SECTION CORE LESSON PLAN 6.2 First Settlers Lesson Plan: Section 6.2 CHAPTER 6 ... min. (10–40 min.) Taking Notes, ... economics of the colony. 2

Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

31North Carolina in the American ExperienceChapter 6, North Carolina: A Southern Colony

Lesson PlansCore Lesson Plan: Section 6.2

CH

AP

TER 6

CORE LESSON PLAN

First SettlersSECTION

6.2

1. ENGAGE Read for Understanding TIME: min. (10–40 min.)

❏ Taking Notes, PE/TE p. 108 North Carolina Competency Goal

1.06 Identify geographic and political reasons for the creation of a distinct North Carolina colony and evaluate the effects on the government and economics of the colony.

2. EXPLORE Focus & Motivate TIME: min. (5–15 min.)

SECTION OPENER:

❏ 3-Minute Warm-Up, TE p. 108❏ Setting the Stage, PE/TE p. 108❏ Power Presentations DVD-ROM: Media Gallery

3. EXPLAIN Instruct TIME: min. (10–30 min.)

Struggling Readers & Inclusion

❏ Reading Study Guide with Additional Support, URBpp. 219–220

❏ Vocabulary Practice, URB p. 235

On Level

❏ Section 2: First Settlers, PE/TE pp. 108–111

❏ Reading Study Guide, URB pp. 213–214

Gifted & Talented and Pre-AP

❏ Mock Trial, TE p. 109

❏ Challenge Activity: Write a media story about a Carolina governor, TE p. 110

English Learners

❏ RSG in Spanish, URB pp. 225–226

❏ RSG with Additional Support, in Spanish, URB pp. 231–232

❏ Comprehension: Connections, TE p. 109


All Students

❏ Connect to the Essential Question, TE p. 111❏ Roleplay Your Answer—Small-Group Activity: Unpopular trade laws lead to rebellion/Two factions clash,

TE p. 109❏ Think, Pair, Share—Small-Group Activity: Ludwell takes over, TE p. 110; The colony expands, TE p. 110❏ Reader, Recorder, Reporter—Small-Group Activity: Sothel is appointed, TE p. 109❏ Talk About It—Small-Group Discussion: Growth goes slowly, TE p. 108❏ Connect to U.S. History: Trade Laws and Wars, TE p. 109❏ More About: Bath, North Carolina, TE p. 110❏ Think as a Geographer, TE p. 111

PE = Pupil’s EditionTE = Teacher’s Edition

URB = Units 1–3 Resource BookTB = Transparency Book

nc08lp-0306.02.indd 31nc08lp-0306.02.indd 31 3/14/07 6:17:34 PM3/14/07 6:17:34 PM

Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

32 North Carolina in the American ExperienceChapter 6, North Carolina: A Southern Colony


CH

AP

TER

6

4. EXTEND Enrich TIME: min. (10–40 min.)

Integrated Technology

❏ Power Presentations DVD-ROM: Map: “Carolina”❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and

editable lesson material❏ Resources2Go USB drive: All worksheets and

editable lesson material

Interdisciplinary and Tiered Activities

❏ Tiered Activity: Write a media story about a Carolina governor, TE p. 110

5. EVALUATE Assess & Reteach TIME: min. (5–20 min.)

Core Assessment

❏ Section Assessment, PE/TE p. 111❏ Section Quiz, URB p. 238❏ McDougal Littell Assessment System

(Test, Score, Report, Reteach)❏ Test Generator CD-ROM: Section Quiz

Reteaching

❏ Reteaching Activity, URB p. 241

Test Practice & Review

❏ Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1–S9

❏ Strategies for Taking Standardized Tests, PE/TE pp. S10–S37

❏ Standards-Based Assessment, PE/TE p. 121

STRATEGY FOR ENGLISH LEARNERS TIME: min. (5–20 min.)

Objective: To help English learners understand the series of events surrounding the appointment of Seth Sothel as governor of Albemarle

Activity: Series-of-Events Chain

Have students study their textbooks to complete the following series-of-events chain. In the fi rst box, they should write the events that preceded Sothel’s appointment; in the third box, they should write the events that occurred as a direct result of the appointment.

SECTION 6.2: FIRST SETTLERS, CONTINUED

Seth Sothel is appointed governor of Albermarle.

Final Outcome

Initiating Event


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

33North Carolina in the American ExperienceChapter 6, North Carolina: A Southern Colony


CH

AP

TER 6

CORE LESSON PLAN

North Carolina Is FormedSECTION

6.3





SECTION OPENER:

❏ 3-Minute Warm-Up, TE p. 112❏ Setting the Stage, PE/TE p. 112❏ PowerPresentations DVD-ROM: Media Gallery



❏ Reading Study Guide with Additional Support, URB pp. 221–222

❏ Questioning Strategy, TE p. 113

❏ Text on Tape, TE p. 113❏ Time Line of the War,

TE p. 116

On Level

❏ Section 3: North Carolina Is Formed, PE/TE pp. 112–119


❏ Skillbuilder: Finding Main Ideas, URB p. 236


❏ Letter to the Editor, TE p. 114

❏ Challenge Activity: Create a mobile illustrating why North Carolina prospered in the early 1700s, TE p. 118

English Learners


❏ Comprehension: Connection, TE p. 114

❏ Vocabulary: Multiple-Meaning Words, TE p. 116

All Students

❏ Connect to the Essential Question, TE p. 119❏ Reader, Recorder, Reporter—Small-Group Activity: Colonists worship as they please/Anglicans try to take

over, TE p. 113; South Carolina sends help, TE p. 116; Good government prevails, TE p. 116; The Proprietors sell their shares, TE p. 118

❏ Roleplay Your Answer—Small-Group Activity: Quakers protest, TE p. 113❏ Talk About It—Small-Group Discussion: Pirates take to Carolina waters, TE p. 117❏ Think, Pair, Share—Small-Group Activity: Carolina becomes two colonies, TE p. 114; Tuscaroras go to war,

TE p. 114; The colony expands, TE p. 118❏ More About: Cary’s Rebellion, TE p. 114; The Tuscaroras, TE p. 115; Stede Bonnet, TE p. 117❏ Connect to U.S. History: Confl ict with Native Americans, TE p. 115; The Legend of Blackbeard, TE p. 117




Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

34 North Carolina in the American ExperienceChapter 6, North Carolina: A Southern Colony


CH

AP

TER

6



❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and




❏ Connect to Art: Murals of Cary’s Rebellion, TE p. 115❏ Connect to Language Arts: Citizen’s Journal,

TE p. 115; Blackbeard Biographies, TE p. 117 ❏ Connect to Science: Navigating Ships, TE p. 117❏ Tiered Activity: Create a mobile illustrating why

North Carolina prospered in the early 1700s, TE p. 118


Core Assessment

❏ Section Assessment, PE/TE p. 119❏ Section Quiz, URB p. 239❏ Chapter Assessment, PE/TE pp. 120–121❏ Chapter Test (Forms A, B, C), URB pp. 243–254❏ McDougal Littell Assessment System

(Test, Score, Report, Reteach)❏ Test Generator CD-ROM: • Section Quiz • Chapter Test: (Forms A, B, C)

Reteaching







Objective: To help English learners understand the factors that led to the expansion of North Carolina between 1722 and 1730

Activity: Spider Map

Have students complete the following spider map about the factors that contributed to the expansion of North Carolina between 1722 and 1730. On the line branching off from the central circle, students should write one of the factors (e.g., departure of the Tuscaroras, the lessening of piracy, competent leadership). On the lines branching off from these “main idea” lines, students should record details that support the main idea.

SECTION 6.3: NORTH CAROLINA IS FORMED, CONTINUED

North Carolina Expansion 1722–1730


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

35North Carolina in the American ExperienceChapter 7, North Carolina Ways of Life


CORE LESSON PLAN

Diverse Groups in the Colony

CH

AP

TER 7




❏ Connect to the Essential Question, PE/TE p. 122❏ Connect to U.S. History, PE/TE p. 123❏ Time Line Discussion, PE/TE p. 123❏ Differentiated Vocabulary: Knowledge Rating,

PE/TE p. 124❏ Reading Strategy: Summarizing, PE/TE p. 124❏ Taking Notes, PE/TE p. 125

North Carolina Competency Goals

1.07 Describe the roles and contributions of diverse groups, such as American Indians, African Americans, European immigrants, landed gentry, tradesmen, and small farmers to everyday life in colonial North Carolina, and compare them to the other colonies.

