North Carolina Lesson Plans
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Unit 1 American Beginnings to 1783Chapter 1 Three Worlds MeetSection 1 Lesson Plan: Peopling the Americas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1Section 2 Lesson Plan: North American Societies Around 1492 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Section 3 Lesson Plan: West African Societies Around 1492 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Section 4 Lesson Plans: European Societies Around 1492. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Section 5 Lesson Plans: Transatlantic Encounters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Chapter 2 The American Colonies EmergeSection 1 Lesson Plan: Spain’s Empire in the Americas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Section 2 Lesson Plan: An English Settlement at Jamestown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Section 3 Lesson Plan: Puritan New England . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Section 4 Lesson Plan: Settlement of the Middle Colonies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Chapter 3 The Colonies Come of Age Section 1 Lesson Plan: England and Its Colonies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Section 2 Lesson Plan: The Agricultural South . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Section 3 Lesson Plan: The Commercial North . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Section 4 Lesson Plan: The French and Indian War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Chapter 4 The War for IndependenceSection 1 Lesson Plan: The Stirrings of Rebellion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Section 2 Lesson Plan: Ideas Help Start a Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Section 3 Lesson Plan: Struggling Toward Saratoga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Section 4 Lesson Plan: Winning the War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Unit 2 A New Nation, 1781–1848Chapter 5 Shaping a New NationSection 1 Lesson Plan: Experimenting with Confederation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35Section 2 Lesson Plan: Drafting the Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Section 3 Lesson Plan: Ratifying the Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
The Living ConstitutionSection 1 Lesson Plan: Preamble and Article I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Section 2 Lesson Plan: Articles II and III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Section 3 Lesson Plan: Articles IV–VII . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45Section 4 Lesson Plan: The Bill of Rights and Amendments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Chapter 6 Launching the New NationSection 1 Lesson Plan: Washington Heads the New Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49Section 2 Lesson Plan: Foreign Affairs Trouble the Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Section 3 Lesson Plan: Jefferson Alters the Nation’s Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53Section 4 Lesson Plan: The War of 1812 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Chapter 7 Balancing Nationalism and SectionalismSection 1 Lesson Plan: Regional Economics Create Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Section 2 Lesson Plan: Nationalism at Center Stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59Section 3 Lesson Plan: The Age of Jackson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61Section 4 Lesson Plan: States’ Rights and the National Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
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Chapter 8 Reforming American SocietySection 1 Lesson Plan: Religion Sparks Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Section 2 Lesson Plan: Slavery and Abolition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67Section 3 Lesson Plan: Women and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Section 4 Lesson Plan: The Changing Workplace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Unit 3 An Era Growth and Disunion, 1825–1877Chapter 9 Expanding Markets and Moving WestSection 1 Lesson Plan: The Market Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Section 2 Lesson Plan: Manifest Destiny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75Section 3 Lesson Plan: Expansion in Texas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77Section 4 Lesson Plan: The War with Mexico . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Chapter 10 The Union in PerilSection 1 Lesson Plan: The Divisive Politics of Slavery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81Section 2 Lesson Plan: Protest, Resistance, and Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Section 3 Lesson Plan: The Birth of the Republican Party . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Section 4 Lesson Plan: Slavery and Secession . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Chapter 11 The Civil WarSection 1 Lesson Plan: The Civil War Begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89Section 2 Lesson Plan: The Politics of War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91Section 3 Lesson Plan: Life During Wartime . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93Section 4 Lesson Plan: The North Takes Charge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95Section 5 Lesson Plan: The Legacy of the War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Chapter 12 Reconstruction and Its EffectsSection 1 Lesson Plan: The Politics of Reconstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99Section 2 Lesson Plan: Reconstructing Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Section 3 Lesson Plan: The Collapse of Reconstruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Unit 4 Migration and Industrialization, 1877–1917 Chapter 13 Changes on the Western FrontierSection 1 Lesson Plan: Cultures Clash on the Prairie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105Section 2 Lesson Plan: Settling on the Great Plains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107Section 3 Lesson Plan: Farmers and the Populist Movement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Chapter 14 A New Industrial AgeSection 1 Lesson Plan: The Expansion of Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111Section 2 Lesson Plan: The Age of the Railroads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113Section 3 Lesson Plan: Big Business and Labor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Chapter 15 Immigrants and UrbanizationSection 1 Lesson Plan: The New Immigrants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Section 2 Lesson Plan: The Challenges of Urbanization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119Section 3 Lesson Plan: Politics in the Gilded Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Chapter 16 Life at the Turn of the 20th CenturySection 1 Lesson Plan: Science and Urban Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Section 2 Lesson Plan: Expanding Public Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125Section 3 Lesson Plan: Segregation and Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127Section 4 Lesson Plan: Dawn of Mass Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
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Unit 5 Modern America Emerges, 1890–1920Chapter 17 The Progressive EraSection 1 Lesson Plan: The Origins of Progressivism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131Section 2 Lesson Plan: Women in Public Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Section 3 Lesson Plan: Teddy Roosevelt’s Square Deal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135Section 4 Lesson Plan: Progressivism Under Taft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Section 5 Lesson Plan: Wilson’s New Freedom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Chapter 18 America Claims an EmpireSection 1 Lesson Plan: Imperialism and America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141Section 2 Lesson Plan: The Spanish-American War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Section 3 Lesson Plan: Acquiring New Lands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Section 4 Lesson Plan: America as a World Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Chapter 19 The First World WarSection 1 Lesson Plan: World War I Begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Section 2 Lesson Plan: American Power Tips the Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151Section 3 Lesson Plan: The War at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Section 4 Lesson Plan: Wilson Fights for Peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Unit 6 The 1920s and the Great Depression, 1920–1940Chapter 20 Politics of the Roaring TwentiesSection 1 Lesson Plan: Americans Struggle with Postwar Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157Section 2 Lesson Plan: The Harding Presidency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159Section 3 Lesson Plan: The Business of America. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Chapter 21 The Roaring Life of the 1920sSection 1 Lesson Plan: Changing Ways of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163Section 2 Lesson Plan: The Twenties Woman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165Section 3 Lesson Plan: Education and Popular Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167Section 4 Lesson Plan: The Harlem Renaissance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Chapter 22 The Great Depression BeginsSection 1 Lesson Plan: The Nation’s Sick Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171Section 2 Lesson Plan: Hardship and Suffering During the Depression . . . . . . . . . . . . . . . . . . . . . . 173Section 3 Lesson Plan: Hoover Struggles with the Depression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Chapter 23 A New DealSection 1 Lesson Plan: A New Deal Fights the Depression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177Section 2 Lesson Plan: The Second New Deal Takes Hold . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179Section 3 Lesson Plan: The New Deal Affects Many Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Section 4 Lesson Plan: Culture in the 1930s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183Section 5 Lesson Plan: The Impact of the New Deal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Unit 7 World War II and Its Aftermath, 1931–1960Chapter 24 World War LoomsSection 1 Lesson Plan: Dictators Threaten World Peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187Section 2 Lesson Plan: War in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189Section 3 Lesson Plan: The Holocaust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191Section 4 Lesson Plan: America Moves Toward War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Chapter 25 The United States in World War IISection 1 Lesson Plan: Mobilizing for Defense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195Section 2 Lesson Plan: The War for Europe and North Africa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197Section 3 Lesson Plan: The War in the Pacific . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199Section 4 Lesson Plan: The Home Front . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
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Chapter 26 Cold War ConflictsSection 1 Lesson Plan: Origins of the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203Section 2 Lesson Plan: The Cold War Heats Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205Section 3 Lesson Plan: The Cold War at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207Section 4 Lesson Plan: Two Nations Live on the Edge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Chapter 27 The Postwar BoomSection 1 Lesson Plan: Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211Section 2 Lesson Plan: The American Dream in the Fifties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213Section 3 Lesson Plan: Popular Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215Section 4 Lesson Plan: The Other America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Unit 8 Living with Great Turmoil, 1954–1975Chapter 28 The New Frontier and the Great SocietySection 1 Lesson Plan: Kennedy and the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219Section 2 Lesson Plan: The New Frontier . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221Section 3 Lesson Plan: The Great Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Chapter 29 Civil RightsSection 1 Lesson Plan: Taking on Segregation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225Section 2 Lesson Plan: The Triumph of a Crusade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227Section 3 Lesson Plan: Challenges and Changes in the Movement . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Chapter 30 The Vietnam War YearsSection 1 Lesson Plan: Moving Toward Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231Section 2 Lesson Plan: U.S. Involvement and Escalation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233Section 3 Lesson Plan: A Nation Divided . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235Section 4 Lesson Plan: 1968: A Tumultuous Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237Section 5 Lesson Plan: The End of the War and Its Legacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
Chapter 31 An Era of Social ChangeSection 1 Lesson Plan: Latinos and Native Americans Seek Equality . . . . . . . . . . . . . . . . . . . . . . . . 241Section 2 Lesson Plan: Women Fight for Equality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243Section 3 Lesson Plan: Culture and Counterculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Unit 9 Passage to a New Century, 1968–2001Chapter 32 An Age of LimitsSection 1 Lesson Plan: The Nixon Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247Section 2 Lesson Plan: Watergate: Nixon’s Downfall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249Section 3 Lesson Plan: The Ford and Carter Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251Section 4 Lesson Plan: Environmental Activism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253
Chapter 33 The Conservative TideSection 1 Lesson Plan: A Conservative Movement Emerges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255Section 2 Lesson Plan: Conservative Policies Under Reagan and Bush . . . . . . . . . . . . . . . . . . . . . . . 257Section 3 Lesson Plan: Social Concerns in the 1980s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259Section 4 Lesson Plan: Foreign Policy After the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Chapter 34 The United States in Today’s WorldSection 1 Lesson Plan: The 1990s and the New Millennium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263Section 2 Lesson Plan: The New Global Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265Section 3 Lesson Plan: Technology and Modern Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267Section 4 Lesson Plan: The Changing Face of America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
North Carolina Social Studies Standard Course of Studyfor United States History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
