CHAPTER Section 2 (pages 236–240) 6 Lesson Plan The … · Section 3 Objectives 1. Identify management and business strategies that contributed to the success of business tycoons

Section 2 Objectives 1. Identify the role of the railroads in unifying the

country. 2. List positive and negative effects of railroads on the

nation’s economy. 3. Summarize reasons for and outcomes of the

demand for railroad reform.

Focus & Motivate__ Discuss Main Idea and Terms & Names

PE, p. 236

Instruct__ Read the section

PE, pp. 236–240Unit 2 In-Depth Resources: Guided Reading, p. 21Building Vocabulary, p. 23

__ Discuss key questionsTE, pp. 236–238,

__ One American’s Story: Richard T. ElyPE, p. 236

__ Historical Spotlight: Chinese Immigrants and the RailroadsPE, p. 237

__ Another Perspective: On the Wrong TrackPE, p. 238

__ Tracing Themes: New TechnologyTE, p. 238

__ Map: Major Railroad Lines, 1870–1890PE, p. 239

__ Connections Across Time: RailroadsTE, p. 239

__ Analyzing Political CartoonsPE, p. 240

__ More About: Railroad TimeTE, p. 237

Cross-Curricular Links__ Literature: from The Bride Comes to Yellow Sky

Unit 2 In-Depth Resources, pp. 34–36

A New Industrial Age 51

CHAPTER Section 2 (pages 236–240) Lesson Plan

Name Date

6

The Age of the Railroads

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TENNESSEE PLANNER

Process Standards

P6, P25, P32, P34

Learning Expectations

Era 6, 2.1; Era 6, 2.2; Era 6, 3.1; Era 6, 5.1

Performance Indicators State

6.1, 6.7, 6.8, 6.10, 6.11

Performance Indicators Teacher

6.6, 6.10

TN_TA-21_LP_001-208.indd 51TN_TA-21_LP_001-208.indd 51 4/25/07 8:08:12 AM4/25/07 8:08:12 AM

52 Chapter 6, Section 2

Lesson Plan for The Age of the Railroads continued

Homework Assignments Other Teaching Materials

Differentiating Instruction__ Less Proficient Readers: Using a Problem Solving Process

TE, p. 237Reading Study Guide, pp. 67–68

__ Gifted and Talented Students: Exploring the Railroad LinesTE, p. 239

__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 87Spanish Reading Study Guide, pp. 67–68

Integrate Technology__ Electronic Teacher Tools__ Test Generator

Section 2 Quiz__ Electronic Library of Primary Sources

Jennie Curtiss, How Women Are Treated by the Pullman Company, 1894__ America’s Music CD__ Using the Internet

classzone.com

Assess & Reteach__ Section 2 Assessment

PE, p. 240__ Section 2 Quiz

Formal Assessment, p. 119__ Reteaching Activity

TE, p. 240Unit 2 In-Depth Resources, p. 26

Block Scheduling Options__ Cooperative Learning: Debating Company Towns

TE, p. 238Integrated Assessment Book

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Section 3 Objectives 1. Identify management and business strategies that

contributed to the success of business tycoons such as Andrew Carnegie.

2. Explain Social Darwinism and its effects on society. 3. Summarize the emergence and growth of unions. 4. Explain the violent reactions of industry and

government to union strikes.


PE, p. 241



__ Discuss key questionsTE, pp. 241–242, 244, 247

__ One American’s Story: Andrew CarnegiePE, p. 241Unit 2 In-Depth Resources: American Lives: Andrew Carnegie, p. 37

__ Infographic: Vertical and Horizontal IntegrationPE, p. 242

__ Key Player: John D. RockefellerPE, p. 243Unit 2 In-Depth Resources: Primary Source: The History of Standard Oil Company, p. 32

__ Tracing ThemesTE, pp. 243, 248

__ Historical Spotlight: African Americans and the Labor MovementPE, p. 245

__ More About: Andrew Carnegie; Women and Children at Work; Samuel Gompers; The Knights of Labor; The Sugar Beet and Farm Laborers’ Union of Oxnard; The Haymarket Affair; The Triangle FireTE, pp. 242, 245–247, 249

__ Cooperative Learning: Reporting on Union GoalsTE, p. 247Integrated Assessment Book

__ Key Players: Eugene V. Debs and Mother JonesPE, p. 248Unit 2 In-Depth Resources: American Lives: Mother Jones, p. 38

__ Critical Thinking: Horizontal Consolidation and Vertical IntegrationCritical Thinking Transparency CT48

__ The Bosses of the SenateHumanities Transparency HT35

A New Industrial Age 53


Name Date

6

Big Business and Labor

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P7, P8, P10, P11, P12, P18, P19, P21, P22, P23, P26, P32, P34, P36, P37