3.04 Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions.


SECTION OPENER:




❏ Oral Defi nitions and Sentences, TE p. 124

❏ RSG with Additional Support, URBpp. 261–262

❏ Questioning Strategy, TE p. 126

On Level

❏ Section 1: Diverse Groups in the Colony, PE/TE pp. 125–129


❏ Skillbuilder: Taking Notes, URB p. 280


❏ Challenge Activity: Create a mural depicting the people of the backcountry, TE p. 128

English Learners

❏ Pronounce and Preview, TE p. 124


❏ Vocabulary: Multiple-Meaning Words,TE p. 126

All Students

❏ Introduce the Essential Question, TE p. 122❏ Connect to the Essential Question, TE p. 129❏ Think, Pair, Share—Small-Group Discussion: Reasons for immigration, TE p. 125❏ Talk About It—Small-Group Discussion: The arrival of the Scots-Irish/The arrival of the Pennsylvania

Dutch, TE p. 127; Slavery brings settlers against their will, TE p. 128❏ Reader, Recorder, Reporter—Small-Group Activity: Moving into Cape Fear, TE p. 126; Along the Great

Wagon Road, TE p. 126; Native Americans did not prosper, TE p. 128

SECTION

7.1


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

36 Lesson PlansCore Lesson Plan: Section 7.1

North Carolina in the American ExperienceChapter 7, North Carolina Ways of Life

CH

AP

TER

7

SECTION 7.1: DIVERSE GROUPS IN THE COLONY, CONTINUED



❏ Transparency: Essential-Question Graphic: North Carolina Ways of Life, TB TT41

❏ Power Presentations DVD-ROM: Time Line: Connect North Carolina History and U.S. History

❏ Power Presentations DVD-ROM: Map: “Colonial Settlers of North Carolina”

❏ Power Presentations DVD-ROM: Map: “The Great Wagon Road”❏ Power Presentations DVD-ROM: Table: “Number of People of

African Descent in North Carolina 1717–1790”❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and editable lesson

material❏ Resources2Go USB drive: All worksheets and editable lesson

material


❏ Connect to Language Arts: Letters to Scotland, TE p. 127

❏ Connect to Math: Calculating Distances, TE p. 127

❏ Tiered Activity: Create a mural depicting the people of the backcountry, TE p. 128


Core Assessment

❏ Section Assessment, PE/TE p. 129❏ Section Quiz, URB p. 281❏ McDougal Littell Assessment System (Test, Score, Report,

Reteach)❏ Test Generator CD-ROM: Section Quiz

Reteaching





❏ Standards-Based Assessment,PE/TE p. 137


Objective: To help English learners fi nd out more about the various ethnic groups of colonial North Carolina

Activity: Read and Say Something Strategy

1. Divide students into pairs and assign each pair one of the groups discussed in PE Section 7.1 (Highland Scots, Scots-Irish, German/Pennsylvania Dutch, African, and Native American).

2. Have students read about their group from the text and then turn to their partner and say something about the reading. Tell students that they can say anything they want that is related to the selection, such as their reactions to ideas, descriptions, images, or anything they fi nd confusing.

3. When everyone has had a chance to comment, have volunteers share their discussions with the class.


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER 7


❏ Taking Notes, PE/TE p. 130 North Carolina Competency Goals


3.04 Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions.


SECTION OPENER:






On Level

❏ Section 2: Social Differences,PE/TE pp. 130–133



❏ Comparison/Contrast Essays, TE p. 131

❏ Challenge Activity: Create a museum exhibit about backcountry people in the 1700s, TE p. 132

English Learners




All Students

❏ Connect to the Essential Question, TE p. 133❏ Reader, Recorder, Reporter—Small-Group Activity: “Gentlefolk,” TE p. 130; “A people very laborious,”

TE p. 131; “Folks of a lesser sort,” TE p. 132❏ Talk About It—Small-Group Discussion: “Bonded for life,” TE p. 132; North Carolina: A Southern society,

TE p. 132❏ Connect to U.S. History: Bacon’s Rebellion, TE p. 131❏ Think as a Geographer, TE p. 130❏ Historical Spotlight: Learning Manners, TE p. 131



SECTION

7.2CORE LESSON PLAN

Social Differences


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

38 North Carolina in the American ExperienceChapter 7, North Carolina Ways of Life


CH

AP

TER

7







❏ Tiered Activity: Create a museum exhibit about backcountry people in the 1700s, TE p. 132


Core Assessment



Reteaching




❏ Strategies for Taking Standardized Tests,PE/TE pp. S10–S37



Objective: To help English learners identify the different social classes of colonial North Carolina

Activity: Ranking Scale

1. Have students use the following ranking scale to categorize the relative position or standing of the different social groups in colonial North Carolina.

2. After students have completed their rankings, call on students to share their rankings and to tell something about one of the social groups.

SECTION 7.2: SOCIAL DIFFERENCES, CONTINUED

1

2

3

4


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER 7



CORE LESSON PLAN

The Products of Farm, Field, and ForestSECTION

7.3





SECTION OPENER:




❏ Reading Study Guide with Additional Support,URB pp. 265–266


On Level

❏ Section 3: The Products of Farm, Field, and Forest, PE/TE pp. 134–135


English Learners




All Students

❏ Connect to the Essential Question, TE p. 135❏ Think, Pair, Share—Small-Group Activity: Nature’s bounty, TE p. 134; Bumping along the roads, TE p. 135❏ Connect to U.S. History: Early American Roads, TE p. 135


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

40 North Carolina in the American ExperienceChapter 7, North Carolina Ways of Life


CH

AP

TER

7



❏ Transparency: Colonial Trade, 1750, TB TT19❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and





Core Assessment

❏ Section Assessment, PE/TE p. 135❏ Section Quiz, URB p. 283❏ Chapter Assessment, PE/TE p. 136–137❏ Chapter Test (Forms A, B, C), URB pp. 287–298❏ McDougal Littell Assessment System

(Test, Score, Report, Reteach)❏ Test Generator CD-ROM: • Section Quiz • Chapter Test: Forms A, B, C

Reteaching







Objective: To help English learners understand the types of and uses for commodities produced in colonial North Carolina

Activity: Identify and Categorize

Have students complete the following table about the main commodities produced in colonial North Carolina, categorizing each as either food or nonfood.

Food products Nonfood products

SECTION 7.3: THE PRODUCTS OF FARM, FIELD, AND FOREST, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

41North Carolina in the American ExperienceChapter 8, Division Within North Carolina


CH

AP

TER 8


❏ Connect to the Essential Question, PE/TE p. 138❏ Connect to U.S. History, PE/TE p. 139❏ Time Line Discussion, PE/TE p. 139❏ Differentiated Vocabulary: Predicting ABCs,

PE/TE p. 140❏ Reading Strategy: Summarizing, PE/TE p. 140❏ Taking Notes, PE/TE p. 141





SECTION OPENER:




❏ Matching Terms, TE p. 140



On Level

❏ Section 1: North Against South, PE/TE pp. 141–144


❏ Skillbuilder: Making Inferences, URB p. 316


❏ Modern Sectionalism, TE p. 142

❏ Challenge Activity: Analyze the causes and the effects of sectionalism in North Carolina, TE p. 143

English Learners


❏ Culture: Clarify, TE p. 142❏ RSG in Spanish, URB

pp. 307–308❏ RSG with Additional

Support, in Spanish, URB pp. 311–312

All Students

❏ Introduce the Essential Question, TE p. 138❏ Connect to the Essential Question, TE p. 144❏ Talk About It—Small-Group Discussion: A challenge from Cape Fear/A spokesperson for Cape Fear, TE p. 142❏ Roleplay Your Answer—Small-Group Activity: Albemarle in revolt/Reunion, TE p. 143❏ Reader, Recorder, Reporter—Small-Group Activity: The Granville District, TE p. 142❏ More About: Governor Gabriel Johnston, TE p. 143❏ Connect to U.S. History: Salutary Neglect, TE p. 142



CORE LESSON PLAN

North Against SouthSECTION

8.1


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y


North Carolina in the American ExperienceChapter 8, Division Within North Carolina

CH

AP

TER

8



❏ Transparency: Essential-Question Graphic: Division Within North Carolina, TB TT42

❏ Transparency: Historical Map of North Carolina in 1737, TB TT28






❏ Tiered Activity: Analyze the causes and the effects of sectionalism in North Carolina, TE p. 143


Core Assessment

❏ Section Assessment, PE/TE p. 144❏ Section Quiz, URB p. 317❏ McDougal Littell Assessment System (Test, Score,

Report, Reteach)❏ Test Generator CD-ROM: Section Quiz






Objective: To help English learners understand more about the confl ict between northern and southern regions of colonial North Carolina

Activity: Human Interaction Outline

A human interaction outline shows the nature of an interaction between persons or groups. Have students complete the following outline based on their reading of Section 1. Ask: Who were the persons or groups? What were their goals? Did they confl ict or cooperate? What was the outcome for each person or group?