vi
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Three Worlds Meet 1
Peopling the AmericasSection 1 Objectives
1. Explain how ancient peoples arrived in America and settled there.
2. Describe the diverse cultures that developed in North and South America.
RESOURCESIntroduce the Chapter
Interpreting the Painting: ■■ PE, pp. 2–3Native Americans ViewArriving Ships
Chapter Time Line ■■ PE, pp. 2–3 ■■ TE, p. 2 Time Line Discussion
Interact with History ■■ PE, p. 3
Focus & MotivateDiscuss Main Idea and Terms & Names ■■ PE, p. 4
InstructRead the section ■■ PE, pp. 4–7
■■ Unit 1 In-Depth Resources: Guided Reading, p. 1 ■■ Building Vocabulary, p. 6
Discuss key questions ■■ TE, pp. 4, 5
One American’s Story ■■ PE, p. 4
Infographic: Early North American Cultures ■■ PE, p. 6
Historical Spotlight: The“Other” Pyramids ■■ PE, p. 7
Tracing Themes ■■ PE, p. 7
More About: The Inca ■■ TE, p. 6
Primary Source: Hopewell Artifact ■■ Unit 1 In-Depth Resources, p. 15
American Lives: The Anasazi ■■ Unit 1 In-Depth Resources, p. 22
CHAPTER Opener; Interact with History; Section 1 (pages 2–7)
Name Date
1 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 4.01, 4.06
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2 Chapter 1, Section 1
Lesson Plan for Peopling the Americas continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers: ■■ TE, p. 5Clarifying Ideas ■■ Reading Study Guide, pp. 5–6
Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 13 ■■ Spanish Reading Study Guide, pp. 5–6
Integrate TechnologyElectronic Teacher Tools
Test Generator ■■ Section 1 Quiz
America’s Music CD ■■ Track 1: “Agbekor,” traditional
Using the Internet ■■ classzone.com
Assess & ReteachSection 1 Assessment ■■ PE, p. 7
Section 1 Quiz ■■ Formal Assessment, p. 5
Reteaching Activity ■■ TE, p. 7 ■■ Unit 1 In-Depth Resources, p. 8
Block Scheduling OptionsCooperative Learning: Investigating ■■ TE, p. 6
Early American Cultures ■■ Integrated Assessment Book
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Three Worlds Meet 3
North American Societies Around 1492Section 2 Objectives
1. Explain how the environment of North America provided for diverse societies.
2. Identify some of the common aspects of Native American cultures in North America.
RESOURCES
Focus & MotivateDiscuss Main Idea and Terms & Names ■■ PE, p. 8
InstructRead the section ■■ PE, pp. 8–13
Unit 1 In-Depth Resources: Guided Reading, p. 2 ■■ Building Vocabulary, p. 6
Discuss key questions ■■ TE, pp. 8, 10
One American’s Story: Essie Parrish ■■ PE, p. 8
Science & Technology: ■■ PE, p. 9North Forensic Reconstructions
Map: North American Cultures in the 1400s ■■ PE, p. 11
Infographic: Native American Village Life ■■ PE, p. 12
Tracing Themes ■■ TE, p. 10
Connections Across Time ■■ TE, p. 11
Cooperative Learning: Preparing ■■ TE, p. 12a Time Capsule
Now & Then: Schemitzun ■■ PE, p. 13
More About: Essie Parrish, Kachinas, ■■ TE, pp. 9, 10, 12Native American Beliefs
Primary Source: The Iroquois Constitution ■■ Unit 1 In-Depth Resources, p. 16
Cross-Curricular LinksAnthropology: Debating Ownership ■■ TE, p. 9
of the Past
CHAPTER Section 2 (pages 8–13 )
Name Date
1 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.03, 1.06, 1.08, 3.01, 3.05, 4.01, 4.06, 4.08
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Lesson Plan for North American Societies Around 1492 continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers ■■ Reading Study Guide, pp. 7–8
Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 14 ■■ Spanish Reading Study Guide, pp. 7–8
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from The Memoirs of Melchor Diaz
Test Generator ■■ Section 2 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 2 Assessment ■■ PE, p. 13
Section 2 Quiz ■■ Formal Assessment, p. 6
Reteaching Activity ■■ TE, p. 13 ■■ Unit 1 In-Depth Resources, p. 9
Block Scheduling OptionsCooperative Learning: Mapping Native ■■ TE, p. 10
American Cultures ■■ Integrated Assessment Book
Skillbuilder Lesson: Interpreting Maps ■■ TE, p. 11 ■■ Unit 1 In-Depth Resources: Skillbuilder Practice, p. 7
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Three Worlds Meet 5
West African Societies Around 1492Section 3 Objectives
1. Explain how the arrival of Europeans in West Africa altered well-established trading patterns.
2. Summarize the accomplishments of the kingdoms of Songhai, Benin, and Kongo.
3. Describe life in West Africa and the role slavery played in these societies.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 14
InstructRead the section ■■ PE, pp. 14–19
■■ Unit 1 In-Depth Resources: Guided Reading, p. 3 ■■ Building Vocabulary, p. 6
Discuss key questions ■■ TE, pp. 14, 16, 18
One American’s Story: Leo Africanus ■■ PE, p. 8
Historical Spotlight: Islam ■■ PE, p. 15
Map: West Africa in the 1400s ■■ PE, p. 15
Now & Then: Kente Cloth ■■ PE, p. 19
More About: Mali, Askia Muhammed, ■■ TE, pp. 16, 17, 18West African Society
Tracing Themes ■■ TE, p. 17
Cooperative Learning: Sending Postcards ■■ TE, p. 18from West Africa
Differentiating InstructionLess Proficient Readers ■■ Reading Study Guide, pp. 9–10
Gifted and Talented: Taking ■■ TE, p. 17a Virtual Field Trip ■■ Integrated Assessment Book
Students Acquiring English/ ■■ TE, p. 16ESL: Taking Notes ■■ Access for Students Acquiring English, p. 15 ■■ Spanish Reading Study Guide, pp. 9–10
CHAPTER Section 3 (pages 14–19)
Name Date
1 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 3.01, 4.01, 4.08
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6 Chapter 1, Section 3
Lesson Plan for West African Societies Around 1492 continued
Homework Assignments Other Teaching Materials
RESOURCESIntegrate Technology
Electronic Teacher Tools
Electronic Library of Primary Sources ■■ On the Beginnings of the Portuguese-African Slave Trade by Gomes Eanes de Zurara
Test Generator ■■ Section 3 Quiz
America’s Music CD ■■ Track 3: Eskanye Songs, traditional
Using the Internet ■■ classzone.com
Assess & ReteachSection 3 Assessment ■■ PE, p. 19
Section 3 Quiz ■ ■ Formal Assessment, p. 7
Reteaching Activity ■■ TE, p. 19 ■■ Unit 1 In-Depth Resources, p. 10
Block Scheduling OptionsCooperative Learning: ■■ TE, p. 15
Planning an Itinerary ■■ Integrated Assessment Book
Cooperative Learning: ■■ TE, p. 18Sending Postcards from West Africa ■■ Integrated Assessment Book