Era 6, 2.1; Era 6, 2.2; Era 6, 3.1; Era 6, 5.1; Era 6, 6.2


6.6, 6.9, 6.10


6.2, 6.10, 6.12, 7.8



Lesson Plan for Big Business and Labor continued


Cross-Curricular Links__ Mathematics: Graph: The Growth of Union Membership, 1876–1904

PE, p. 247__ Geography: The Changing Labor Force


Differentiating Instruction__ Gifted and Talented Students: Researching Working Conditions; Joe Hill and the Wobblies

TE, pp. 244, 246__ Students Acquiring English/ESL

Access for Students Acquiring English, pp. 88–91Spanish Reading Study Guide, pp. 69–70


Section 3 QuizChapter Test

__ Electronic Library of Primary SourcesSamuel Gompers, On the Goals of Trade Unions, 1883New York Times, from 141 Die in Factory Fire, 1911

__ America’s Music CD__ Using the Internet

classzone.com





__ Chapter 6 AssessmentPE, pp. 250–251

__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 121–132

Block Scheduling Options__ Skillbuilder Lesson: Creating Oral Presentations

TE, p. 243Unit 2 In-Depth Resources: Skillbuilder Practice, p. 24

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Section 1 Objectives 1. Identify immigrants’ countries of origin. 2. Describe the journey immigrants endured and their

experiences at United States immigration stations. 3. Examine the causes and effects of the nativists’

anti-immigrant sentiments.

Introduce the Chapter__ Interpreting the Photograph: New York City’s lower east side

TE, pp. 252–253__ Chapter Time Line

PE, pp. 252–253TE, p. 252 Time Line Discussion

__ Interact with HistoryPE, p. 253


PE, p. 254



__ Discuss key questionsTE, pp. 254, 256, 258, 261

__ One American’s Story: Lisa SeePE, p. 254

__ Map: U.S. Immigration Patterns, as of 1900PE, p. 255

__ Tracing Themes: Diversity and the National IdentityPE, pp. 260–261


__ More About: Chinese Railroad Labor; The Transatlantic Journey; Ellis Island; The Generation Gap; Discrimination Against Japanese; The Statue of Liberty; 21st Century DiversityTE, pp. 255–261

__ Skillbuilder Lesson: Audio Multimedia SourcesTE, p. 255Unit 2 In-Depth Resources: Skillbuilder Practice, p. 43

__ Primary Source: Artifacts from Ellis IslandUnit 2 In-Depth Resources, p. 52

__ Literature: Call It SleepUnit 2 In-Depth Resources, pp. 56–58

Immigrants and Urbanization 55

CHAPTER Opener; Interact with History; Section 1 (pages 252–261) Lesson Plan

Name Date

7

The New Immigrants

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TENNESSEE PLANNER

Process Standards

P8, P16, P32, P33


Era 6, 1.2; Era 6, 5.1; Era 6, 6.1


6.4, 6.5, 6.6


6.3, 6.9



Lesson Plan for The New Immigrants continued


Cross-Curricular Links__ Language Arts: Writing Letters or Poems About Immigrant Experiences


Differentiating Instruction__ Less Proficient Readers: Clarifying Ideas; Using the Narrative

TE, pp. 256, 258Reading Study Guide, pp. 73–74

__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 94, 97Spanish Reading Study Guide, pp. 73–74



U.S. Government, from Chinese Exclusion Act of 1882__ America’s Music CD

Track 14, “Collar de Perlas,” ca.1900__ American Stories Video

Videocassette Volume 1 & 2__ Using the Internet

classzone.com





Block Scheduling Options__ Geography: Where Foreign- Born Lived, 1900

Geography Transparency GT15

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Section 2 Objectives 1. Describe the movement of immigrants to cities and

the opportunities they found there. 2. Explain how cities dealt with housing,

transportation, sanitation, and safety issues. 3. Describe some of the organizations and people who

offered help to urban immigrants.


PE, p. 262



__ Discuss key questionsTE, pp. 262, 264, 266

__ Map: New York City, 1910PE, p. 263

__ Infographic: Fire: Enemy of the CityPE, p. 265

__ Key Player: Jane AddamsPE, p. 266

__ More About: Transportation,TE, p. 264


__ Skillbuilder Lesson: Creating MapsTE, p. 263Unit 2 In-Depth Resources: Skillbuilder Practice, p. 44

__ Connections Across TimeTE, p. 264

__ Primary Sources: How the Other Half Lives; from Twenty Years at Hull HouseUnit 2 In-Depth Resources, pp. 53–54

__ American Lives: Jane AddamsUnit 2 In-Depth Resources, p. 59

__ Critical Thinking: Urban Growth; From Country to City, 1870–1920Critical Thinking Transparencies CT15, CT49



Name Date

7

The Challenges of Urbanization

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P9, P15, P32, P35


Era 6, 1.2


6.3, 6.4, 6.5, 6.6


6.2



Lesson Plan for The Challenges of Urbanization continued


Cross-Curricular Links__ Geography Application

Unit 2 In-Depth Resources, pp. 48–49__ Art: Cliff Dwellers

Humanities Transparency HT15

Differentiating Instruction__ Less Proficient Readers: Clarifying Ideas


__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 95, 98–99, 100–101Spanish Reading Study Guide, pp. 75–76


Section 2 Quiz__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Researching Catastrophes

TE, p. 265

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Section 3 Objectives 1. Explain the role of political machines and political

bosses. 2. Describe how some politicians’ greed and fraud cost

taxpayers millions of dollars. 3. Describe the measures taken by Presidents Hayes,

Garfield, and Arthur to reform the spoils system. 4. Explain the positions taken by presidents Cleveland,

Harrison, and McKinley on the tariff issue.