SECTION 8.1: NORTH AGAINST SOUTH, CONTINUED

Reaction

Reaction 1

Reaction 2

Action

Action

Interaction

Cape Fear GoalsAlbemarle Goals

Cape Fear OutcomesAlbemarle Outcomes


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

43North Carolina in the American ExperienceChapter 8, Division Within North Carolina


CH

AP

TER 8






SECTION OPENER:




❏ Fair Representation Model, TE p. 147

❏ Cause/Effect Graphic Organizers, TE p. 149

On Level

❏ Section 2: East Against West, PE/TE pp. 145–151



❏ Challenge Activity: Reenact the Battle of Alamance, TE p. 150

English Learners


❏ Vocabulary: Word Relationships, TE p. 147

All Students

❏ Connect to the Essential Question, TE p. 151❏ Talk About It—Small-Group Discussion: Westerners complain about corrupt offi cials/Offi cials’ “eastern

ways” cause friction, TE p. 148; The Regulator movement, TE p. 149❏ Think, Pair, Share—Small-Group Activity: Selection of local offi cials angers westerners, TE p. 147; The cost

of the governor’s palace, TE p. 148❏ Roleplay Your Answer—Small-Group Activity: East and west develop different cultures, TE p. 146❏ Reader, Recorder, Reporter—Small-Group Activity: East and west compete for representation in the

Assembly, TE p. 146❏ Connect to U.S. History: William Tryon, a Colonial Governor, TE p. 146; Regulators in South Carolina, TE p. 150❏ Historical Spotlight: “Governor Tryon’s Palace,” TE p. 147



CORE LESSON PLAN

East Against WestSECTION

8.2


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

44 North Carolina in the American ExperienceChapter 8, Division Within North Carolina


CH

AP

TER

8



❏ Transparency: Artists’ Rendering of a Backcountry House, TB TT3





❏ Connect to Math: Representation Ratios, TE p. 146; Fair Taxes, TE p. 148

❏ Connect to Language Arts: Equal Representation Speeches, TE p. 146

❏ Connect to Art: Posters of Protest, TE p. 148❏ Tiered Activity: Reenact the Battle of Alamance,

TE p. 150


Core Assessment



Reteaching





❏ Standards–Based Assessment, PE/TE p. 153


Objective: To help English learners understand more about the Regulator movement

Activity: One-Sentence Summary

Students can represent many ideas in a concise manner by using the one-sentence summary strategy. Have students read about the Regulator movement on textbook pages 149–151, picking out its key qualities. Then have them write a one-sentence summary of the movement, in 25 words or less, based on the following model: A Regulator was someone who . . .

SECTION 8.2: EAST AGAINST WEST, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

45North Carolina in the American ExperienceChapter 9, Events Leading Toward Revolution


CH

AP

TER 9


❏ Connect to the Essential Question, PE/TE p. 156❏ Connect to U.S. History, PE/TE p. 157❏ Time Line Discussion, PE/TE p. 157❏ Differentiated Vocabulary: Defi nition Mapping,

PE/TE p. 158❏ Reading Strategy: Categorizing, PE/TE p. 158❏ Taking Notes, PE/TE p. 159

North Carolina Competency Goal

2.01 Trace the events leading up to the Revolutionary War and evaluate their relative signifi cance in the onset of hostilities.


SECTION OPENER:




❏ Connecting Terms, TE p. 158



On Level

❏ Section 1: Orders from Abroad, PE/TE pp. 159–161


❏ Skillbuilder: Recognizing Propaganda, URB p. 26


❏ Challenge Activity: Create political cartoons about British control of the colonies, TE p. 160

English Learners





All Students

❏ Introduce the Essential Question, TE p. 156❏ Connect to the Essential Question, TE p. 160❏ Think, Pair, Share—Small-Group Activity: Defending the interests of empire, TE p. 159❏ Roleplay Your Answer—Small-Group Activity: Defending the interests of the people, TE p. 160❏ Connect to U.S. History: The Liberty Tree, TE p. 160; Board of Trade, TE p. 160



CORE LESSON PLAN

Orders from AbroadSECTION

9.1


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y


North Carolina in the American ExperienceChapter 9, Events Leading Toward Revolution

CH

AP

TER

9



❏ Transparency: Essential-Question Graphic: Events Leading Toward Revolution, TB TT43


❏ Power Presentations DVD-ROM: Map: “North Carolina Counties 1775”





❏ Tiered Activity: Create political cartoons about British control of the colonies, TE p. 160


Core Assessment



Reteaching







Objective: To help English learners understand differing views on colonial government before the American Revolution

Activity: Compare and Contrast

Divide students into pairs. Have each pair work together to complete the following table. Students should (1) tell what North Carolinians/English offi cials believed about the role of colonial assemblies and (2) provide one detail from the text that supports their idea. Encourage students to share their ideas with the class.

The Role of Colonial AssembliesColonial North Carolinians believed . . . Most English offi cials believed . . .

I know this because . . . I know this because . . .

SECTION 9.1: ORDERS FROM ABROAD, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y


CH

AP

TER 9





2.05 Describe the impact of documents such as the Mecklenburg Resolves, the Halifax Resolves, the Albany Plan of Union, the Declaration of Independence, the State Constitution of 1776, the Articles of Confederation, the United States Constitution, and the Bill of Rights on the formation of the state and national governments.


SECTION OPENER:





❏ Summarizing Text, TE p. 163

❏ Time Lines of War, TE p. 164

On Level

❏ Section 2: The French and Indian War, PE/TE pp. 162–166



❏ Predicting Alternate Outcomes, TE p. 164

❏ Challenge Activity: Create an interactive tour of battle sites in the French and Indian War, TE p. 165

English Learners



❏ Comprehension: Compare and Contrast, TE p. 163

All Students

❏ Connect to the Essential Question, TE p. 165❏ Think, Pair, Share—Small-Group Activity: North Carolina responds to Virginia’s call for help/Braddock’s

defeat, TE p. 163❏ Reader, Recorder, Reporter—Small-Group Activity: The Albany Congress, TE p. 163❏ Talk About It—Small-Group Discussion: The French and Indian War begins, TE p. 162; North Carolina

suffers from Indian raids, TE p. 164; Britain triumphs/Peace treaties of 1763, TE p. 165



CORE LESSON PLAN

The French and Indian WarSECTION

9.2


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

48 North Carolina in the American ExperienceChapter 9, Events Leading Toward Revolution

CH

AP

TER

9




❏ Transparency: George Washington, 1755, TB TT4❏ Power Presentations DVD-ROM: Map: “British

North America 1763”❏ Research & Writing Center @ ClassZone.com❏ Easy Planner DVD-ROM: All worksheets and

editable lesson material ❏ Resources2Go USB drive: All worksheets and



❏ Tiered Activity: Create an interactive tour of battle sites in the French and Indian War, TE p. 165


Core Assessment



Reteaching







Objective: To help English learners understand more about the Albany Plan of Union and why it failed

Activity: Summarize

Have students summarize the proposals of the Albany Plan of Union in their own words, and explain why the plan was not adopted. After students have written their summaries, lead the class in a brief discussion about the plan to ensure that all components are covered.