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Three Worlds Meet 7
European Societies Around 1492Section 4 Objectives
1. Describe life in medieval Europe.
2. Identify the forces that weakened the power of the Roman Catholic Church.
3. Summarize the changes that helped expand the European world view.
4. Explain how trade, travel, and technology combined to lead Europeans to sea.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 20
InstructRead the section ■■ PE, pp. 20–25
■■ Unit 1 In-Depth Resources: Guided Reading, p. 4 ■■ Building Vocabulary, p. 6
Discuss key questions ■■ TE, pp. 20, 22, 23, 25
History Through Art ■■ PE, p. 21
Key Player: “King Isabella” ■■ PE, p. 22
Map: European Powers in 1492 ■■ PE, p. 23
Science & Technology: The Caravel ■■ PE, p. 24
More About: Prince Henry the Navigator, ■■ TE, pp. 21, 23, 24The Plague, The Renaissance
Tracing Themes ■■ TE, p. 24
American Lives: Queen Isabella ■■ Unit 1 In-Depth Resources, p. 23
Critical Thinking: Inventions: 1190–1500 ■■ Critical Thinking Transparency CT35
Cross-Curricular LinksHumanities: Appreciating Renaissance Art ■■ TE, p. 24
Geography: Voyages of Discovery ■■ Geography Transparency GT1and Exploration: 1271–1580
CHAPTER Section 4 (pages 20–25)
Name Date
1 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 3.01, 3.05, 4.06
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8 Chapter 1, Section 4
Lesson Plan for European Societies Around 1492 continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers: Identifying Causes, ■■ TE, p. 22Recognizing Effects ■■ Reading Study Guide, pp. 11–12
Gifted and Talented: ■ ■ TE, p. 23Researching the Crusades
Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 16 ■■ Spanish Reading Study Guide, pp. 11–12
Integrate TechnologyElectronic Teacher Tools
Test Generator ■■ Section 4 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 4 Assessment ■■ PE, p. 25
Section 4 Quiz ■■ Formal Assessment, p. 8
Reteaching Activity ■■ TE, p. 25 ■■ Unit 1 In-Depth Resources, p. 11
Block Scheduling OptionsCooperative Learning: Comparing Life ■■ TE, p. 21
in Europe and America ■■ Integrated Assessment Book
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Three Worlds Meet 9
Transatlantic EncountersSection 5 Objectives
1. Identify reasons for Spanish exploration and colonization of the Caribbean.
2. Evaluate the effects of contact between Europeans and Native Americans.
3. Assess the impact of the Atlantic slave trade upon Africa and the Americas.
4. Understand the importance of the Columbian Exchange.
5. Discuss the consequences of the migration of people to the Americas from other continents.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 26
InstructRead the section ■■ PE, pp. 26–31
■■ Unit 1 In-Depth Resources: Guided Reading, p. 5 ■■ Building Vocabulary, p. 6
Discuss key questions ■■ TE, pp. 26, 28, 29, 30
Historical Spotlight ■■ PE, p. 27
Infographic: The Columbian Exchange, ■■ PE, p. 291492–present
Point/Counterpoint ■■ PE, p. 30
Graph: North American Population, ■■ PE, p. 311492–1780
More About: Christopher Columbus, ■■ TE, pp. 27, 28Native American Resistance
Primary Source: Journal of ■■ Unit 1 In-Depth Resources, pp. 17–18Christopher Columbus
Critical Thinking: Exploration ■■ Critical Thinking Transparency CT1of the Americas
Cooperative Learning: ■■ TE, p. 29Mapping Corn Production ■■ Integrated Assessment Book
CHAPTER Section 5 (pages 26–31)
Name Date
1 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 2.06, 3.01, 3.02, 4.01, 4.02, 4.03, 4.06
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10 Chapter 1, Section 5
Lesson Plan for Transatlantic Encounters continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Geography: The Earth’s Wind Systems ■■ Unit 1 In-Depth Resources: Geography Application, pp. 13–14
Literature: “Memoirs of ■■ Unit 1 In-Depth Resources, pp. 19–21Christopher Columbus: A Novel”
Differentiating InstructionLess Proficient Readers ■■ Reading Study Guide, pp. 13–14
Gifted and Talented: Writing a News Story ■■ TE, p. 27
Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 17 ■■ Spanish Reading Study Guide, pp. 13–14
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from La Relacion by Cabeza de Vaca
Test Generator ■■ Section 5 Quiz ■ ■ Chapter Test
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 5 Assessment ■■ PE, p. 31
Section 5 Quiz ■■ Formal Assessment, p. 9
Reteaching Activity ■■ TE, p. 31 ■■ Unit 1 In-Depth Resources, p. 12
Chapter 1 Assessment ■■ PE, pp. 32–33
Chapter Tests, Forms A, B, and C ■■ Formal Assessment, pp. 10–21
Block Scheduling OptionsCooperative Learning: Designing Storyboards ■■ TE, p. 28
■■ Integrated Assessment Book
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The American Colonies Emerge 11
Spain’s Empire in the AmericasSection 1 Objectives
1. Describe how the Spanish conquered Native American peoples.
2. Summarize Spanish exploration of the Americas.
3. Summarize Native American resistance to Spanish rule.
RESOURCESIntroduce the Chapter
Interpreting the Painting: ■■ PE, pp. 34–35Native American-English Encounter
Chapter Time Line ■■ PE, pp. 34–35 ■■ TE, p. 35 Time Line Discussion
Interact with History ■■ PE, p. 35
Focus & MotivateDiscuss Main Idea and Terms & Names ■■ PE, p. 36
InstructRead the section ■■ PE, pp. 36–41
■■ Unit 1 In-Depth Resources: Guided Reading, p. 24 ■■ Building Vocabulary, p. 28
Discuss key questions ■■ TE, pp. 36, 38, 40
Key Player: Hernando Cortez ■■ PE, p. 37
Map: European Exploration of ■■ PE, p. 39the Americas, 1492–1682
Infographic: Spanish Missions ■■ PE, p. 40in the Southwest
World Stage: The Defeat ■■ PE, p. 41of the Spanish Armada
More About: The Last Aztec Emperor, ■■ TE, pp. 37, 38, 39, 40The Conquistadors, European Explorers, Everyday Life in <STATE>
Tracing Themes ■■ TE, p. 38Cooperative Learning: Writing ■■ TE, p. 40
About Pope’s Rebellion ■■ Integrated Assessment Book
American Lives: Malinche ■■ Unit 1 In-Depth Resources, p. 45
Name Date
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 2.02, 2.03, 4.01, 4.06
CHAPTER Chapter Opener; Interact with History; Section 1 (pages 34–41) Lesson Plan2
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12 Chapter 2, Section 1
Lesson Plan for Spain’s Empire in the Americas continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Geography: Outline Map—Spain ■■ Unit 1 In-Depth Resources, pp. 36–37Explores North America
Humanities: Cortez Receiving ■■ Humanities Transparency HT3Necklace from Aztecs
Differentiating InstructionLess Proficient Readers: Taking Notes ■■ TE, p. 38
■■ Reading Study Guide, pp. 17–18
Gifted and Talented: Researching Key Players ■■ TE, p. 39
Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 23, 27, 30–31 ■■ Spanish Reading Study Guide, pp. 17–18
Integrate TechnologyElectronic Teacher Tools
Test Generator ■■ Section 1 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 1 Assessment ■■ PE, p. 41
Section 1 Quiz ■■ Formal Assessment, p. 22
Reteaching Activity ■■ TE, p. 41 ■■ Unit 1 In-Depth Resources, p. 30
Block Scheduling OptionsSkillbuilder Lesson: Developing ■■ TE, p. 37
Historical Perspective ■■ Unit 1 In-Depth Resources: Skillbuilder Practice, p. 29
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The American Colonies Emerge 13
An English Settlement at JamestownSection 2 Objectives
1. Identify the obstacles facing the first English settlers in North America.
2. Understand the factors that helped Jamestown to flourish.
3. Contrast English and Spanish patterns of conquest.
3. Describe the economic and social inequities that triggered Bacon’s Rebellion.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 42
InstructRead the section ■■ PE, pp. 42–48
■■ Unit 1 In-Depth Resources: Guided Reading, p. 25 ■■ Building Vocabulary, p. 28
Discuss key questions ■■ TE, pp. 42, 46, 47
One American’s Story: John Smith ■■ PE, p. 42
Historical Spotlight: The Mystery of Roanoke ■■ PE, p. 43
Infographic: Rediscovering Fort James ■■ PE, p. 44
Another Perspective: Fantasies ■■ PE, p. 45of the “New World”
Historical Spotlight: House of Burgesses ■■ PE, p. 48
Connections Across Time ■■ TE, pp. 43, 45
More About: The Jamestown Discovery, ■■ TE, pp. 44, 46, 47The First Africans in Virginia, Opechancanough
Tracing Themes ■■ TE, p. 46
Primary Sources: The Travels and Works ■■ Unit 1 In-Depth Resources, pp. 38–39of Capt. John Smith; Tobacco Labels
Cross-Curricular LinksLink to Humanities: Debunking ■■ TE, p. 45
New World Fantasies ■■ Integrated Assessment Book
Geography: The Jamestown Fort ■■ Unit 1 In-Depth Resources, pp. 34–35
CHAPTER Section 2 (pages 42–48)
Name Date
2 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 1.08, 3.05
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14 Chapter 2, Section 2
Lesson Plan for North American Societies Around 1492 continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers: Summarizing; ■■ TE, pp. 44, 46Following Chronological Order ■■ Reading Study Guide, pp. 19–20
Gifted and Talented Students: ■■ TE, p. 47Conducting a Mock Trial
Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 24, 28–29
■■ Spanish Reading Study Guide, pp. 19–20
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from The First Charter of Virginia by King James I; What Happened Till the First Supply by John Smith
Test Generator ■■ Section 2 Quiz
America’s Music CD ■■ Track 4: “Barbara Allen,“ 1622
Using the Internet ■■ classzone.com
Assess & ReteachSection 2 Assessment ■■ PE, p. 48
Section 2 Quiz ■■ Formal Assessment, p. 23
Reteaching Activity ■■ TE, p. 48 ■■ Unit 1 In-Depth Resources, p. 31
Block Scheduling OptionsCooperative Learning: Developing a Theory ■■ TE, p. 43
About the Roanoke Mystery ■■ Integrated Assessment Book
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The American Colonies Emerge 15