PE, p. 267


PE, pp. 267–271Unit 2 In-Depth Resources:Guided Reading, p. 41Building Vocabulary, p. 42vDiscuss key questionsTE, pp. 267, 269–271

__ One American’s Story: Mark Twain and Charles Dudley WarnerPE, p. 267


__ More About: Political Machines; The Pendergast Family; Boss Tweed; Chester A. Arthur; TariffsTE, pp. 268, 269–271

__ Primary Source: The Shame of American CitiesUnit 2 In-Depth Resources, p. 55

__ American Lives: William Marcy TweedUnit 2 In-Depth Resources, p. 59

__ Critical Thinking: Urban GrowthCritical Thinking Transparency CT15

Differentiating Instruction__ Less Proficient Readers: Clarifying


__ Gifted and Talented Students: Writing a BiographyTE, p. 268




Name Date

7

Politics in the Gilded Age

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TENNESSEE PLANNER

Process Standards

P3, P15, P29, P32


Era 6, 4.1; Era 6, 4.2


6.6, 6.10, 6.11


6.7



Lesson Plan for Politics in the Gilded Age continued





classzone.com







Block Scheduling Options__ Cooperative Learning: Creating Political Cartoons


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Section 1 Objectives 1. Describe the impact of technological advances on

turn of the century urban planning. 2. Summarize turn of the century communication

innovations.

Introduce the Chapter__ Interpreting the Painting: World Columbian Exposition

PE, pp. 274–275__ Chapter Time Line




PE, p. 276



__ Discuss key questionsTE, pp. 276, 279

__ History Through Architecture: The Chicago PlanPE, p. 278

__ World Stage: The Garden CityPE, p. 279

__ Science & Technology: Aviation PioneersPE, p. 280

__ Key Player: George EastmanPE, p. 281

__ Tracing ThemesPE, p. 277

__ More About: The Brooklyn Bridge; Central Park; The Columbian Exposition; The Wright Brothers; Air TravelTE, pp. 277–280

__ Geography: Telephone Long Distance Lines, 1890 and 1917Geography Transparency GT16

__ Primary Sources: from Orville Wright’s Diary; AdvertisementUnit 2 In-Depth Resources, pp. 73–74

Life at the Turn of the 20th Century 61


Name Date

8

Science and Urban Life

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TENNESSEE PLANNER

Process Standards

P9, P32, P35


Era 6, 1.1


6.12



Lesson Plan for Science and Urban Life continued


Cross-Curricular Links__ Science: The Wright Brothers’ Flight


__ Geography: New York’s Central ParkUnit 2 In-Depth Resources, pp. 71–72

Differentiating Instruction__ Less Proficient Readers: Visual Learners


__ Gifted and Talented Students: Writing a BiographyTE, p. 277




Frederick Dwight, from Automobiles: The Other Side of the Shield, 1908__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Planning Ideal Cities


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Section 2 Objectives 1. Analyze the expansion of public education at the

turn of the century. 2. Describe the growth of higher education.


PE, p. 282




__ One American’s Story: William Torrey HarrisPE, p. 282

__ Graph: Expanding Education/Increasing LiteracyPE, p. 283

__ Now & Then: Technology and SchoolsPE, p. 284

__ More About: W. E. B. Du BoisTE, p. 285


__ Tracing ThemesTE, p. 284

__ Primary Source: “The Talented Tenth”Unit 2 In-Depth Resources, p. 75

__ American Lives: W. E. B. Du BoisUnit 2 In-Depth Resources, p. 80

__ Critical Thinking: Expanding Education; Increasing School Enrollment, 1870–1920Critical Thinking Transparencies CT16, CT50

Differentiating Instruction__ Less Proficient Readers: Guided Reading





Name Date

8

Expanding Public Education

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P8, P15, P32, P33


7.3



Lesson Plan for Expanding Public Education continued



Section 2 Quiz__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Reforming Public Education


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Section 3 Objectives 1. Trace the historical underpinnings of legalized

segregation and the African-American struggle against racism in the United States.

