to win the support of SouthernDemocrats.

3. Describe the steps Nixon took to battle stagflation.

4. Examine the importance of Nixon’s visits to China and theSoviet Union.


Interpreting the Photograph: Nixon leavesthe White House

Chapter Time Line





One American’s Story: Henry Kissinger

Analyzing Political Cartoons: “Domestic Life”

Historical Spotlight: Americans Walk on theMoon

Historical Spotlight: The Twenty-SixthAmendment

World Stage: The Yom Kippur War

Key Player: Richard M. Nixon

More About: Nixon’s LegislativeAccomplishments; Neil Armstrong; GeorgeC. Wallace; Busing; Warren Burger; Nixonin China; SALT I

■■ PE, pp. 792–793


■■ PE, p. 793

■■ PE, p. 794


■■ TE, pp. 794, 796, 798, 799

■■ PE, p. 794■■ Unit 7 In-Depth Resources: American Lives, p. 20

■■ PE, p. 795

■■ PE, p. 796

■■ PE, p. 798

■■ TE, p. 799

■■ PE, p. 800

■■ TE, pp. 795–798, 800, 801

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Lesson Plan for The Nixon Administration continued


■■ TE, p. 799




■■ TE, p. 799




■■ PE, p. 801




Tracing Themes

Primary Source: Newspaper Front Page

Cross-Curricular LinksGovernment: Confirming a Supreme Court

Justice; Mao Zedong Rule

Differentiating InstructionLess Proficient Readers: Summarizing

Gifted and Talented Students: Evaluating anAutobiographic Source



Test Generator


Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Walk on the Moon

RESOURCES

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Watergate: Nixon’s DownfallSection 2 Objectives

1. Analyze how Nixon and his advisors sought to increase thepower of the presidency.

2. Summarize the details of the Watergate burglary.

3. Describe how the Watergate scandal was uncovered.

4. Explain why the House Judiciary Committee voted toimpeach Nixon and analyze the impact of Watergate onAmerican politics.





One American’s Story: Barbara Jordan

Historical Spotlight: Woodward andBernstein

Analyzing Political Cartoons: The WhiteHouse Tapes

More About: The Imperial Presidency; SenateWatergate Hearings; Spiro T. Agnew; TheTapes; Nixon’s Resignation

Cooperative Learning: Writing an Editorialabout the Saturday Night Massacre

Primary Source: from All the President’s Men

American Lives: Barbara Jordan

Critical Thinking: The Watergate Scandal;Shift in Presidential Politics, 1968–1972

Cross-Curricular LinksGovernment: Gerald Ford’s Succession to

the Presidency

Art: “I Am the Law”

■■ PE, p. 802


■■ TE, pp. 802–804, 806, 809

■■ PE, p. 802

■■ PE, p. 804

■■ TE, p. 806

■■ TE, pp. 803, 805–807





■■ TE, p. 806


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Lesson Plan for Watergate: Nixon’s Downfall continued





■■ House Judiciary Committee, Articles ofImpeachment, 1973


■■ PE, p. 807




Differentiating InstructionLess Proficient Readers: Creating a Time Line

Students Acquiring English/ ESL


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Loyalty and Ethics

RESOURCES

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The Ford and Carter YearsSection 3 Objectives

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

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

3. Identify Jimmy Carter’s approach to solving economicproblems.

4. Describe Carter’s foreign policy.

5. Analyze Carter’s achievement and failures in foreign policymatters.





Difficult Decisions: Pardoning President Nixon

Key Player: Jimmy Carter

Graphs: Unemployment and Inflation,1970–1980; Employment in Manufacturingand 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 anda 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. 810


■■ TE, pp. 810, 812, 815, 816, 819

■■ PE, p. 811

■■ PE, p. 812

■■ PE, pp. 813, 814

■■ PE, p. 815

■■ PE, p. 816

■■ PE, pp. 818–819

■■ TE, pp. 811, 814, 816–819

■■ TE, pp. 814, 815



Name Date

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Lesson Plan for The Ford and Carter Years continued


■■ TE, p. 811

■■ TE, p. 813

■■ TE, p. 815

■■ TE, p. 816


■■ TE, p. 814




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


■■ PE, p. 845





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



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsGeography: OPEC (Organization of

Petroleum Exporting Countries)

Humanities: Bicentennial Celebration

RESOURCES

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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 environmentalmovement.





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; NuclearAccidents

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. 820


■■ TE, pp. 820, 821, 825

■■ PE, p. 820

■■ PE, p. 821

■■ TE, p. 821

■■ PE, p. 823

■■ TE, pp. 822, 823

■■ PE, p. 824

■■ PE, p. 825


■■ TE, p. 821


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Lesson Plan for Environmental Activism continued






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


■■ PE, p. 825



■■ PE, pp. 826–827




Students Acquiring English/ ESL


Test Generator




Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsLink to Science: Nuclear Energy Pro and Con

RESOURCES

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The Conservative Tide 193


A Conservative Movement EmergesSection 1 Objectives

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

2. Analyze the emergence of Reagan and Bush as conservativeleaders.


Interpreting the Photograph: Ronald Reagan

Chapter Time Line





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


Conservation


■■ PE, pp. 828–829


■■ PE, p. 829

■■ PE, p. 830


■■ TE, pp. 830, 832

■■ PE, p. 830

■■ PE, p. 831

■■ PE, p. 832

■■ PE, p. 833

■■ TE, p. 831

■■ TE, p. 832



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Lesson Plan for A Conservative Movement Emerges continued