Puritan New EnglandSection 3 Objectives
1. Identify the motives that led the Puritans to New England.
2. Summarize the principles of government established by the dissenters who fled to Rhode Island.
3. Explain the conflicts between English colonists and the Pequot and Wampanoag.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 49
InstructRead the section ■■ PE, pp. 49–54
■■ Unit 1 In-Depth Resources: Guided Reading, p. 26 ■■ Building Vocabulary, p. 28
Discuss key questions ■■ TE, pp. 49, 52, 53
One American’s Story ■■ PE, p. 49
Historical Spotlight: The Mayflower Compact ■■ PE, p. 50
History Through Art: Puritan Headstones ■■ PE, p. 51
Map: New England Colonies to 1675 ■■ PE, p. 53
Connections Across Time ■■ PE, p. 50
More About: John Winthrop, Puritan Families ■■ TE, pp. 51, 52
Tracing Themes ■■ TE, p. 52
Primary Sources: from The Mayflower ■■ Unit 1 In-Depth Resources, pp. 40–41Compact; from John Winthrop’s Journal
American Lives: John Winthrop ■■ Unit 1 In-Depth Resources, p. 46
Critical Thinking: Puritan Migration ■■ Critical Thinking Transparency CT2
Cross-Curricular LinksLanguage Arts: Examining Terms ■■ TE, p. 50
■■ Integrated Assessment Book
Civics: Challenging Puritan Leaders ■■ TE, p. 52
Literature: Poems by Anne Bradstreet ■■ Unit 1 In-Depth Resources, pp. 42-43
CHAPTER Section 3 (pages 49–54)
Name Date
2 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.04, 1.06, 1.08, 3.01, 3.05, 4.02, 4.04, 4.06
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16 Chapter 2, Section 3
Lesson Plan for Puritan New England continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers ■■ Reading Study Guide, pp. 21–22
Gifted and Talented Students: Researching ■■ TE, p. 53Native American and Colonial Strife ■■ Integrated Assessment Book
Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 25 ■■ Spanish Reading Study Guide, pp. 21–22
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from The Journal of the Ship May-Flower by Thomas Jones
Test Generator ■■ Section 3 Quiz
America’s Music CD ■■ Track 4: “Barbara Allen,” 1622
Using the Internet ■■ classzone.com
Assess & ReteachSection 3 Assessment ■■ PE, p. 54
Section 3 Quiz ■■ Formal Assessment, p. 24
Reteaching Activity ■■ TE, p. 54 ■■ Unit 1 In-Depth Resources, p. 32
Block Scheduling OptionsCooperative Learning: Investigating ■■ TE, p. 51
Puritan Life ■■ Integrated Assessment Book
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The American Colonies Emerge 17
Settlement of the Middle ColoniesSection 4 Objectives
1. Describe daily life in New Netherland.
2. Explain the reasons for the social and religious diversity of colonial Pennsylvania.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 55
InstructRead the section ■■ PE, pp. 55–61
■■ Unit 1 In-Depth Resources: Guided Reading, p. 27 ■■ Building Vocabulary, p. 28
Discuss key questions ■■ TE, pp. 55, 6, 61
One American’s Story: William Penn ■■ PE, p. 55
Map: Middle Colonies to 1700 ■■ PE, p. 56
History Through Architecture: ■■ PE, p. 57Colonial Meetinghouses
Geography Spotlight: Surviving ■■ PE, pp. 60–61in a New World
Tracing Themes ■■ TE, p. 56
More About: Quaker Services, Philadephia, ■■ TE, pp. 57, 58, 59, 60The Delaware, Georgia, The Geography of Jamestown
Geography: European Colonies Around 1600; ■■ Geography Transparencies GT2, GT35Original Thirteen Colonies
Cross-Curricular LinksLiterature: from World’s End by Boyle ■■ Unit 1 In-Depth Resources, p. 44
CHAPTER Section 4 (pages 55–61)
Name Date
2 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 2.05, 3.01, 3.05, 4.06
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18 Chapter 2, Section 4
Lesson Plan for Settlement of the Middle Colonies continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers ■■ Reading Study Guide, pp. 23–24
Gifted and Talented Students: Examining Life ■■ TE, p. 58in the Middle Colonies ■■ Integrated Assessment Book
Students Acquiring English/ESL: ■■ Reading Study Guide, pp. 23–24Using Proper Nouns
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from “What Happened Till the First Supply,” by John Smith
Test Generator ■■ Section 4 Quiz ■■ Chapter Test
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 4 Assessment ■■ PE, p. 59
Section 4 Quiz ■■ Formal Assessment, p. 25
Reteaching Activity ■■ TE, p. 59 ■■ Unit 1 In-Depth Resources, p. 33
Chapter 2 Assessment ■■ PE, pp. 62–63
Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 26–37
Block Scheduling OptionsCooperative Learning: Advertising ■■ TE, p. 57
the Colonies ■■ Integrated Assessment Book
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The Colonies Come of Age 19
England and Its Colonies
RESOURCESIntroduce the Chapter
Interpreting the Painting: ■■ PE, pp. 64–6518th Century Boston
Chapter Time Line ■■ PE, pp. 64–65 ■■ TE, p. 65 Time Line Discussion
Interact with History ■■ PE, p. 65
Focus & MotivateDiscuss Main Idea and Terms & Names ■■ PE, p. 66
InstructRead the section ■■ PE, pp. 66–71
■■ Unit 1 In-Depth Resources: Guided Reading, p. 47 ■■ Building Vocabulary, p. 51
Discuss key questions ■■ TE, pp. 66, 68, 70
One American’s Story: Eliza Lucas Pinckney ■■ PE, p. 66
Map: The Thirteen Colonies to the 1700s ■■ PE, p. 67
Chart: The Navigation Acts ■■ PE, p. 68
World Stage: England Becomes Great Britain ■■ PE, p. 69
Infographic: English Rulers’ Colonial Policies ■■ PE, p. 70
Tracing Themes ■■ TE, p. 67
More About: The Navigation Acts, Scotland ■■ TE, pp. 68, 69, 71and Great Britain, Self-Determination
Cooperative Learning: Creating Time Lines ■■ TE, p. 70of Colonial America’s English Rulers
Section 1 Objectives
1. Explain the economic relationship between England and its American colonies.
2. Describe how tensions arose between England and the colonies.
3. Summarize how salutary neglect of the colonies after 1688 planted the seeds of self-government.
Name Date
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 3.02, 4.01, 4.05
CHAPTER Chapter Opener; Interact with History; Section 1 (pages 64–71) Lesson Plan3
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20 Chapter 3, Section 1
Lesson Plan for England and Its Colonies continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Government/Civics: Debating the Policies ■■ TE, p. 6of Governor Andros ■■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: Clarifying Ideas ■■ TE, p. 68
■■ Reading Study Guide, pp. 27–28
Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 34 ■■ Spanish Reading Study Guide, pp. 27–28
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from “A Short Discourse on the Present State of the Colonies,” by Sir William Keith