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

3. Identify discrimination against minorities in the American West.


PE, p. 286



__ Discuss key questionsTE, pp. 286–288, 291

__ One American’s Story: Ida B. WellsPE, p. 286

__ Historical Spotlight: Washington vs. Du BoisPE, p. 288

__ Tracing ThemesPE, p. 287

__ Skillbuilder Lesson: Creating Visual PresentationsTE, p. 287Unit 2 In-Depth Resources: Skillbuilder Practice, p. 66

__ More About: Jim Crow; Segregated Neighborhoods; Chinese Exclusion; Justice John Marshall Harlan; Rosa ParksTE, pp. 287–291

__ Historic Decisions of the Supreme Court: Plessy v. Ferguson (1896)PE, pp. 290–291

__ Primary Source: “Lynching and the Excuse for It”Unit 2 In-Depth Resources, p. 76

Differentiating Instruction__ Less Proficient Readers

Reading Study Guide, pp. 85–86__ Students Acquiring English/ESL

Access for Students Acquiring English, pp. 106, 108Spanish Reading Study Guide, pp. 85–86



Name Date

8

Segregation and Discrimination

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TENNESSEE PLANNER

Process Standards

P7, P10, P11, P12, P17, P18, P19, P22, P23, P29, P30, P32, P34, P36, P37


Era 7, 1.1; Era 10, 1.2


6.6, 7.9, 9.7



Lesson Plan for Segregation and Discrimination continued




Ida B. Wells, from The Autobiography of Ida B. Wells, 1892__ America’s Music CD

Track 15, “Hello! Ma Baby!,” 1889__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Debating Discrimination

TE, p. 288

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Section 4 Objectives 1. Give examples of turn-of-the-20th century leisure

activities and popular sports. 2. Analyze the spread of mass culture in the United

States at the turn-of-the-20th century. 3. Describe turn-of-the-20th century innovations in

marketing and advertising.


PE, p. 292




__ One American’s Story: Bruce BlenPE, p. 292

__ History Through Art: The Champion Single Sculls (Max Schmitt in a Single Scull)PE, p. 295

__ Now & Then: Catalog ShoppingPE, p. 297

__ Daily Life: Going to the ShowPE, pp. 298–299

__ More About: Bicycling; Women and Bicycling; Boxing; William Randolph Hearst; Mark Twain; Minstrel Shows; Scott JoplinTE, pp. 293–296, 298, 299

__ Primary Source: AdvertisementUnit 2 In-Depth Resources, p. 74

__ Humanities: Washington Square North, New York CityHumanities Transparency HT16

Cross-Curricular Links__ Journalism: Writing Sports History




Name Date

8

Dawn of Mass Culture

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P6, P15, P32, P34


Era 6, 1.1; Era 7, 1.2


6.7



Lesson Plan for Dawn of Mass Culture continued


Differentiating Instruction__ Less Proficient Readers: Clarifying; Outlining


__ Students Acquiring English/ESL: Finding Main IdeasTE, p. 295Access for Students Acquiring English, p. 107Spanish Reading Study Guide, pp. 87–88



__ Electronic Library of Primary SourcesHarper’s Weekly, from The Base-Ball Season, 1886Lillian Gish, from The Movies, Mr. Griffith, and Me, 1914

__ America’s Music CDTrack 16, “Give My Regards to Broadway,” 1904

__ Using the Internetclasszone.com







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Section 1 Objectives 1. Explain the four goals of progressivism. 2. Summarize progressive efforts to clean up

government. 3. Identify progressive efforts to reform state

government, protect workers, and reform elections.

Introduce the Chapter__ Interpreting the Photograph: Suffrage parade





PE, p. 306




__ Key Player: Florence KelleyPE, p. 307

__ Historical Spotlight: Anti-Saloon League; James S. Hogg,Texas GovernorPE, pp. 308, 310

__ History Through Photojournalism: Images of Child LaborPE, p. 311

__ More About: Eugene V. Debs; Henry Ford and the Automobile; Robert M. La Follette; Louis D. Brandeis; Reforming ElectionsTE, pp. 308–312Unit 3 In-Depth Resources: American Lives: Robert M. La Follette, p. 22


__ Primary Sources: Declaration of the WCTU; Child Labor in the Coal MinesUnit 3 In-Depth Resources, pp. 15–16

__ Critical Thinking: Child Labor, 1890–1930; The Progressive MovementCritical Thinking Transparencies CT17, CT51

The Progressive Era 69


Name Date

9

The Origins of Progressivism

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TENNESSEE PLANNER

Process Standards

P6, P32


Era 7, 1.1; Era 7, 4.1


7.3


7.3



Lesson Plan for The Origins of Progressivism continued


Cross-Curricular Links__ Literature: Writers as Muckrakers

TE, p. 308__ Economics: Stimulating Demand


__ Geography: Continental United StatesGeography Transparency GT17

Differentiating Instruction__ Less Proficient Readers: Differentiating Goals



Integrate Technology__ American Stories video series: “A Child on Strike”

Videocassette Volume 2__ Test Generator


Florence Kelley, On the Need for Child Labor Laws, 1905Percy Andreae, On Prohibition and Liberty, 1914

__ America’s Music CDTrack 17, “Alexander’s Ragtime Band,” 1911

__ Using the Internetclasszone.com





Block Scheduling Options__ Skillbuilder Lesson: Formulating Historical Questions


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Section 2 Objectives 1. Describe the growing presence of women in the

workforce at the turn of the 20th century. 2. Identify leaders of the woman suffrage movement. 3. Explain how woman suffrage was achieved.