SECTION 9.2: THE FRENCH AND INDIAN WAR, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y


CH

AP

TER 9






SECTION OPENER:





❏ Cause-and-Effect Structure, TE p. 170

❏ Retelling Stories, TE p. 171


On Level

❏ Section 3: The Road to Revolution, PE/TE pp. 167–173



❏ Television Interviews, TE p. 169

❏ Formal Debates, TE p. 170

❏ Recognizing Propaganda, TE p. 171

❏ Challenge Activity: Write profi les of colonists who played an important role in the protest against British taxation,TE p. 172

English Learners





All Students

❏ Connect to the Essential Question, TE p. 173❏ Talk About It—Small-Group Discussion: A new proclamation/Britain’s new colonial policy, TE p. 167❏ Think, Pair, Share—Small-Group Activity: The Sugar Act and the Quartering Act/The effect on North Carolina,

TE p. 168; Protest in North Carolina, TE p. 169; The Boston Massacre/Tea parties, north and south, TE p. 171❏ Reader, Recorder, Reporter—Small-Group Activity: The Stamp Act/The effect of the Stamp Act, TE p. 168;

New taxes/The North Carolina reaction, TE p. 170; The “Intolerable Acts,” TE p. 172❏ Roleplay Your Answer—Small-Group Activity: North Carolina and the Non-Importation Association,

TE p. 170; The causes of confl ict, TE p. 173



CORE LESSON PLAN

The Road to RevolutionSECTION

9.3


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

50 North Carolina in the American ExperienceChapter 9, Events Leading Toward Revolution

CH

AP

TER

9




❏ Transparency: The Repeal of the Stamp Act, TB TT11





❏ Connect to Language Arts: Protest Commercials, TE p. 168

❏ Connect to Math: Investigating Sales Tax, TE p. 168❏ Tiered Activity: Write profi les of colonists who

played an important role in the protest against British taxation, TE p. 172


Core Assessment



Reteaching







Objective: To help English learners better understand the Proclamation of 1763

Activity: Writing Questions

1. Have students read about the Proclamation of 1763 on page 167 of their textbooks. Then have them write six questions that they might ask about the material. Students should use a different word to start each question: who, what, when, where, why, and how.

2. After students have written their questions, call on students to ask their questions to the class. Discuss the class response briefl y before moving on to another question.

SECTION 9.3: THE ROAD TO REVOLUTION, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

51North Carolina in the American ExperienceChapter 10, The Revolutionary War and North Carolina’s Role


CH

AP

TER 10

CORE LESSON PLAN

The Fighting BeginsSECTION

10.1



PE/TE p. 178❏ Reading Strategy: Identifying Problems and

Solutions, PE/TE p. 178❏ Taking Notes, PE/TE p. 179


2.02 Describe the contributions of key North Carolina and national personalities from the Revolutionary War era and assess their infl uence on the outcome of the war.



SECTION OPENER:




❏ Picture Vocabulary, TE p. 178

❏ Creating Time Lines, TE p. 180

❏ Oral Summaries, TE p. 180

❏ Section Outlines, TE p. 183

On Level

❏ Section 1: The Fighting Begins, PE/TE pp. 179–185


❏ Skillbuilder: Creating a Multimedia Presentation, URB p. 70


❏ Propaganda Analysis, TE p. 182

❏ Speeches for Independence, TE p. 183

❏ Challenge Activity: Create a trading card about an important Revolutionary War fi gure, TE p. 184

English Learners




All Students

❏ Introduce the Essential Question, TE p. 176❏ Connect to the Essential Question, TE p. 185❏ Talk About It—Small-Group Discussion: The Halifax Resolves, TE p. 183; The Declaration of Independence,

TE p. 183❏ Think, Pair, Share—Small-Group Activity: The Second Continental Congress/The Battle of Bunker Hill, TE

p. 181; The Battle of Moores Creek Bridge, TE p. 182




Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y


North Carolina in the American ExperienceChapter 10, The Revolutionary War and North Carolina’s Role

CH

AP

TER

10



❏ Transparency: Essential-Question Graphic: The Revolutionary War and North Carolina’s Role, TB TT44


❏ Power Presentations DVD-ROM: Map: “Route to Concord 1775”





❏ Connect to Language Arts: Revolutionary Poems, TE p. 181

❏ Connect to Civics: Military Service Debates, TE p. 181

❏ Tiered Activity: Create a trading card about an important Revolutionary War fi gure, TE p. 184


Core Assessment



Reteaching







Objective: To help English learners examine some early battles of the American Revolution

Activity: Carousel Brainstorming

Carousel brainstorming can be used to generate background knowledge on a topic or as a review. Divide the class into three groups. Give each group a sheet of paper and a different colored marker for each student. Assign the battles of Lexington and Concord to the fi rst group, the Battle of Bunker Hill to the second group, and the Battle of Moores Creek Bridge to the third group. Instruct one student in each group to write down an idea or thought about the topic. Then have the next student in the group add another item, using a different colored marker. This process continues until each student in the group has listed at least one item. Display the sheets in the classroom.

SECTION 10.1: THE FIGHTING BEGINS, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER 10

CORE LESSON PLAN

The Fighting Spreads to North CarolinaSECTION

10.2



2.02 Describe the contributions of key North Carolina and national personalities from the Revolutionary War era and assess their infl uence on the outcome of the war.

2.03 Examine the role of North Carolina in the Revolutionary War.


SECTION OPENER:





❏ Summarizing Events, TE p. 192


On Level

❏ Section 2: The Fighting Spreads to North Carolina, PE/TE pp. 190–195



❏ Revolutionary Board Games, TE p. 193

❏ Challenge Activity: Publish a newspaper with articles and commentary about the war, TE p. 194

English Learners




All Students

❏ Connect to the Essential Question, TE p. 195❏ Think, Pair, Share—Small-Group Activity: North Carolina prepares for invasion, TE p. 193; The Battle of

Guilford Courthouse, TE p. 194❏ Roleplay Your Answer—Small-Group Activity: War in the North, TE p. 191❏ Reader, Recorder, Reporter—Small-Group Activity: War in the West/War at sea/War in the South, TE p. 192❏ Talk About It—Small-Group Discussion: Cornwallis invades North Carolina, TE p. 193❏ More About: The Battle of Trenton, TE p. 191; George Rogers Clark and the Frontier, TE p. 192; Loyalist

Support, TE p. 193❏ Across Cultures, TE p. 192❏ Animated History: Battle Tactics, PE/TE pp. 196–197




Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

54 North Carolina in the American ExperienceChapter 10, The Revolutionary War and North Carolina’s Role


CH

AP

TER

10



❏ Transparency: Signifi cant Campaigns and Battles in North Carolina, 1780–1781, TB TT29





❏ Connect to Math: Analyzing Travel Times, TE p. 191❏ Connect to Art: Interpreting Paintings, TE p. 191❏ Tiered Activity: Publish a newspaper with articles

and commentary about the war, TE p. 194


Core Assessment



Reteaching







Objective: To help English learners understand more about the Revolutionary War in North Carolina and the Southern Colonies

Activity: Fact/Opinion Organizer

Have students read about the Revolutionary War in North Carolina and the Southern Colonies on textbook pages 192 to 195. Have them identify four facts about the war in this region and express four opinions about the war in the South. When students have completed their work, call on students to read an item from their organizer and ask the rest of the class if it is a fact or an opinion.

Fact Opinion

SECTION 10.2: THE FIGHTING SPREADS TO NORTH CAROLINA, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER 10

CORE LESSON PLAN

The Colonists’ Victory and Its ImpactSECTION

10.3



2.04 Examine the reasons for the colonists’ victory over the British, and evaluate the impact of military successes and failures, the role of foreign interventions, and on-going political and economic domestic issues.