Test Generator ■■ Section 1 Quiz
America’s Music CD ■■ Track 4: “Barbara Allen,” 1622
Using the Internet ■■ classzone.com
Assess & ReteachSection 1 Assessment ■■ PE, p. 71
Section 1 Quiz ■■ Formal Assessment, p. 38
Reteaching Activity ■■ TE, p. 71 ■■ Unit 1 In-Depth Resources, p. 53
Block Scheduling OptionsCooperative Learning: Illustrating Colonial ■■ TE, p. 67
Economic Activities ■■ Integrated Assessment Book
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The Colonies Come of Age 21
The Agricultural SouthSection 2 Objectives
1. Trace the development of a plantation economy in the American South.
2. Explain the way of life in the Southern colonies.
3. Describe the slave trade and the role of slavery in theplantation economy.
4. Describe life for colonial slaves.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■ ■ PE, p. 72
InstructRead the section ■ ■ PE, pp. 72–78
■■ Unit 1 In-Depth Resources: Guided Reading, p. 48 ■■ Building Vocabulary, p. 51
Discuss key questions ■ ■ TE, pp. 72, 73, 75, 77
One American’s Story: Philip Wickers Fithian ■ ■ PE, p. 72
Now & Then: Tobacco and ■ ■ PE, p. 74North Carolina’s Economy
World Stage: Serfs, Slaves, and Servants ■ ■ PE, p. 75
Tracing Themes ■ ■ TE, p. 74
More About: The Middle Passage, ■ ■ TE, pp. 76–78Olaudah Equiano, Slavery in the Americas, The Stono Rebellion
Connections Across Time ■ ■ TE, p. 77
Primary Sources: from ■ ■ Unit 1 In-Depth Resources, p. 59History of the Dividing Line
American Lives: Olaudah Equiano ■ ■ Unit 1 In-Depth Resources, p. 66
Critical Thinking: Africans in the Colonies ■ ■ Critical Thinking Transparency CT37
Cross-Curricular LinksLanguage Arts: Tracing the Influence ■ ■ TE, p. 77
of African Languages
Geography: The Triangular Trade ■ ■ Unit 1 In-Depth Resources, pp. 57–58
CHAPTER Section 2 (pages 72–78)
Name Date
3 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.03, 1.04, 1.06, 3.05, 4.06
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22 Chapter 3, Section 2
Lesson Plan for The Agricultural South continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers ■ ■ Reading Study Guide, pp. 29–30
Gifted and Talented Students: Comparing ■ ■ TE, pp. 73, 74Cultures; Researching the Local Economy ■■ Integrated Assessment Book
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 35 ■■ Spanish Reading Study Guide, pp. 29–30
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■ ■ from The Interesting Narrative of The Life of Olaudah Equiano
Test Generator ■ ■ Section 2 Quiz
America’s Music CD
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 2 Assessment ■ ■ PE, p. 78
Section 2 Quiz ■ ■ Formal Assessment, p. 39
Reteaching Activity ■ ■ TE, p. 78 ■■ Unit 1 In-Depth Resources, p. 54
Block Scheduling OptionsSkillbuilder Lesson: Interpreting ■ ■ TE, p. 75
Visual Sources ■■ Unit 1 In-Depth Resources: Skillbuilder Practice, p. 52
Cooperative Learning: Creating ■ ■ TE, p. 76a Multimedia Presentation ■■ Integrated Assessment Book
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The Colonies Come of Age 23
The Commercial NorthSection 3 Objectives
1. Trace the development of a varied and thriving economy in the North.
2. Explain the diverse society of the North and the tensions that led to witchcraft trials in Salem.
3. Summarize the influence of the Enlightenment and the Great Awakening.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■ ■ PE, p. 79
InstructRead the section ■ ■ PE, pp. 79–84
■■ Unit 1 In-Depth Resources: Guided Reading, p. 49 ■■ Building Vocabulary, p. 51
Discuss key questions ■ ■ TE, pp. 79, 81, 82
One American’s Story: John Adams ■ ■ PE, p. 79
Infographic: Daily Urban Life ■ ■ PE, p. 80in Colonial Times
Key Players: Benjamin Franklin ■ ■ PE, p. 83and Jonathan Edwards
More About: Harvesting the Sea, ■ ■ TE, pp. 80, 82–84Witchcraft Mania, The Enlightenment, The Great Awakening, George Whitefield
Primary Sources: from “The Salem Witch ■ ■ Unit 1 In-Depth Resources, pp. 60–62Trials;” from The Autobiography of Benjamin Franklin; from The New England Primer
Tracing Themes ■ ■ TE, pp. 81, 82
American Lives: Jonathan Edwards ■ ■ Unit 1 In-Depth Resources, p. 67
Cross-Curricular LinksMathematics: Graph—Colonial Diversity ■ ■ PE, p. 81
Geography: Colonial Economies ■ ■ Geography Transparency GT3
CHAPTER Section 3 (pages 79–84)
Name Date
3 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.03, 1.04, 1.06, 1.08, 3.02, 4.06
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24 Chapter 3, Section 3
Lesson Plan for The Commercial North continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers: ■ ■ TE, p. 80Comparing and Contrasting ■■ Reading Study Guide, pp. 31–32
Gifted and Talented Students: Analyzing ■ ■ TE, p. 83Franklin’s Proverbs ■■ Integrated Assessment Book
Students Acquiring English/ESL: ■ ■ TE, p. 81Formal and Archaic Language ■■ Access for Students Acquiring English, p. 36 ■■ Spanish Reading Study Guide, pp. 31–32
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■ ■ “A Letter Regarding Relations with the Indians,” by Samuel Sewell
Test Generator ■ ■ Section 3 Quiz
America’s Music CD
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 3 Assessment ■ ■ PE, p. 84
Section 3 Quiz ■ ■ Formal Assessment, p. 40
Reteaching Activity ■ ■ TE, p. 84 ■■ Unit 1 In-Depth Resources, p. 55
Block Scheduling OptionsCooperative Learning: Debating the Salem ■ ■ TE, p. 82
Witchcraft Trials ■■ Integrated Assessment Book
Humanities: Field of Onions at Wethersfield ■ ■ Humanities Transparency HT4
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The Colonies Come of Age 25
The French and Indian WarSection 4 Objectives
1. Trace the development of the French-British colonial rivalry.
2. Summarize the French and Indian War.
3. Explain the war’s effects on the relationship between Britain and its colonies.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 85
InstructRead the section ■■ PE, pp. 85–89
■■ Unit 1 In-Depth Resources: Guided Reading, p. 50 ■■ Building Vocabulary, p. 51
Discuss key questions ■■ TE, pp. 85, 86, 88
One American’s Story: Joseph Nichols ■■ PE, p. 85
Historical Spotlight: Washington’s Resignation ■■ PE, p. 85
Map: European Claims in North America ■■ PE, p. 87
Analyzing Political Cartoons: “Join, or Die” ■■ PE, p. 89
More About: The Fur Trade, William Pitt, ■■ TE, pp. 86–88The Iroquois, Pontiac, George Grenville
Critical Thinking: French and Indian War ■■ Critical Thinking Transparency CT3
Cross-Curricular LinksLiterature: from The Last of the Mohicans ■ ■ Unit 1 In-Depth Resources, pp. 63–65
Differentiating InstructionLess Proficient Readers: Comparing ■ ■ TE, pp. 86, 88
Colonies; Summarizing ■■ Reading Study Guide, pp. 33–34
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 37 ■■ Spanish Reading Study Guide, pp. 33–34
CHAPTER Section 4 (pages 85–89)
Name Date
3 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 3.01, 3.04, 3.05, 4.01, 4.08
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26 Chapter 3, Section 4
Lesson Plan for The French and Indian War continued
Homework Assignments Other Teaching Materials
RESOURCESIntegrate Technology
Electronic Teacher Tools
Electronic Library of Primary Sources ■ ■ “A Letter Regarding Relations with the Indians,” Samuel Sewell
Test Generator ■ ■ Section 4 Quiz ■ ■ Chapter Test
America’s Music CD
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 4 Assessment ■ ■ PE, p. 89
Section 4 Quiz ■ ■ Formal Assessment, p. 41
Reteaching Activity ■ ■ TE, p. 89 ■■ Unit 1 In-Depth Resources, p. 56
Chapter 3 Assessment ■■ PE, pp. 92–93
Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 42–53
Block Scheduling OptionsCooperative Learning: ■ ■ TE, p. 87
Creating Annotated Maps ■■ Integrated Assessment Book
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The War for Independence 27
The Stirrings of RebellionSection 1 Objectives
1. Summarize colonial resistance to British taxation.
2. Trace the mounting tension in Massachusetts.
3. Summarize the battles of Lexington and Concord.
RESOURCESIntroduce the Chapter
Interpreting the Painting: Sons of Liberty ■ ■ PE, pp. 94–95
Chapter Time Line ■ ■ PE, pp. 94–95 ■■ TE, p. 95 Time Line Discussion
Interact with History ■ ■ PE, p. 95
Focus & MotivateDiscuss Main Idea and Terms & Names ■ ■ PE, p. 96
InstructRead the section ■ ■ PE, pp. 96–102
■■ Unit 1 In-Depth Resources: Guided Reading, p. 68 ■■ Building Vocabulary, p. 72
Discuss key questions ■ ■ TE, pp. 96, 98, 100
One American’s Story: John Adams ■ ■ PE, p. 96
History Through Art: The Boston Massacre ■ ■ PE, p. 98
Now & Then: Proposition 13 ■ ■ PE, p. 99
Time Line: British Actions and Colonial ■ ■ PE, pp. 100–101Reactions, 1765–1776
Tracing Themes ■ ■ TE, p. 97
More About: The Sons of Liberty, ■ ■ TE, pp. 97, 99–102The Intolerable Acts, The First ContinentalCongress, The Midnight Riders, Lexington and Concord
Primary Source: The Boston Tea Party ■ ■ Unit 1 In-Depth Resources, pp. 80–81
Name Date
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.06, 1.08, 2.02, 2.03, 3.02, 3.05, 4.01, 4.02, 4.06
CHAPTER Chapter Opener; Interact with History; Section 1 (pages 94–102) Lesson Plan4
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28 Chapter 4, Section 1
Lesson Plan for The Stirrings of Rebellion continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Humanities: Recognizing Propaganda; ■ ■ TE, pp. 98, 101Protesting British Acts
Literature: from April Morning by Howard Fast ■ ■ Unit 1 In-Depth Resources, pp. 84–85
Differentiating InstructionLess Proficient Readers: ■ ■ TE, p. 97
Guided Reading ■■ Reading Study Guide, pp. 37–38
Students Acquiring English/ESL: ■ ■ TE, p. 100Understanding Vocabulary ■■ Access for Students Acquiring English, p. 43 ■■ Spanish Reading Study Guide, pp. 37–38
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■ ■ from “Resolutions for American Duties,” by Members of the British Parliament; “The Mother Country,” by Benjamin Franklin
Test Generator ■ ■ Section 1 Quiz
America’s Music CD ■ ■ Track 6, “Yankee Doodle,” 1755/1763
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 1 Assessment ■ ■ PE, p. 102
Section 1 Quiz ■ ■ Formal Assessment, p. 54
Reteaching Activity ■ ■ TE, p. 102 ■■ Unit 1 In-Depth Resources, p. 74
Block Scheduling OptionsCooperative Learning: Writing Letters ■ ■ TE, p. 99
from Committees of Correspondence ■■ Integrated Assessment Book
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The War for Independence 29
Ideas Help Start a RevolutionSection 2 Objectives
1. Explain how the environment of North America provided for diverse societies.
2. Identify some of the common aspects of Native American cultures in North America.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 103
InstructRead the section ■■ PE, pp. 103–108
■■ Unit 1 In-Depth Resources: Guided Reading, p. 69 ■■ Building Vocabulary, p. 72
Discuss key questions ■■ TE, pp. 103, 105, 106
One American’s Story: William Franklin ■■ PE, p. 103
Difficult Decisions: Reconciliation ■■ PE, p. 106or Independence?