PE, p. 313




__ One American’s Story: Susette La FleschePE, p. 313

__ Now & Then: Telephone OperatorsPE, p. 314

__ Key Player: Susan B. AnthonyPE, p. 316

__ Primary Sources: Political Poster; from “The Status of Woman” by Susan B. AnthonyUnit 3 In-Depth Resources, pp. 17–18

Differentiating Instruction__ Less Proficient Readers: Charting Events





classzone.com



Name Date

9

Women in Public Life

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TENNESSEE PLANNER

Process Standards

P32


Era 7, 1.1; Era 10, 1.2


7.3, 7.6


7.3



Lesson Plan for Women in Public Life continued






Block Scheduling Options__ Cooperative Learning: Creating Political Placards


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Section 3 Objectives 1. Describe the events of Theodore Roosevelt’s

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

presidency to regulate business. 3. Identify laws passed to protect public health and

the environment. 4. Summarize Roosevelt’s stand on civil rights.


PE, p. 317



__ Discuss key questionsTE, pp. 317, 319, 320, 324, 327


__ Now & Then: Meat InspectionPE, p. 320

__ Infographic: Coal Mining in the Early 1900sPE, p. 321

__ Map: Federal Conservation Lands, 1872–1996PE, p. 323

__ Historical Spotlight: Yosemite National ParkPE, p. 324

__ Key Player: W. E. B. Du BoisPE, p. 325

__ More About: The Rough Riders; Teddy Roosevelt; 1902 Coal Strike; Dangers of Coal Mining; Gifford Pinchot; Booker T. Washington; Ida M. Tarbell; Lincoln SteffensTE, pp. 318, 320, 321, 323, 324, 326, 327


__ American Literature: The MuckrakersPE, pp. 326–327

Cross-Curricular Links__ Science: Health Hazards of Mining




Name Date

9

Teddy Roosevelt’s Square Deal

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TENNESSEE PLANNER

Process Standards

P7, P9, P10, P11, P12, P14, P18, P19, P23, P29, P32, P35, P36, P37


Era 7, 1.1; Era 7, 4.1; Era 7, 4.2


7.3, 7.9


7.3, 7.11



Lesson Plan for Teddy Roosevelt’s Square Deal continued


__ Health: Food and DrugsTE, p. 322

__ Literature: from The JungleUnit 3 In-Depth Resources, pp. 19–21



__ Gifted and Talented Students: Books and Public Policy; Judging the Past with Contemporary ValuesTE, pp. 320, 324

__ Students Acquiring English/ESL: Understanding Presidential SuccessionTE, p. 318Access for Students Acquiring English, p. 115Spanish Reading Study Guide, pp. 95–96



E. W. Scripps, from Whatever Is, Is Wrong, 1900s__ America’s Music CD

Track 18, “My Pony Boy,” 1909__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Creating Political Cartoons

TE, p. 319C

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Section 4 Objectives 1. Summarize the events of the Taft presidency. 2. Explain the division in the Republican Party. 3. Describe the election of 1912.


PE, p. 328



__ Discuss key questionsTE, pp. 328–330

__ One American’s Story: Gifford PinchotPE, p. 328

__ Difficult Decisions: Controlling ResourcesPE, p. 329

__ Key Player: William Howard TaftPE, p. 330

__ Map: Election of 1912PE, p. 331

__ Art: “Goodness Gracious, I Must Have Been Dozing”Humanities Transparency HT36

Cross-Curricular Links__ Government: Researching Third Parties




Access for Students Acquiring English, p. 116Spanish Reading Study Guide, pp. 97–98



Name Date

9

Progressivism Under Taft

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P10, P15, P16, P18, P19, P22, P23, P32, P36


7.3


7.3



Lesson Plan for Progressivism Under Taft continued




classzone.com





Block Scheduling Options__ Language Arts: Writing a Letter to the Editor


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Section 5 Objectives 1. Describe Woodrow Wilson’s background and the

progressive reforms of his presidency. 2. List the steps leading to woman suffrage. 3. Explain the limits of Wilson’s progressivism.