SECTION OPENER:





❏ Analyze Primary Sources, TE p. 200


On Level

❏ Section 3: The Colonists’ Victory and Its Impact, PE/TE pp. 198–203



❏ Analyzing Quotations, TE p. 199

❏ Research War Artillery, TE p. 200

❏ Challenge Activity: Create a multimedia presentation about a Revolutionary War battle, TE p. 202

English Learners



❏ Vocabulary: Idioms, TE p. 199


All Students

❏ Connect to the Essential Question, TE p. 203❏ Talk About It—Small-Group Discussion: The Battle of Yorktown, TE p. 198; Against the odds: Reasons for

America’s victory, TE p. 201❏ Think, Pair, Share—Small-Group Activity: Help from abroad/Americans’ will to win, TE p. 202❏ Reader, Recorder, Reporter—Small-Group Activity: After the Battle of Yorktown/The Treaty of Paris,

TE p. 199; Impact of the Revolution, TE p. 202❏ Roleplay Your Answer—Small-Group Activity: America’s home-fi eld advantage/American tactics and

leadership, TE p. 201 ❏ More About: The Treaty of Paris, TE p. 200; Help from France, TE p. 202❏ Connect to U.S. History: Loyalists Forever? TE p. 201❏ Think as a Historian, TE p. 202




Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

56 North Carolina in the American ExperienceChapter 10, The Revolutionary War and North Carolina’s Role


CH

AP

TER

10



❏ Power Presentations DVD-ROM: Map: “Surrounding of Yorktown”

❏ Power Presentations DVD-ROM: Map: “Important Battles of the Revolutionary War 1775–1783”





❏ Connect to Math: Create Graphs of Casualties, TE p. 201

❏ Connect to Civics: Letters of Recommendation, TE p. 201

❏ Tiered Activity: Create a multimedia presentation about a Revolutionary War battle, TE p. 202


Core Assessment



Reteaching







Objective: To help English learners think about the reasons behind America’s victory in the Revolutionary War

Activity: Wedding Cake Hierarchy

1. Have students read about the explanations for America’s victory in the Revolutionary War on pages 201 to 202 of their textbooks. Then have students rank the reasons in order of importance, putting the most important reason on the top of the “wedding cake” organizer. Stress to students that they are offering their opinions; there are no right or wrong answers.

2. After students have completed their rankings, lead the class in a brief discussion about the different ways students ranked the reasons for America’s victory.

SECTION 10.3: THE COLONISTS’ VICTORY AND ITS IMPACT, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

57Lesson PlansCore Lesson Plan: Section 11.1

North Carolina in the American ExperienceChapter 11, Forming a New Nation

CH

AP

TER 11

CORE LESSON PLAN

Writing a ConstitutionSECTION

11.1



PE/TE p. 208❏ Reading Strategy: Identifying Problems and

Solutions, PE/TE p. 208❏ Taking Notes, PE/TE p. 209

North Carolina Competency Goal



SECTION OPENER:




❏ Fill in the Blanks, TE p. 208


On Level

❏ Section 1: Writing a Constitution, PE/TE pp. 209–213

❏ Skillbuilder: Analyzing Points of View, URB p. 122


❏ Debating Ideas, TE p. 210

❏ Challenge Activity: Create crossword puzzles about the U.S. Constitution, TE p. 212

English Learners



❏ Comprehension: Visualizing, TE p. 210

All Students

❏ Introduce the Essential Question, TE p. 206❏ Connect to the Essential Question, TE p. 213❏ Talk About It—Small-Group Discussion: The role of the president, TE p. 213❏ Think, Pair, Share—Small-Group Activity: Slavery in the Constitution, TE p. 212❏ Reader, Recorder, Reporter—Small-Group Activity: The Articles of Confederation are drawn up, TE p. 209;

The Constitutional Convention is held, TE p. 211; The Great Compromise, TE p. 212❏ Roleplay Your Answer—Small-Group Activity: Money troubles spark Shays’s Rebellion, TE p. 210❏ Connect to U.S. History: Debt Laws, TE p. 210; Congress and Private Sessions, TE p. 211; Taking the Census,

TE p. 213




Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y


North Carolina in the American ExperienceChapter 11, Forming a New Nation

CH

AP

TER

11



❏ Transparency: Essential-Question Graphic: Forming a New Nation, TB TT45






❏ Connect to Art: Editorial Cartoons, TE p. 211❏ Connect to Language Arts: Convention Reporting,

TE p. 211❏ Tiered Activity: Create crossword puzzles about

the U.S. Constitution, TE p. 212


Core Assessment



Reteaching







Objective: To help English learners understand more about the Great Compromise

Activity: Comparing and Analyzing

Ask students to complete the following graphic organizer about the Great Compromise. In the top two boxes, students should record how small or large states thought the number of congressional votes should be divided among the states. In the middle box, students should summarize the details of the Great Compromise. Finally, in the bottom two boxes, students should record why the compromise satisfi ed both small and large states.

SECTION 11.1: WRITING A CONSTITUTION, CONTINUED

Smaller states wanted . . . Larger states wanted . . .

This satisfi ed smaller states because . . .

This satisfi ed larger states because . . .

The Great Compromise was . . .


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

59North Carolina in the American ExperienceChapter 11, Forming a New Nation


CH

AP

TER 11

CORE LESSON PLAN

Ratifying the ConstitutionSECTION

11.2PE = Pupil’s EditionTE = Teacher’s Edition






SECTION OPENER:





❏ Reading Primary Sources, TE p. 215


On Level

❏ Section 2: Ratifying the Constitution, PE/TE pp. 214–218



❏ Challenge Activity: Write job descriptions for the executive, legislative, or judicial branch of government, TE p. 217

English Learners



❏ Vocabulary: Prefi xes, TE p. 215


All Students

❏ Connect to the Essential Question, TE p. 217❏ Think, Pair, Share—Small-Group Activity: The Constitution is approved/The fi rst president takes offi ce,

TE p. 215; The Bill of Rights is added/The new government begins its work, TE p. 216❏ Talk About It—Small-Group Discussion: The debate continues, TE p. 214❏ Connect to U.S. History: The Death Penalty, TE p. 216; The Power of the President, TE p. 217❏ Think as a Historian, TE p. 215❏ Across Cultures, TE p. 216❏ More About: Antifederalists, TE p. 215


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

60 North Carolina in the American ExperienceChapter 11, Forming a New Nation


CH

AP

TER

11



❏ Power Presentations DVD-ROM: Chart: “The Three Branches of Government”

❏ Power Presentations DVD-ROM: Chart: “Checks and Balances”





❏ Connect to Math: Women in Congress, TE p. 216❏ Connect to Language Arts: Amendment Stories,

TE p. 216❏ Tiered Activity: Write job descriptions for the

executive, legislative, or judicial branch of government, TE p. 217


Core Assessment



Reteaching







Objective: To help English learners think about the importance of George Washington

Activity: Free-writing

Free-write sessions engage students and explore their background knowledge. Ask students to examine the illustration on textbook page 216 of the ships in New York Harbor escorting the barge of the future president, George Washington, to New York City. Tell them to look closely for details. Then have them write in their journals what they can learn about Americans’ attitudes toward Washington from the picture. Emphasize that there are no wrong answers to the question.

SECTION 11.2: RATIFYING THE CONSTITUTION, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER 11

CORE LESSON PLAN

Heading West: The Louisiana PurchaseSECTION

11.3PE = Pupil’s EditionTE = Teacher’s Edition




3.08 Examine the impact of national events such as the Louisiana Purchase, the Lewis and Clark Expedition, the War with Mexico, and the California Gold Rush, and technological advances on North Carolina..


SECTION OPENER:





❏ Expedition Details, TE p. 220


On Level

❏ Section 3: Heading West: The Louisiana Purchase, PE/TE pp. 219–222



❏ Challenge Activity: Create historical markers for the Pike expedition, TE p. 221

English Learners



❏ Language: Pronoun Referents, TE p. 220


All Students

❏ Connect to the Essential Question, TE p. 222❏ Think, Pair, Share—Small-Group Activity: The importance of the Mississippi River/The Louisiana Purchase,

TE p. 219; The Lewis and Clark expedition, TE p. 220❏ Reader, Recorder, Reporter—Small-Group Activity: The effects of exploration/The impact on North

Carolina, TE p. 222❏ Roleplay Your Answer—Small-Group Activity: The Pike expedition, TE p. 221❏ Connect to U.S. History: The Walton War, TE p. 220❏ More About: The Lewis and Clark Expedition, TE p. 220❏ Think as a Geographer, TE p. 221❏ Historical Spotlight: William Richardson Davie, TE p. 220


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER

11



❏ Power Presentations DVD-ROM: Map: “Exploring West of the Mississippi”





❏ Tiered Activity: Create historical markers for the Pike expedition, TE p. 221


Core Assessment

❏ Section Assessment, PE/TE p. 222❏ Section Quiz, URB p. 125❏ McDougal Littell Assessment System (Test, Score,

Report, Reteach)❏ Test Generator CD-ROM: Section Quiz

Reteaching







Objective: To help English learners understand more about the Lewis and Clark and Pike expeditions

Activity: 3-2-1 Activity

A 3-2-1 activity allows students to summarize some main ideas, rethink them to focus on those that interest them the most, and then pose a question that can reveal where their understanding is still uncertain. Have students write down 3 similarities between the Lewis and Clark and Pike expeditions, 2 differences, and 1 question they have about the topic. When students have fi nished, ask volunteers to share what they have written and discuss students’ questions.