Infographic: Colonists Choose Sides ■ ■ PE, p. 107
Analyzing Political Cartoons: Mob Rule ■ ■ PE, p. 108
More About: John Dickinson, Bunker Hill, ■ ■ TE, pp. 104, 105, 107Thomas Paine, Joseph Brant, Mercy Otis Warren
Tracing Themes ■ ■ TE, p. 106
Primary Source: Pro-British political cartoon ■ ■ Unit 1 In-Depth Resources, p. 82
American Lives: Mercy Otis Warren ■ ■ Unit 1 In-Depth Resources, p. 87
Cross-Curricular LinksHumanities: Battle of Bunker Hill ■ ■ Humanities Transparency HT5
by Howard Pyle
CHAPTER Section 2 (pages 103–108)
Name Date
4 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 3.04, 3.05, 4.01, 4.02, 4.03, 4.08
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30 Chapter 4, Section 2
Lesson Plan for Ideas Help Start a Revolution continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers: Creating a Time ■ ■ TE, pp. 104, 105Line; Paired Reading ■■ Reading Study Guide, pp. 39–40
Gifted and Talented Students: ■ ■ TE, p. 107Presenting Historical Figures
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 40
Integrate TechnologyAmerican Stories Video Series: ■ ■ Videocassette Volume 1
Patriot Father, Loyalist Son
Electronic Teacher Tools
Electronic Library of Primary Sources ■ ■ from Common Sense by Thomas Paine
Test Generator ■ ■ Section 2 Quiz
America’s Music CD ■ ■ Track 6, “Yankee Doodle,” 1755/1763
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 2 Assessment ■ ■ PE, p. 108
Section 2 Quiz ■ ■ Formal Assessment, p. 55
Reteaching Activity ■ ■ TE, p. 108 ■■ Unit 1 In-Depth Resources, p. 75
Block Scheduling OptionsCooperative Learning: Creating ■ ■ TE, p. 106
a Political Pamphlet ■■ Integrated Assessment Book
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The War for Independence 31
Struggling Toward SaratogaSection 3 Objectives
1. Trace the progress of the war through the turning point at Saratoga and winter at Valley Forge.
2. Examine the colonial economy and civilian life during the Revolution.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 113
InstructRead the section ■■ PE, pp. 113–117
■■ Unit 1 In-Depth Resources: Guided Reading, p. 70 ■■ Building Vocabulary, p. 72
Discuss key questions ■■ TE, pp. 113, 114, 116
One American’s Story ■■ PE, p. 113
Map: Revolutionary War, 1775–1778 ■■ PE, p. 115
Key Player: George Washington ■ ■ PE, p. 116
More About: The Battle of Trenton, ■ ■ TE, pp. 114, 115“Gentleman Johnny” Burgoyne
Connections Across Time ■ ■ TE, p. 116
Tracing Themes ■ ■ TE, p. 117
Primary Source: from Valley Forge Diary ■ ■ Unit 1 In-Depth Resources, p. 83
American Lives: Haym Solomon ■ ■ Unit 1 In-Depth Resources, p. 88
Differentiating InstructionLess Proficient Readers: Sequencing Events; ■ ■ TE, pp. 114, 116
ClarifyIng Ideas ■■ Reading Study Guide, pp. 41–42
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 45 ■■ Spanish Reading Study Guide, pp. 41–42
CHAPTER Section 3 (pages 113–117)
Name Date
4 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 3.01, 4.01, 4.08
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32 Chapter 4, Section 3
Lesson Plan for Struggling Toward Saratoga continued
Homework Assignments Other Teaching Materials
RESOURCESIntegrate Technology
Electronic Teacher Tools
Test Generator ■ ■ Section 3 Quiz
America’s Music CD ■ ■ Track 7, “Chester,” 1775
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 3 Assessment ■ ■ PE, p. 117
Section 3 Quiz ■ ■ Formal Assessment, p. 56
Reteaching Activity ■ ■ TE, p. 117 ■■ Unit 1 In-Depth Resources, p. 76
Block Scheduling OptionsCooperative Learning: ■ ■ TE, p. 115
Reporting on the Revolution ■■ Integrated Assessment Book
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The War for Independence 33
Winning the WarSection 4 Objectives
1. Describe the war contributions of European allies.
2. Trace the Revolution in the Southern colonies.
3. Summarize the British surrender at Yorktown.
4. Recognize the symbolic value of the Revolution.
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 118
InstructRead the section ■ ■ PE, pp. 118–123
■■ Unit 1 In-Depth Resources: Guided Reading, p. 71 ■■ Building Vocabulary, p. 72
Discuss key questions ■ ■ TE, pp. 118, 119, 121, 122
One American’s Story: Colonel William Fontaine ■■ PE, p. 118
Map: Revolutionary War, 1778–1781 ■■ PE, p. 119
Historical Spotlight: Benedict Arnold ■ ■ PE, p. 121
More About: Alliances Against Britain, ■ ■ TE, pp. 119–123Loyalist Support, Nathanael Greene,The Peace Talks, The Treaty of Paris, The Great Seal
Cooperative Learning: ■ ■ TE, p. 120Celebrating the Revolution ■■ Integrated Assessment Book
Critical Thinking: War for Independence ■ ■ Critical Thinking Transparency CT4
Humanities: Signing the Treaty of Paris, ■ ■ Humanities Transparencies HT6, HT321783; “Mrs. General Washington”
Geography: The Siege of Yorktown ■ ■ Unit 1 In-Depth Resources, pp. 78–79
CHAPTER Section 4 (pages 118–123)
Name Date
4 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 2.06, 3.01
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34 Chapter 4, Section 4
Lesson Plan for Winning the War continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Language Arts: Debating ■ ■ TE, p. 121the Revolutionary War ■■ Integrated Assessment Book
Geography: North America, 1783 ■ ■ Geography Transparency GT4
Differentiating InstructionLess Proficient Readers: ■ ■ TE, p. 122
Learning Visually ■■ Reading Study Guide, pp. 43–44
Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, pp. 46, 47 ■■ Spanish Reading Study Guide, pp. 43–44
Integrate TechnologyElectronic Teacher Tools
Test Generator ■ ■ Section 4 Quiz ■■ Chapter Test
America’s Music CD
Using the Internet ■ ■ classzone.com
Assess & ReteachSection 4 Assessment ■ ■ PE, p. 123
Section 4 Quiz ■ ■ Formal Assessment, p. 57
Reteaching Activity ■ ■ TE, p. 123 ■■ Unit 1 In-Depth Resources, p. 77
Chapter 4 Assessment ■ ■ PE, pp. 124–125
Chapter Test, Forms A, B, and C ■ ■ Formal Assessment, pp. 58–75
Block Scheduling OptionsSkillbuilder Lesson: Analyzing Causes, ■ ■ TE, p. 119
Recognizing Effects ■■ Integrated Assessment Book
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Shaping a New Nation 35
Experimenting with Confederation
RESOURCESIntroduce the Chapter
Interpreting the Painting: Washington and ■■ PE, pp. 130–131the Confederation Congress
Chapter Time Line ■■ PE, pp. 130–131 ■■ TE, p. 130 Time Line Discussion
Interact with History ■■ PE, p. 131
Focus & MotivateDiscuss Main Idea and Terms & Names ■■ PE, p. 132
InstructRead the section ■■ PE, pp. 132–139
■■ Unit 2 In-Depth Resources: Guided Reading, p. 1 ■■ Building Vocabulary, p. 4
Discuss key questions ■■ TE, pp. 132,134, 136, 139
One American’s Story: John Dickinson ■■ PE, p. 132
Historical Spotlight: Republican Motherhood ■■ PE, p. 133
Infographic: Political Precedents ■■ PE, p. 134
Another Perspective: John Baptist De Coigne ■■ PE, p. 135
Geography Spotlight: The Land Ordinance ■■ PE, pp. 138–139
Tracing Themes ■■ TE, p. 133
More About: Cromwell’s England, ■■ TE, pp. 134, 135, 138The Northwest Ordinance, The Articles of Confederation, Western Land Claims