PE, p. 332




__ One American’s Story: Carrie Chapman CattPE, p. 332

__ Now & Then: DeregulationPE, p. 333

__ Graph: Revenue from Individual Federal Income Tax, 1915–1995PE, p. 334

__ World Stage: Emmeline PankhurstPE, p. 335

__ History Through Architecture: From Splendor to SimplicityPE, p. 336

__ More About: Carrie Chapman Catt; William Monroe Trotter TE, pp. 333, 337

__ Geography: The Movement Toward Woman SuffrageUnit 3 In-Depth Resources, pp. 13–14

__ American Lives: Carrie Chapman CattUnit 3 In-Depth Resources, p. 23

Cross-Curricular Links__ Humanities: Creating a Biographical Sketch




Name Date

9

Wilson’s New Freedom

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P7, P8, P9, P10, P11, P12, P15, P17, P18, P19, P22, P23, P32, P33, P35, P36, P37


Era 7, 1.1; Era 7, 4.1; Era 7, 4.2


7.3, 7.6


7.3, 7.11



Lesson Plan for Wilson’s New Freedom continued




__ Gifted and Talented Students: Researching the Federal Reserve BoardTE, p. 334





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Block Scheduling Options__ Cooperative Learning: Creating an Op-Ed Page

TE, p. 335

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Section 1 Objectives 1. Explain the economic and cultural factors that

fueled the growth of American imperialism. 2. Describe how the United States acquired Alaska. 3. Summarize how the United States took over the

Hawaiian Islands.

Introduce the Chapter__ Interpreting the Painting: Rough Riders





PE, p. 342




__ One American’s Story: Queen LiliuokalaniPE, p. 342

__ Key Player: Admiral Alfred T. MahanPE, p. 343

__ Graph: Hawaii’s Changing Population, 1853–1920PE, p. 344

__ Map: Alaska, 1867, and Hawaii, 1898PE, p. 345


__ Critical Thinking: U.S. Policies for Overseas ExpansionCritical Thinking Transparency CT18

Cross-Curricular Links__ Literature: from Hawaii


America Claims an Empire 79


Name Date

10

Imperialism and America

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TENNESSEE PLANNER

Process Standards

P10, P11, P17, P18, P19, P22, P23, P32, P36


Era 7, 3.2; Era 7, 4.2


7.1, 7.2


7.1



Lesson Plan for Imperialism and America continued


Differentiating Instruction__ Less Proficient Readers: Understanding Main Causes




Section 1 Quiz__ America’s Music CD

Track 20, “Over There,” 1917__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Considering the Annexation of Hawaii


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Section 2 Objectives 1. Contrast American opinions regarding the Cuban

revolt against Spain. 2. Identify events that escalated the conflict between

the United States and Spain. 3. Trace the course of the Spanish-American War and

its results.


PE, p. 346




__ Key Players: José MartíPE, p. 347

__ Maps: The Spanish-American War, 1898PE, p. 349


__ More About: Yellow Journalism; Commodore George Dewey; Battle of San Juan HillTE, pp. 347, 349, 350

__ Skillbuilder Lesson: Analyzing Assumptions and BiasesTE, p. 348Unit 3 In-Depth Resources: Skillbuilder Practice, p. 29


__ Primary Sources: Newspaper Front Page; from The Rough Riders by Theodore Roosevelt; In Favor of ImperialismUnit 3 In-Depth Resources, pp. 38–40

__ American Lives: José Martí; William Randolph HearstUnit 3 In-Depth Resources, pp. 45–46

Cross-Curricular Links__ World History: Examining the History of the Philippines




Name Date

10

The Spanish-American War

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TENNESSEE PLANNER

Process Standards

P3, P5, P13, P15, P21, P32


Era 7, 3.2; Era 7, 5.1


7.2



Lesson Plan for The Spanish-American War continued


Differentiating Instruction__ Less Proficient Readers: Analyzing the Increasing Hostility Toward Spain





Captain Charles D. Sigsbee, from The “Maine”: An Account of Her Destruction, 1898__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Covering the Rough Riders


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Section 3 Objectives 1. Describe U.S. involvement in Puerto Rico. 2. Identify causes and effects of the Philippine-

American War. 3. Explain the purpose of the Open Door Policy

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


PE, p. 352




__ One American’s Story: Luis Muñoz RiveraPE, p. 352

__ Now & Then: Puerto RicoPE, p. 353


__ Map: U.S. Imperialism, 1867–1906PE, p. 356

__ On the World Stage: The Boxer ProtocolPE, p. 357

__ More About: The Platt Amendment; The BoxersTE, pp. 354, 357


__ Humanities: Athletic Contest; Declined with ThanksHumanities Transparencies HT17, HT37



Name Date

10

Acquiring New Lands

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P6, P7, P8, P12, P15, P32, P33


Era 7, 3.2; Era 7, 4.2; Era 7, 5.1


7.1



Lesson Plan for Acquiring New Lands continued


Differentiating Instruction__ Less Proficient Readers: Analyzing the Platt Amendment


__ Gifted and Talented Students: Researching the Insular Cases; Investigating the Life and Rule of Empress CixiTE, pp. 353, 357Integrated Assessment Book

__ Students Acquiring English/ESL: VocabularyTE, p. 355Access for Students Acquiring English, p. 125Spanish Reading Study Guide, pp. 107–108



Albert S. Beveridge, On the War in the Philippines, 1900__ America’s Music CD

Track 19, “Ragtime Cow Boy Joe,” 1912__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Creating Posters for a Rally


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Section 4 Objectives 1. Explain how Theodore Roosevelt’s foreign policy

promoted American power around the world. 2. Describe how Woodrow Wilson’s missionary

diplomacy ensured U.S. dominance in Latin America.