SECTION 11.3: HEADING WEST: THE LOUISIANA PURCHASE, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER 11

SECTION

11.4CORE LESSON PLAN

The War of 1812



3.01 Describe the causes of the War of 1812 and analyze the impact of the war on North Carolina and the nation.


SECTION OPENER:






On Level

❏ Section 4: The War of 1812, PE/TE pp. 223–227




❏ Challenge Activity: Create an illustrated time line of the War of 1812, TE p. 226

English Learners



❏ Defending Points of View, TE p. 225


All Students

❏ Connect to the Essential Question, TE p. 227❏ Talk About It—Small-Group Discussion: Tensions between Britain and the United States continue,

TE p. 223; Consequences of the War, TE p. 226❏ Reader, Recorder, Reporter—Small-Group Activity: War between Britain and France affects the United

States, TE p. 224; The Battle of New Orleans, TE p. 226❏ Roleplay Your Answer—Small-Group Activity: Trade as a weapon/Tecumseh and Native American unity,

TE p. 224❏ Think, Pair, Share—Small-Group Activity: War Hawks/War with Britain begins, TE p. 225❏ More About: Tecumseh, TE p. 225; The U.S. Navy, TE p. 226❏ Connect to U.S. History: The Star-Spangled Banner, TE p. 225❏ Animated History: American Trails West, PE/TE pp. 228–229




Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER

11



❏ Power Presentations DVD-ROM: Chart: “Foreign Trade 1800–1812”





❏ Connect to Math: Trade Word Problems, TE p. 224❏ Connect to Language Arts: War Journals, TE p. 224❏ Tiered Activity: Create an illustrated time line of the

War of 1812, TE p. 226


Core Assessment



Reteaching







Objective: To help English learners understand the causes of the War of 1812

Activity: One-Sentence Summary

Students can represent many ideas in a concise manner by using the one-sentence summary strategy. Ask students to carefully read the section “War Hawks” on textbook page 225. Then ask them to write a one-sentence summary, in 25 words or less, based on the following model: A War Hawk was someone who . . .

SECTION 11.4: THE WAR OF 1812, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

65North Carolina in the American ExperienceConstitution Handbook

Lesson PlansCore Lesson Plan: Section CH.1

CH

AP

TER C

H

CORE LESSON PLAN

Seven Principles of the Constitution




❏ Connect to the Essential Question, PE/TE p. 232❏ Time Line Discussion, PE/TE p. 233


SECTION OPENER:

❏ 3-Minute Warm-Up, TE p. 234❏ Power Presentations DVD-ROM: Media Gallery




❏ Defi ne Government Terms, TE p. 234


On Level

❏ Seven Principles of the Constitution, PE/TE pp. 234–237


❏ Skillbuilder: Analyzing Primary Sources,URB p. 176


❏ Interpret Madison’s Statement, TE p. 232

English Learners



❏ Vocabulary: Roots, TE p. 234

❏ Key Academic Vocabulary, TE p. 232


All Students

❏ Introduce the Essential Question, TE p. 232❏ Roleplay Your Answer—Small-Group Activity: Seven Principles of the Constitution, TE p. 234❏ More About: Republicanism, TE p. 235; Federalism, TE p. 235; Checks and Balances, TE p. 236; The “Rule of

Law” and the Iran-Contra Affair, TE p. 237; Bill of Rights and Ratifying the Constitution, TE p. 237❏ Make It Fun, TE p. 236

SECTION

CH.1

nc08lp-04CH.02.indd 65nc08lp-04CH.02.indd 65 3/15/07 9:47:46 PM3/15/07 9:47:46 PM

Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

66 North Carolina in the American ExperienceConstitution Handbook


CH

AP

TER

CH



❏ Transparency: Essential-Question Graphic: Constitution Handbook, TB TT46





❏ Connect to Drama: Dramatize the Concept of Checks and Balances, TE p. 236

❏ Connect to Language Arts: Write a Letter to the Editor on the Separation of Powers, TE p. 236


Core Assessment



Reteaching







Objective: To help English learners better understand the Seven Principles of the Constitution

Activity: Illustrated Dictionary

Have students work in pairs to fi nd pictures in magazines that refl ect the meaning behind the Seven Principles of the Constitution. Then have them create a dictionary page that shows the principle, its defi nition, and the magazine photo. When students fi nish creating a page for each term, have them sort their pages alphabetically and compile them into a dictionary.

SECTION CH.1: SEVEN PRINCIPLES OF THE CONSTITUTION, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER C

H

CORE LESSON PLAN

The Constitution of the United StatesSECTION

CH.2


❏ How to Read the Constitution, PE p. 238❏ Goals of the Preamble, PE/TE p. 238


SECTION OPENER:





❏ Rephrase the Preamble, TE p. 238

❏ Summarize and Paraphrase Section 5, TE p. 241

❏ Write or Tape a Summary of “Congressional Records,” TE p. 241

❏ Discuss Unfair Laws, TE p. 246

❏ Understanding the Term “Electoral College,” TE p. 248


On Level

❏ The Constitution of the United States, PE/TE pp. 238–257



❏ Rewrite the Preamble in Modern Language, TE p. 238

❏ Report on the “Pocket Veto,” TE p. 242

❏ Hold a Mock Debate, TE p. 243

❏ Report on the “Elastic Clause,” TE p. 246

❏ Speech on One of the Presidential Roles, TE p. 250

❏ Defi ne Skills Needed for Different Roles, TE p. 250

❏ Changing One of the Shared Powers, TE p. 254

English Learners



❏ Key Academic Vocabulary, TE p. 242; TE p. 248; TE p. 254

❏ Punctuation & Print Cues: Parentheses, TE p. 243


All Students

❏ Connect to the Essential Question, TE p. 246; TE p. 252; TE p. 256❏ Think, Pair, Share—Small-Group Activity: Article 1, TE p. 239; Article 2, TE p. 248; Article 5, TE p. 255❏ Reader, Recorder, Reporter—Small-Group Activity: Preamble, TE p. 238; Article 3, TE p. 252❏ Talk About It—Small-Group Discussion: Article 4, TE p. 254; Article 7, TE p. 257❏ Roleplay Your Answer—Small-Group Activity: Article 6, TE p. 256




Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER

CH







❏ Connect to Math: Determine the Number of People Represented by One Representative, TE p. 240

❏ Connect to Civics: Contact the Local Representative, TE p. 240

❏ Connect to Math: Electoral College, TE p. 249❏ Connect to Geography: Creating New States,

TE p. 255❏ Tiered Activity: Create a newscast that highlights

an area of the legislative branch or process and describes the ways in which the Framers balanced representation and checked power, TE pp. 244–245

❏ Tiered Activity: Create a poster illustrating the executive and judicial branches, TE p. 252

❏ Tiered Activity: Pass an amendment to the Constitution, TE p. 256


Core Assessment

❏ Section Assessment, PE/TE p. 247; PE/TE p. 251; PE/TE p. 253; PE/TE p. 257

❏ Section Quiz, URB p. 178❏ McDougal Littell Assessment System


Reteaching



❏ Guide to North Carolina EOG Test of Reading Comprehension,PE/TE pp. S1–S9




Objective: To help English learners understand how members of the Electoral College are assigned

Activity: Examine a Map

Instruct students to examine the map on textbook page 248 and assign each student a state. Ask students to write a sentence telling how many senators and representatives their assigned state has, using only the map as guidance. Have student volunteers explain their answers.