■■ PE, p. 833




Test Generator


Using the Internet


Section 1 Quiz

Reteaching Activity

RESOURCES

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Conservative Policies Under Reagan and BushSection 2 Objectives

1. Summarize Reagan’s economic programs.

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

3. Identify results of deregulation of the savings and loanindustry and of cutting the budget of the EnvironmentalProtection 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


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

Cross-Curricular LinksLiterature: from The Bonfire of the Vanities

■■ PE, p. 834


■■ TE, pp. 834, 836, 837

■■ PE, p. 835

■■ PE, p. 836

■■ TE, p. 835


p. 27

■■ PE, p. 837


■■ TE, p. 838



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Lesson Plan for Conservative Policies Under Reagan and Bush continued





■■ Ronald Reagan, On the Program for EconomicRecover, 1981


■■ PE, p. 838



■■ TE, p. 837

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

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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 achievedby 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


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

More About: AIDS Memorial Quilt;Geraldine Ferraro; Jesse Jackson’sCampaign; Richmond v. J.A. CrosonCompany; 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. 839


■■ TE, pp. 839, 842, 843, 847

■■ PE, p. 839

■■ PE, p. 840

■■ PE, p. 841

■■ TE, p. 841

■■ PE, p. 842

■■ TE, pp. 840, 842, 843, 846

■■ TE, pp. 844, 845



■■ PE, pp. 846–847



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Lesson Plan for Social Concern in the 1980s continued






■■ Carlos Alberto Montauer, Why Fear Spanish,1988


■■ PE, p. 845




Differentiating InstructionLess Proficient Readers: Outlining Social

Issues; Identifying Main Ideas andSupporting 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

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Foreign Policy After the Cold WarSection 4 Objectives

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

2. Summarize U.S. actions taken to influence CentralAmerican 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; TiananmenSquare; 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. 848


■■ TE, pp. 848, 851, 852

■■ PE, p. 848

■■ PE, p. 849

■■ TE, pp. 849, 850, 852, 853

■■ PE, p. 851

■■ PE, p. 853

■■ PE, p. 854







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Lesson Plan for Foreign Policy AFter the Cold War continued



■■ TE, p. 851




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


■■ PE, p. 855



■■ PE, pp. 856–857




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

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The United States in Today’s World 201


The 1990s and the New MilleniumSection 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’simpeachment trial.

5. Analyze the events of the 2000 election.

6. Describe the first months of the Bush administration.


Interpreting the Photograph: Walk for Hunger

Chapter Time Line





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 toNAFTA; Newt Gingrich; Impeachment; BillClinton; Elections and Accuracy; ElectionControversy Fallout

Cooperative Learning: Graphing ElectionResults

■■ PE, pp. 858–859


■■ PE, p. 859

■■ PE, p. 860


■■ TE, pp. 860, 861, 863, 864, 866, 868

■■ PE, p. 860

■■ PE, p. 861

■■ PE, p. 866

■■ PE, p. 867

■■ TE, pp. 861–867


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Lesson Plan for The 1990s and the New Millenium continued



■■ TE, p. 864



■■ TE, p. 863



■■ Bill Clinton, from First Inaugural Address, 1993


■■ PE, p. 868





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

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The New Global EconomySection 2 Objectives

1. Describe changes in the American workplace.

2. Explain increased competition for domestic andinternational 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. 869


■■ TE, pp. 869, 872, 875

■■ PE, p. 870

■■ PE, p. 871

■■ TE, p. 872

■■ PE, pp. 874–875

■■ TE, p. 870

■■ TE, pp. 871, 873–875




■■ Unit 7 In-Depth Resources, p. 55–56

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Lesson Plan for The New Global Economy continued




279–280■■ Spanish Reading Study Guide, pp. 259–260



■■ PE, p. 873



■■ TE, p. 871


Students Acquiring English/ESL:Understanding Expressions


Test Generator


Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Examining Job

Availability

RESOURCES

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Technology and Modern LifeSection 3 Objectives

1. Describe the explosive growth of communicationstechnology 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; VirtualReality; Dr. Ellen Ochoa; GeneticEngineering; 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. 876


■■ TE, pp. 876, 878

■■ PE, p. 876

■■ PE, p. 877

■■ PE, p. 881

■■ TE, pp. 877–881

■■ TE, p. 880





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Lesson Plan for Technology and Modern Life continued



■■ Nicholas Negroponte, from Being Digital, 1995


■■ PE, p. 881



■■ TE, p. 880


Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Analyzing the Digital

World

RESOURCES

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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 facein 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. 882


■■ TE, pp. 882, 884, 885, 887, 889

■■ PE, p. 882

■■ PE, p. 883

■■ PE, p. 884

■■ PE, p. 885

■■ TE, p. 886

■■ TE, pp. 883, 884, 886, 888, 889

■■ PE, pp. 888–889


p. 50





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Lesson Plan for The Changing Face of America continued





■■ Studs Terke, from My American Century, 1997


■■ PE, p. 887



■■ PE, pp. 890–891


■■ TE, p. 883





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

Documents

REVIEW CHAPTER Exploration and the Colonial Eraboltsamericanhistory1.weebly.com/uploads/1/2/5/3/12531240/lesson… · Electronic Library of Primary Sources Olaudah Equiano, from The