Connections Across Time ■■ TE, pp. 136
Section 1 Objectives
1. Explain the differing ideas of republicanism.
2. Identify three basic issues debated in drafting the Articles of Confederation.
3. Describe the political and economic problems faced by the Confederation.
CHAPTER Opener; Interact with History; Section 1 (pages 130–139)
Name Date
5 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.06, 2.02, 2.03, 2.05, 3.02, 4.01, 4.02, 4.08
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36 Chapter 5, Section 1
Lesson Plan for Experimenting with Confederation continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Government: Charting Statehood ■■ TE, p. 135
Geography: Land Ceded by States to ■■ Geography Transparency GT5the Federal Government
Differentiating InstructionLess Proficient Readers: Paired Reading ■■ TE, p. 133
■■ Reading Study Guide, pp. 47–48
Students Acquiring English/ ESL ■■ Access for Students Acquiring English, p. 52 ■■ Spanish Reading Study Guide, pp. 47–48
Integrate TechnologyElectronic Teacher Tools
Test Generator ■■ Section 1 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 1 Assessment ■■ PE, p. 137
Section 1 Quiz ■■ Formal Assessment, p. 76
Reteaching Activity ■■ TE, p. 137 ■■ Unit 2 In-Depth Resources, p. 6
Block Scheduling OptionsCooperative Learning: Writing Letters ■■ TE, p. 134
to the Editor ■■ Integrated Assessment Book
Cooperative Learning: Drawing an ■■ TE, p. 136Editorial Cartoon ■■ Integrated Assessment Book
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Shaping a New Nation 37
Drafting the Constitution
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 140
InstructRead the section ■■ PE, pp. 140–144
■■ Unit 2 In-Depth Resources: Guided Reading, p. 2 ■■ Building Vocabulary, p. 4
Discuss key questions ■■ TE, pp. 140, 142, 143
One American’s Story ■■ PE, p. 140
Key Players: James Madison and Roger ■■ PE, p. 141Sherman
Infographic: Key Conflicts in the ■■ PE, p. 142Constitutional Convention
Infographic: The Checks and Balances of ■■ PE, p. 143the Federal System
Now & Then: The Electoral College ■■ PE, p. 144
More About: The Pennsylvania State House, ■■ TE, p. 141, 142The Constitutional Convention, The Three- Fifths Compromise
Primary Source: U.S. Constitution, First Draft ■■ Unit 2 In-Depth Resources, p. 11
Critical Thinking: The Constitutional ■■ Critical Thinking Transparency CT5Convention
Section 2 Objectives
1. Identify events that led nationalist leaders to call for a convention to strengthen the government.
2. Summarize the key conflicts at the Constitutional Convention and explain how they were resolved.
3. Describe the form of government established by the Constitution.
CHAPTER Section 2 (pages 140–144)
Name Date
5 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.06
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38 Chapter 5, Section 2
Lesson Plan for Drafting the Constitution continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Literature: from Legacy by James A. Michener ■■ Unit 2 In-Depth Resources, pp. 15–17
Differentiating InstructionLess Proficient Readers ■■ Reading Study Guide, pp. 49–50
Gifted and Talented Students: ■■ TE, p. 141Analyzing a Primary Source Document
Students Acquiring English/ ESL ■■ Access for Students Acquiring English, pp. 53, 55 ■■ Spanish Reading Study Guide, pp. 49–50
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from "Notes on Slavery at the Federal Convention, 1787," by James Madison
Test Generator ■■ Section 2 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 2 Assessment ■■ PE, p. 144
Section 2 Quiz ■■ Formal Assessment, p. 77
Reteaching Activity ■■ TE, p. 144 ■■ Unit 2 In-Depth Resources, p. 7
Block Scheduling OptionsCooperative Learning: Debating the Issues ■■ TE, p. 142
■■ Integrated Assessment Book
Skillbuilder Lesson: Analyzing Issues ■■ TE, p. 143
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Shaping a New Nation 39
Ratifying the Constitution
RESOURCESFocus & Motivate
Discuss Main Idea and Terms & Names ■■ PE, p. 145
InstructRead the section ■■ PE, pp. 145–149
■■ Unit 2 In-Depth Resources: Guided Reading, p. 3 ■■ Building Vocabulary, p. 4
Discuss key questions ■■ TE, pp. 145, 147
One American’s Story: John Jay ■■ PE, p. 145
Now & Then: South Africa Creates a Bill ■■ PE, p. 148of Rights
Chart: The Bill of Rights ■■ PE, p. 149
More About: Richard Henry Lee, ■■ TE, p. 146The Federalist
Connections Across Time ■■ TE, p. 147
Tracing Themes ■■ TE, p. 148
Primary Source: Anti-federalist Speech; ■■ Unit 2 In-Depth Resources, pp. 12–14The Federalist No. 2; Political Cartoon
American Lives: John Jay, Patrick Henry ■■ Unit 2 In-Depth Resources, pp. 18–19
Cross-Curricular LinksGeography: The Constitution Becomes a ■■ Unit 2 In-Depth Resources, pp. 9–10
Reality
Section 3 Objectives
1. Contrast Federalist and Antifederalist arguments over ratification of the Constitution.
2. Explain how and why the Bill of Rights was added to the Constitution.
CHAPTER Section 3 (pages 145–149)
Name Date
5 Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 1.02, 1.06, 4.01, 4.08
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40 Chapter 5, Section 3
Lesson Plan for Ratifying the Constitution continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers: ■■ TE, p. 147Comparing and Contrasting ■■ Reading Study Guide, pp. 51–52
Gifted and Talented Students: ■■ TE, p. 148Writing About the Bill of Rights
Students Acquiring English/ ESL ■■ Access for Students Acquiring English, pp. 54, 56–57, 58–61 ■■ Spanish Reading Study Guide, pp. 51–52
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from The Federalist No. 51, by Publius
Test Generator ■■ Section 3 Quiz ■■ Chapter Test
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 3 Assessment ■■ PE, p. 149
Section 3 Quiz ■■ Formal Assessment, p. 78
Reteaching Activity ■■ TE, p. 149 ■■ Unit 2 In-Depth Resources, p. 8
Chapter 5 Assessment ■■ PE, pp. 149–150
Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 79–80
Block Scheduling OptionsCooperative Learning: Creating a Media Ad ■■ TE, p. 146
■■ Integrated Assessment Book
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The Living Constitution 41
Preamble and Article I
Name Date
Objectives
1. Explain the purpose for establishing the Constitution.
2. Identify the powers of the legislature.
RESOURCESIntroduce the Constitution
Interact with History ■■ PE, p. 153
Focus & MotivateDiscuss the question in the TE ■■ TE, p. 154
InstructRead the Preamble and Article I ■■ PE, pp. 154–159
■■ Unit 2 In-Depth Resources: Guided Reading, p. 20 ■■ Building Vocabulary, p. 24 ■■ Projects for Citizenship, pp. 73–76
Discuss key questions ■■ TE, pp. 154, 155
Chart: Requirements for Holding ■■ PE, p. 154Federal Office
More About: A Dream for All, Congressional ■■ TE, pp. 154, 156–159Record, Congressional Salaries, Overriding a Veto, The Elastic Clause, Habeus Corpus, Bill of Attainder
Chart: How a Bill in Congress ■■ PE, p. 157Becomes a Law
Tracing Themes ■■ TE, p. 158
Now & Then: Modern Money ■■ PE, p. 158
Critical Thinking: The Federal System ■■ Critical Thinking Transparency CT39
Cross-Curricular LinksGovernment: Images on Money ■■ TE, p. 158
Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 2.01, 2.02, 3.02
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42- Preamble and Article I
Lesson Plan for The Living Constitution continued
Homework Assignments Other Teaching Materials
RESOURCESDifferentiating Instruction
Less Proficient Readers: Finding Main Ideas; ■■ TE, pp. 155, 159Understanding Economic Terms ■■ Reading Study Guide, pp. 55–56
Students Acquiring English/ESL: ■■ TE, p. 156Studying Vocabulary ■■ Access for Students Acquiring English, p. 58 ■■ Spanish Reading Study Guide, pp. 55–56 ■■ Projects for Citizenship, pp. 42–45