PE, p. 359




__ Key Player: Theodore RooseveltPE, p. 360

__ Science & Technology: The Panama CanalPE, p. 361


__ Connections Across TimeTE, pp. 361, 362, 364

__ Another Perspective: Intervention in MexicoPE, p. 363Critical Thinking Transparency

__ History Through Art: ZapatistasPE, p. 364

__ More About: Roosevelt and the Canal; U.S. Intervention in Mexico; The Panama Canal TE, pp. 360, 365–366

__ Critical Thinking: U.S. Trade with Central AmericaCritical Thinking Transparency CT52

__ Geography Spotlight: The Panama Canal: Funnel for TradePE, pp. 366–367Unit 3 In-Depth Resources: Primary Source: Building the Panama Canal, p. 41

Cross-Curricular Links__ Geography: Examining the Canal Routes

TE, p. 360__ Science: Tropical Diseases


__ Government/Civics: Intervention AbroadTE, p. 362Integrated Assessment Book



Name Date

10

America as a World Power

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TENNESSEE PLANNER

Process Standards

P6, P14, P25, P32, P34


Era 7, 3.2; Era 7, 4.2; Era 7, 5.1


7.1, 7.2, 7.10



Lesson Plan for America as a World Power continued


Differentiating Instruction__ Less Proficient Readers: Creating a Time Line


__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 126, 128–131Spanish Reading Study Guide, pp. 109–110



__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet

classzone.com







Block Scheduling Options__ Cooperative Learning: Debating Wilson’s Missionary Diplomacy


__ Outline Map: America Becomes a World PowerUnit 3 In-Depth Resources, pp. 36–37

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Section 1 Objectives 1. Identify the long-term causes and the immediate

circumstances that led to World War I. 2. Describe the first two years of the war. 3. Summarize U.S. public opinion about the war. 4. Explain why the United States entered the war.

Introduce the Chapter__ Interpreting the Photograph: World War I battle scene





PE, p. 372




__ Now & Then: Crisis in the BalkansPE, p. 374

__ Map: Europe at the Start of World War IPE, p. 375

__ Infographic: Trench WarfarePE, p. 376

__ Economic Background: Trade AlliancesPE, p. 377

__ World Stage: Revolution in RussiaPE, p. 380

__ More About: Jeannette Rankin; Life in the Trenches; Blockade vs. Submarines; Hughes and the 1916 ElectionTE, pp. 373, 376, 378–379



__ Primary Source: The Zimmermann NoteUnit 3 In-Depth Resources, p. 59

__ American Lives: from A Son at the FrontUnit 3 In-Depth Resources, pp. 63–64

__ Critical Thinking: World War ICritical Thinking Transparency CT19

The First World War 87


Name Date

11

World War I Begins

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TENNESSEE PLANNER

Process Standards

P4, P8, P32, P33


Era 7, 3.1; Era 7, 4.2; Era 7, 5.1; Era 7, 5.2


7.4, 8.3


7.2, 7.10



Lesson Plan for World War I Begins continued


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

PE, p. 377__ Geography: Interpreting Maps

TE, p. 375__ Geography: Europe Goes to War


Differentiating Instruction__ Less Proficient Readers: Analyzing Causes of the War


__ Gifted and Talented Students: Researching Diplomacy and War; Analyzing Switzerland’s NeutralityTE, pp. 374, 376Integrated Assessment Book

__ Students Acquiring English/ESL: Understanding Main IdeasTE, p. 378Access for Students Acquiring English, pp. 134, 138Spanish Reading Study Guide, pp. 113–114



Woodrow Wilson, Request for a Declaration of War, 1917__ America’s Music CD__ Using the Internet

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Block Scheduling Options__ Cooperative Learning: Analyzing Points of View on the War

TE, p. 377__ Skillbuilder Lesson: Evaluating Decisions and Courses of Action


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Section 2 Objectives 1. Describe how the United States mobilized for war. 2. Summarize U.S. battlefield successes. 3. Identify the new weapons and the medical

problems faced in World War I. 4. Describe U.S. offensives and the end of the war.