SECTION CH.2: THE CONSTITUTION OF THE UNITED STATES, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER C

H

CORE LESSON PLAN

The Bill of Rights and Amendments 11–27SECTION

CH.3PE = Pupil’s EditionTE = Teacher’s Edition



❏ The Bill of Rights and Amendments 11–27, PE p. 258❏ The Five Freedoms, PE p. 258


SECTION OPENER:





❏ Reenact an Election Without Separate Ballots, TE p. 261

❏ Illustrate the 15th Amendment, TE p. 263

❏ Comparison Chart on the 17th Amendment, TE p. 264


On Level

❏ The Bill of Rights and Amendments, PE/TE pp. 258–269



❏ Chart the Five Freedoms, TE p. 258

❏ Examples of Equal Protection, TE p. 262

❏ Paraphrase the 14th Amendment, TE p. 262

❏ Speech Supporting the 14th Amendment, TE p. 263

❏ Amendment Graphic Organizer, TE p. 268

❏ Challenge Activity: Create charts listing all 27 amendments and important information about each one, TE pp. 266–267

English Learners



❏ Key Academic Vocabulary, TE p. 258; TE p. 261

❏ Language: Verb Tenses, TE p. 264



All Students

❏ Connect to the Essential Question, TE p. 268❏ Think, Pair, Share—Small-Group Activity: Amendments 11–27, TE p. 261❏ Reader, Recorder, Reporter—Small-Group Activity: Amendments 1–10, TE p. 259❏ Comparing: Reconstruction Amendments, TE p. 263❏ Connect to Today: The Equal Rights Amendment, TE p. 265❏ Amendments Time Line, TE p. 268


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER

CH







❏ Connect to Art: Create a “Lame Duck” Political Cartoon, TE p. 265

❏ Connect to Language Arts: Write a Journal Entry, TE p. 265

❏ Tiered Activity: Create charts listing all 27 amendments and important information about each one, TE pp. 266–267


Core Assessment

❏ Section Assessment, PE/TE p. 260; PE/TE, p. 269❏ Section Quiz, URB p. 179❏ McDougal Littell Assessment System


Reteaching







Objective: To help English learners understand more about the meaning of amendments to the U.S. Constitution

Activity: Matching

Ask students to use their textbooks to match the constitutional amendment on the left with its description on the right.

1. 11th Amendment A. limits terms president can serve to two2. 13th Amendment B. extends the vote to women3. 19th Amendment C. protects state from lawsuits fi led by citizens of other states or countries4. 22nd Amendment D. bans slavery5. 26th Amendment E. gives 18-year-olds the right to vote in federal and state elections

SECTION CH.3: THE BILL OF RIGHTS AND AMENDMENTS 11–27, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER C

H

CORE LESSON PLAN

Citizenship HandbookSECTION

CH.4PE = Pupil’s EditionTE = Teacher’s Edition



❏ The Three R’s of Democratic Citizenship, PE p. 272❏ How To Be a Model Citizen, PE p. 272


SECTION OPENER:

❏ Power Presentations DVD-ROM: Media Gallery




❏ Using Text Structure, TE p. 272

❏ Taking the Right Steps, TE p. 278

❏ Recognizing Good Citizenship, TE p. 278


On Level

❏ Citizenship, PE/TE pp. 272–279



❏ Separating Fact from Fiction, TE p. 276

❏ Surveying the Issues, TE p. 277

❏ Challenge Activity: Create visual presentations that demonstrate and explain the rights and responsibilities of citizens in contemporary America, TE pp. 274–275

English Learners



❏ Key Academic Vocabulary, TE p. 272; TE p. 277

❏ Create a Flyer, TE p. 276


All Students

❏ Talk About It—Small-Group Discussion: The Role of the Citizen/Active Citizenship/What Is a Citizen? TE p. 272; Building Citizenship Skills/How Do You Stay Informed?/How Do You Make Good Decisions? TE p. 276

❏ Think, Pair, Share—Small-Group Activity: What Are Your Rights?/What Are your Responsibilities? TE p. 274; Practicing Citizenship Skills, TE p. 279

❏ More About: Citizenship Test, TE p. 273; Freedom of Speech, TE p. 274; Juries, TE p. 275; Political Decision Making, TE p. 277; Suitcases for Kids, TE p. 278

❏ The Naturalization Process, TE p. 273❏ Rights of a U.S. Citizen, TE p. 274❏ Responsibilities of a U.S. Citizen, TE p. 275❏ Staying Informed, TE p. 276❏ Making Good Decisions, TE p. 277❏ Taking Action, TE p. 278


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER

CH







❏ Tiered Activity: Create visual presentations that demonstrate and explain the rights and responsibilities of citizens in contemporary America, TE pp. 274–275


Core Assessment

❏ Section Assessment, PE/TE p. 279❏ Section Quiz, URB p. 180❏ Constitution Assessment, PE/TE p. 270–271❏ Constitution Test (Forms A, B, C), URB pp. 185–196❏ McDougal Littell Assessment System

(Test, Score, Report, Reteach)❏ Test Generator CD-ROM: • Section Quiz • Constitution Test: Forms A, B, C

Reteaching







Objective: To help English learners compare the importance of rights enjoyed by U.S. citizens

Activity: Continuum Scale

Ask students to study the chart on page 274 of the textbook. Then have them select six of the rights shown in the chart and rank them on the following scale in order of importance, lowest to highest. Tell students there are no right or wrong answers to this exercise. When students have fi nished their rankings, call on volunteers to share their ideas. Ask: Why is this right important to you? Do you think everyone believes this right is valuable? Why or why not?

Continuum Scale

Low High

SECTION CH.4: CITIZENSHIP HANDBOOK, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

73North Carolina in the American ExperienceChapter 12, Decline and the Beginnings of Reform


CH

AP

TER 12

CORE LESSON PLAN

The Sleep of IndifferenceSECTION

12.1


❏ Connect to the Essential Question, PE/TE p. 282❏ Connect to U.S. History, PE/TE p. 283❏ Time Line Discussion, PE/TE p. 283❏ Differentiated Vocabulary: Defi nition Mapping,

PE/TE p. 284❏ Reading Strategy: Finding the Main Idea, PE/TE

p. 284❏ Taking Notes, PE/TE p. 285


3.02 Investigate the conditions that led to North Carolina’s economic, political, and social decline during this period and assess the implications for the future development of the state.

3.05 Compare and contrast different perspectives among North Carolinians on the national policy of Removal and Resettlement of American Indian populations.


SECTION OPENER:




❏ Oral Terms and Defi nitions, TE p. 284


On Level

❏ Section 1: The Sleep of Indifference, PE/TE pp. 285–289


❏ Skillbuilder: Analyzing Causes, URB p. 222


❏ Cotton Gin Infomercials, TE p. 286

❏ Challenge Activity: Prepare a Trail of Tears memorial, TE p. 288

English Learners




All Students

❏ Introduce the Essential Question, TE p. 282❏ Connect to the Essential Question, TE p. 289❏ Talk About It—Small-Group Discussion: The state’s economy/Slavery’s hidden costs, TE p. 286❏ Think, Pair, Share—Small-Group Activity: Farm conditions, TE p. 287❏ Reader, Recorder, Reporter—Small-Group Activity: The impact of isolation/The attitude toward education,

TE p. 286; The Cherokee are ordered to leave North Carolina, TE p. 287❏ Roleplay Your Answer—Small-Group Activity: The Trail of Tears, TE p. 287❏ Connect to U.S. History: The Expansion of Slavery, TE p. 286; Cherokee People Today, TE p. 288; North

Carolina Populates the Nation, TE p. 289




Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y


North Carolina in the American ExperienceChapter 12, Decline and the Beginnings of Reform

CH

AP

TER

12



❏ Transparency: A Canal near the North Carolina-Virginia Border, TB TT5

❏ Transparency: Water Transportation on the Yadkin River, TB TT30

❏ Transparency: Essential-Question Graphic: Decline and the Beginnings of Reform, TB TT47






❏ Connect to Science: Erosion Experiments, TE p. 287❏ Connect to Math: Figuring Percentages, TE p. 287❏ Tiered Activity: Prepare a Trail of Tears memorial,

TE p. 288


Core Assessment



Reteaching







Objective: To help English learners understand the importance of the cotton gin in the development ofNorth Carolina’s economy

Activity: Write an advertisement

1. Ask students to read the section about the cotton gin on textbook page 286.

2. Have students use the information in their textbooks to create an advertisement for the cotton gin. Students’ ads should clearly describe how the machine is used and how it might benefi t a potential buyer.

3. After students have created their ads, lead the class in a brief discussion about whether the cotton gin had an overall positive or negative effect on North Carolina’s early economy.