Integrate TechnologyElectronic Teacher Tools
Test Generator ■■ Preamble and Article I Quiz
Using the Internet ■■ classzone.com
Assess & ReteachPreamble and Article I Quiz ■■ Formal Assessment, p. 91
Reteaching Activity ■■ Unit 2 In-Depth Resources, p. 65
Block Scheduling OptionsCooperative Learning: Proposing Laws ■■ TE, p. 157
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The Living Constitution 43
Articles II and III
Name Date
Article II Objective
1. Explain the powers and duties of the president.
Article III Objective
1. Explain how judicial review expands the power of the judiciary.
RESOURCESFocus & Motivate
Discuss the question in the TE ■■ TE, pp. 160, 162
InstructRead Articles II and III ■■ PE, pp. 160–164
■■ Unit 2 In-Depth Resources: Guided Reading, p. 21 ■■ Building Vocabulary, p. 24 ■■ Projects for Citizenship, pp. 73–76
Discuss key questions ■■ TE, pp. 160, 162
More About: The Electoral College, ■■ TE, pp. 160–163The Power of the President, Presidential Duties, Federal Courts, Treason
Critical Thinking: The Federal System ■■ Critical Thinking Transparency CT39
Cross-Curricular LinksMath: The Electoral College ■■ TE, p. 160
■■ Unit 2 In-Depth Resources: Geography Application, pp. 30–31
Differentiating InstructionLess Proficient Readers: ■■ TE, p. 161
Organizing Information ■■ Reading Study Guide, pp. 57–58
Gifted and Talented Students: Researching ■■ TE, pp. 162–163Nixon’s Offenses; Examining Treason
Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 59, 63–64 ■■ Spanish Reading Study Guide, pp. 57–58 ■■ Projects for Citizenship, pp. 42–45
Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01
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44- Articles II and III
Lesson Plan for The Living Constitution continued
Homework Assignments Other Teaching Materials
RESOURCESIntegrate Technology
Electronic Teacher Tools
Test Generator ■■ Articles II and III Quiz
Using the Internet ■■ classzone.com
Assess & ReteachArticles II and III Quiz ■■ Formal Assessment, p. 92
Reteaching Activity ■■ Unit 2 In-Depth Resources, p. 27
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The Living Constitution: Articles IV–VII (pages 164–165)Co
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The Living Constitution 45
Articles IV–VII
Name Date
Articles IV and V Objectives
1. Describe how the states are interdependent and subject to the federal government.
2. Cite ways of proposing and ratifying amendments.
Articles VI and VII Objectives
1. Explain the authority of federal law.
2. Describe how the Constitution was ratified.
RESOURCESFocus & Motivate
Discuss the question in the TE ■■ TE, pp. 164, 165
InstructRead Articles IV and VII ■■ PE, pp. 164–165
■■ Unit 2 In-Depth Resources: Guided Reading, p. 22 ■■ Building Vocabulary, p. 24 ■■ Projects for Citizenship, pp. 73–76
Discuss key questions ■■ TE, pp. 164, 165
More About: “Domestic Violence,” ■■ TE, pp. 164, 165The Signers
Cooperative Learning: Examining the ■■ TE, p. 165Flexibility of the Constitution
American Lives: James Madison ■■ Unit 2 In-Depth Resources, p. 32
Differentiating InstructionLess Proficient Readers ■■ Reading Study Guide, pp. 59–60
Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 62 ■■ Spanish Reading Study Guide, pp. 59–60
■■ Projects for Citizenship, pp. 42–45
Integrate TechnologyElectronic Teacher Tools
Test Generator ■■ Articles IV–VII Quiz
Using the Internet ■■ classzone.com
Lesson Plan
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01
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46- Articles IV–VII
Lesson Plan for The Living Constitution continued
Homework Assignments Other Teaching Materials
RESOURCESAssess & Reteach
Articles IV–VII Quiz ■■ Formal Assessment, p. 93
Reteaching Activity ■■ Unit 2 In-Depth Resources, p. 28
Block Scheduling OptionsCooperative Learning: Proposing ■■ TE, p. 164
and Ratifying Amendments
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The Living Constitution 47
The Bill of Rights and Amendments
Name Date
The Bill of Rights Objective
1. Identify basic freedoms guaranteed by the first ten amendments.
Amendments 11–27 Objective
1. Summarize Amendments 11–27.
RESOURCESFocus & Motivate
Discuss the question in the TE ■■ TE, p. 166
InstructRead the Bill of Rights and Amendments ■■ PE, pp. 166–175
■■ Unit 2 In-Depth Resources: Guided Reading, p. 23 ■■ Building Vocabulary, p. 24 ■■ Projects for Citizenship, pp. 73–76
Discuss key questions ■■ TE, pp. 166, 168, 175
Analyze Political Cartoons: ■■ PE, p. 166“The Federal Edifice”
More About: The Miranda Case, Cruel and ■■ TE, pp. 167, 169, 170, 172, 173, 175Unusual Punishment, Thurgood Marshall, Income Tax, Prohibition and Bootlegging, Roosevelt’s Four Terms, The Twenty-Fifth Amendment, Susan B. Anthony
Skillbuilder Lesson: Clarifying ■■ TE, p. 166 ■■ Unit 2 In-Depth Resources: Skillbuilder Practice, p. 25
Now & Then: Election Reform; ■■ PE, pp. 168, 172Congressional Term Limits
Tracing Themes ■■ TE, pp. 169, 171, 174–175
Cooperative Learning: Debating Terms Limits ■■ TE, p. 172
NORTH CAROLINA PLANNER
Skills Competency Goals
1.01, 3.04, 3.05, 4.06
The Living Constitution: The Bill of Rights and Amendments (pages 166–175) Lesson Plan
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48- The Bill of Rights and Amendments
Lesson Plan for The Living Constitution continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Art: Creating a Mural ■■ TE, p. 169 ■■ Integrated Assessment Book
World History: Researching Suffrage ■■ TE, p. 170Movements ■■ Integrated Assessment Book
Differentiating InstructionLess Proficient Readers: Restating the ■■ TE, pp. 167, 168
Bill of Rights; Summarizing Main Ideas ■■ Reading Study Guide, pp. 61–62
Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 38, 39 ■■ Spanish Reading Study Guide, pp. 61–62
■■ Projects for Citizenship, pp. 42–45
Integrate TechnologyElectronic Teacher Tools
Test Generator ■■ The Bill of Rights and Amendments Quiz ■■ The Living Constitution Test
Using the Internet ■■ classzone.com
Assess & ReteachThe Bill of Rights and Amendments Quiz ■■ Formal Assessment, p. 94
Reteaching Activity ■■ Unit 2 In-Depth Resources, p. 29
The Living Constitution Assessment ■■ PE, pp. 176–177
The Living Constitution Test, Forms A, B, and C ■■ Formal Assessment, pp. 95–103
Block Scheduling OptionsCooperative Learning: Preparing Voting ■■ TE, p. 171
Requirements
Cooperative Learning: Reviewing ■■ TE, p. 173the Constitution
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Launching the New Nation 49
Washington Heads the New Government
RESOURCESIntroduce the Chapter
Interpreting the Painting: Lake George ■■ PE, pp. 180–181New York
Chapter Time Line ■■ PE, pp. 180–181 ■■ TE, p. 180 Time Line Discussion
Interact with History ■■ PE, p. 181
Focus & MotivateDiscuss Main Idea and Terms & Names ■■ PE, p. 182
InstructRead the section ■■ PE, pp. 182–189
■■ Unit 2 In-Depth Resources: Guided Reading, p. 34 ■■ Building Vocabulary, p. 38
Discuss key questions ■■ TE, pp. 182,184, 186, 189
One American’s Story: George Washington ■■ PE, p. 182
Now & Then: The Cabinet ■■ PE, p. 183
Key Players: Alexander Hamilton and ■■ PE, p. 184Thomas Jefferson
Chart: Contrasting Views of the Federal ■■ PE, p. 185Government
Daily Life: Young People in the Early Republic ■■ PE, pp. 188–189
More About: Washington’s Appointments; ■■ TE, pp. 183, 186–189Washington, D.C; The Whiskey Rebellion;Education in the Early Republic; Youth andLeisure
Tracing Themes ■■ TE, p. 185
Skillbuilder Lesson: Contrasting ■■ TE, p. 186 ■■ Unit 2 In-Depth Resources: Skillbuilder Practice, p. 39
American Lives: Alexander Hamilton ■■ Unit 2 In-Depth Resources, p. 53
Section 1 Objectives
1. Explain how the United States confronted the difficult task of forming a new government.
2. Show how the political ideas of Hamilton and Jefferson differed.
3. Describe how political differences evolved into a two-party system.
CHAPTER Opener; Interact with History; Section 1 (pages 180–189)
Name Date
6 Lesson Plan
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.01, 1.02
Skills Competency Goals
1.01, 1.06, 2.02, 2.03, 2.06, 3.02, 4.01
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50 Chapter 6, Section 1
Lesson Plan for Washington Heads the New Government continued
Homework Assignments Other Teaching Materials
RESOURCESCross-Curricular Links
Humanities: "The Republican Court" ■■ Humanities Transparency HT7
Differentiating InstructionLess Proficient Readers: Using Prior Knowledge ■■ TE, p. 185
■■ Reading Study Guide, pp. 65–66
Students Acquiring English/ ESL ■■ Access for Students Acquiring English, p. 67 ■■ Spanish Reading Study Guide, pp. 65–66
Integrate TechnologyElectronic Teacher Tools
Electronic Library of Primary Sources ■■ from “Proclamation to the People of the United States,” by George Washington
Test Generator ■■ Section 1 Quiz
America’s Music CD
Using the Internet ■■ classzone.com
Assess & ReteachSection 1 Assessment ■■ PE, p. 187
Section 1 Quiz ■■ Formal Assessment, p. 104
Reteaching Activity ■■ TE, p. 187 ■■ Unit 2 In-Depth Resources, p. 40
Block Scheduling OptionsCooperative Learning: Forming a Cabinet ■■ TE, p. 183
■■ Integrated Assessment Book
Cooperative Learning: Debating Hamilton’s ■■ TE, p. 184and Jefferson’s Views ■■ Integrated Assessment Book
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