SECTION 12.1: THE SLEEP OF INDIFFERENCE, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER 12



3.02 Investigate the conditions that led to North Carolina’s economic, political, and social decline during this period and assess the implications for the future development of the state.

3.03 Identify and evaluate the impact of individual reformers and groups and assess the effectiveness of their programs.


SECTION OPENER:




❏ Reading Study Guide with Additional Support, URB

pp. 205–206❏ Vocabulary Practice,

URB p. 221

On Level

❏ Section 2: Archibald Murphey and the Beginnings of Reform, PE/TE pp. 290–292



❏ Challenge Activity: Create campaign to establish public schools in North Carolina, TE p. 291

English Learners

❏ RSG in Spanish, URBpp. 211–212

❏ RSG with Additional Support,in Spanish, URB pp. 217–218


All Students

❏ Connect to the Essential Question, TE p. 292❏ Think, Pair, Share—Small-Group Activity: Preparation for leadership, TE p. 290; The state’s literary fund,

TE p. 291❏ Roleplay Your Answer—Small-Group Activity: Suggestions for internal improvements, TE p. 291❏ Reader, Recorder, Reporter—Small-Group Activity: The need for constitutional reform/Murphey’s legacy,

TE p. 292❏ Connect to U.S. History: The Expansion of Railroads, TE p. 291❏ Across Cultures, TE p. 291



SECTION


Archibald Murphey and the Beginnings of Reform


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

76 North Carolina in the American ExperienceChapter 12, Decline and the Beginnings of Reform


CH

AP

TER

12







❏ Tiered Activity: Create campaign to establish public schools in North Carolina, TE p. 291


Core Assessment



Reteaching







Objective: To help English learners understand the accomplishments of Archibald Murphey

Activity: Concept Map

A concept map helps students visualize the components of a key concept or term. To begin, students should write and circle “Board of Internal Improvements” in the center of a piece of paper. Then to the left, right, and below, have them write and circle each of the following three subcategories: (1) What is it? (2) What are its properties? (3) What did it accomplish? Students should link each of the three subcategories to the “Board of Internal Improvements” bubble by a line. Have students complete the concept map as they reread Section 2 of their textbooks by fi lling in brief answers in small bubbles around each subcategory. Ask them to link each answer to the corresponding subcategory bubble by a line.

SECTION 12.2: ARCHIBALD MURPHEY AND THE BEGINNINGS OF REFORM, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y



CH

AP

TER 121. ENGAGE Read for Understanding TIME: min. (10–40 min.)


3.03 Identify and evaluate the impact of individual reformers and groups and assess the effectiveness of their programs.

3.07 Explain the reasons for the creation of a new State Constitution in 1835, and describe its impact on religious groups, African Americans, and American Indians.


SECTION OPENER:






On Level

❏ Section 3: The Constitution of 1835 and Its Impact, PE/TE pp. 293–295

❏ Reading Study Guide,URB pp. 201–202


❏ Challenge Activity: Create a trifold synopsis of David Swain, Nathaniel Macon, and William Gaston, TE p. 294

English Learners

❏ RSG in Spanish, URBpp. 213–214



All Students

❏ Connect to the Essential Question, TE p. 295❏ Think, Pair, Share—Small-Group Activity: Demands of the west, TE p. 294❏ Roleplay Your Answer—Small-Group Activity: Rise of a two-party system/Rise of the Whig Party, TE p. 294❏ Reader, Recorder, Reporter—Small-Group Activity: The convention, TE p. 295❏ Connect to U.S. History: Andrew Jackson, TE p. 293; The “American System,” TE p. 294



SECTION


The Constitution of 1835 and Its Impact


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

78 North Carolina in the American ExperienceChapter 12, Decline and the Beginnings of Reform


CH

AP

TER

12







❏ Tiered Activity: Create a trifold synopsis of David Swain, Nathaniel Macon, and William Gaston,TE p. 294


Core Assessment



Reteaching







Objective: To help English learners understand the Constitutional Convention of 1835

Activity: Summarize and Categorize

1. Ask students to read textbook page 295 to learn about the changes to the North Carolina constitution that occurred as a result of the Constitutional Convention of 1835.

2. Have students use the following chart to describe in their own words the three most important changes and rank them in order of importance.

3. When students have fi nished their work, ask volunteers to share and explain their responses.

Rank of importance Description of Change

1

2

3

SECTION 12.3: THE CONSTITUTION OF 1835 AND ITS IMPACT, CONTINUED


Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y

79North Carolina in the American ExperienceChapter 13, Reform in North Carolina


CORE LESSON PLAN

Progress and Its Impact on Different GroupsSECTION

13.1

CH

AP

TER 13


❏ Connect to the Essential Question, PE/TE p. 298❏ Connect to U.S. History, PE/TE p. 299❏ Time Line Discussion, PE/TE p. 299❏ Differentiated Vocabulary: Predicting ABCs, PE/TE

p. 300❏ Reading Strategy: Categorizing, PE/TE p. 300❏ Taking Notes, PE/TE p. 301


3.06 Describe and evaluate the geographic, economic, and social implications of the North Carolina Gold Rush.

3.08 Examine the impact of national events such as the Louisiana Purchase, the Lewis and Clark Expedition, the War with Mexico, and the California Gold Rush, and technological advances on North Carolina.


SECTION OPENER:




❏ Picture Words, TE p. 300

❏ Mapping Text, TE p. 302

❏ Reading Outlines, TE p. 303

On Level

❏ Section 1: Progress and Its Impact on Different Groups, PE/TE pp. 301–307

❏ Skillbuilder: Identifying and Solving Problems, URB p. 258


❏ Responses to Primary Sources, TE p. 303

❏ Gold Mine Histories, TE p. 305

❏ Challenge Activity: Write a description of life in a mining camp, TE p. 306

English Learners



❏ Comprehension: Self-Monitor, TE p. 305

All Students

❏ Introduce the Essential Question, TE p. 298❏ Connect to the Essential Question, TE p. 307❏ Talk About It—Small-Group Discussion: The North Carolina gold rush begins/Lode mining develops/Economic,

technological, and social consequences of the gold rush, TE p. 305; Help for the unfortunate, TE p. 306❏ Think, Pair, Share—Small-Group Activity: The Wilmington & Weldon Railroad, TE p. 302; The fi rst interstate

railroad/Connections by rail, TE p. 303❏ Reader, Recorder, Reporter—Small-Group Activity: The “iron horse” in North Carolina, TE p. 301;

Establishment of public schools/Defects in the new educational system, TE p. 306



nc08lp-0513.02.indd 79nc08lp-0513.02.indd 79 3/16/07 12:36:11 AM3/16/07 12:36:11 AM

Copy

right

© b

y M

cDougal

Litt

ell,

a d

ivis

ion o

f H

oughto

n M

iffl in

Com

pan

y


North Carolina in the American ExperienceChapter 13, Reform in North Carolina

CH

AP

TER

13



❏ Transparency: Railroads Extend Westward,1850–1860, TB TT21

❏ Transparency: Essential-Question Graphic: Reform in North Carolina, TB TT48


❏ Power Presentations DVD-ROM: Map: “North Carolina Railroads 1860”





❏ Connect to Science: Steam Engine Models,TE p. 304

❏ Connect to Language Arts: Gold Rush Articles,TE p. 304

❏ Tiered Activity: Write a description of life in a mining camp, TE p. 306


Core Assessment



Reteaching







Objective: To help English learners connect the graphic elements of the section to information in the text

Activity: Graphic Preview

1. Ask students to preview the graphic elements and captions of the chapter:• portrait of Edward B. Dudley• image of the locomotive• map of North Carolina railroads• image of people learning of the war with Mexico• portrait of Dorothea Dix

2. Guide students as they connect each graphic to information found in the text.

3. Have students take notes on each graphic, explaining how it emphasizes or portrays information found in the section.

SECTION 13.1: PROGRESS AND ITS IMPACT ON DIFFERENT GROUPS, CONTINUED

nc08lp-0513.02.indd 80nc08lp-0513.02.indd 80 3/16/07 12:36:13 AM3/16/07 12:36:13 AM

Documents

SECTION CORE LESSON PLAN 6.2 First Settlers Lesson Plan: Section 6.2 CHAPTER 6 ... min. (10–40 min.) Taking Notes, ... economics of the colony. 2