PE, p. 381



__ Discuss key questionsTE, pp. 381, 383–384, 386

__ Interpreting the Photograph: Draft Line, San Antonio, TexasTE, p. 382

__ Infographic: World War I Convoy SystemPE, p. 383

__ Key Player: General John J. PershingPE, p. 384

__ Science & Technology: Technology at WarPE, pp. 384–385

__ Map: Allied Victories, 1917–1918PE, p. 386

__ More About: War Posters; Joseph D. Lawrence; Shell Shock; Conscientious ObjectorsTE, pp. 382–383, 385–386

__ Connections Across TimeTE, pp. 384

__ Tracing ThemesTE, pp. 385

__ Primary Sources: Patriotic Song; Liberty Bond PosterUnit 3 In-Depth Resources, pp. 60–61

__ Critical Thinking: The Human and Financial Costs of World War ICritical Thinking Transparency CT53

__ Humanities: Oppy Wood by John NashHumanities Transparency HT18



Name Date

11

American Power Tips the Balance

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TENNESSEE PLANNER

Process Standards

P11, P18, P19, P22, P23, P26, P32, P36


Era 7, 3.1; Era 7, 5.1


7.2



Lesson Plan for American Power Tips the Balance continued


Cross-Curricular Links__ Economics: Creating a Plan for Mobilization


__ Language Arts: Letters from Conscientious Objectors and the Draft BoardTE, p. 386Integrated Assessment

__ Literature: from In Another CountryUnit 3 In-Depth Resources, p. 65

Differentiating Instruction__ Less Proficient Readers: Summarizing the Effects of Technology


__ Gifted and Talented Students: Researching New WeaponsTE, p. 385




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Block Scheduling Options__ Link to Geography: Interpreting a Map of the War at Sea

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Section 3 Objectives 1. Explain how business and government cooperated

during the war. 2. Show how the government promoted the war. 3. Describe the attacks on civil liberties that occurred. 4. Summarize the social changes that affected African

Americans and women.


PE, p. 388




__ Graph: The War Economy, 1914–1920PE, p. 389

__ Interpreting the Photograph: Victory GardensTE, p. 390


__ History Through Art: The Migration of the NegroPE, p. 393

__ Historical Spotlight: Race RiotsPE, p. 394

__ More About: Bernard Baruch; Wartime Propaganda; The Espionage and Sedition Acts; The End of the IWW; Women in the War; The Flu Epidemic; Oliver Wendell Holmes, Jr.; University Speech CodesTE, pp. 389–390, 392, 394–397


__ Primary Source: “Returning Soldiers” by W.E.B. Du BoisUnit 3 In-Depth Resources, p. 62

__ American Lives: Oliver Wendell HolmesUnit 3 In-Depth Resources, p. 67

__ Critical Thinking: World War ICritical Thinking Transparency CT19

Cross-Curricular Links__ Economics: Researching Inflation


__ Language Arts: Writing a JournalTE, p. 394



Name Date

11

The War at Home

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TENNESSEE PLANNER

Process Standards

P4, P6, P7, P8, P10, P11, P12, P17, P18, P19, P22, P23, P32, P33, P36, P37


Era 7, 2.1; Era 7, 4.2; Era 7, 6.1


7.9



Lesson Plan for The War at Home continued


Differentiating Instruction__ Less Proficient Readers: Predicting Outcomes; Finding Main Ideas


__ Gifted and Talented Students: Conducting a TrialTE, p. 392




Committee on Public Information, Four-Minute Speech, 1918Arthur Little, From Harlem to the Rhine, 1918


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Block Scheduling Options__ Cooperative Learning: Creating a Wartime Ad Campaign


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Section 4 Objectives 1. Summarize Wilson’s Fourteen Points 2. Describe the Treaty of Versailles and international

and domestic reaction to it. 3. Explain some of the consequences of the war.


PE, p. 398




__ Key Player: Woodrow WilsonPE, p. 399

__ Maps: Europe and the Middle East, 1915 and 1919PE, p. 400

__ Point/CounterpointPE, p. 401

__ History Through Film: Echoes of the Great WarPE, p. 402

__ Chart: Domestic Consequences of World War IPE, p. 403

__ Tracing Themes: America in World AffairsPE, pp. 399, 404–405

__ Cooperative Learning: Debating the League of NationsTE, p. 402

__ More About: The Hall of Mirrors at Versailles; Henry Cabot Lodge; The Cold WarTE, pp. 400, 402, 405


__ Analyzing Political CartoonsTE, p. 404

__ Geography Application: A New Look for EuropeUnit 3 In-Depth Resources, pp. 57–58



Name Date

11

Wilson Fights for Peace

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P8, P15, P25, P27, P31, P32, P33


Era 7, 4.2; Era 7, 5.1


7.4, 7.7, 7.10, 8.1


7.2, 7.4



Lesson Plan for Wilson Fights for Peace continued


Cross-Curricular Links__ Geography: Creating a Map

TE, p. 400__ Mathematics: Graph: Military Casualties

PE, p. 407



Access for Students Acquiring English, pp. 137, 139–140Spanish Reading Study Guide, pp. 119–120



__ Electronic Library of Primary SourcesWoodrow Wilson, Why a League of Nations Is Necessary, 1919Henry Cabot Lodge, On the Terms of Peace, 1918


classzone.com







Block Scheduling Options__ Cooperative Learning: Conducting a Model Peace Conference

TE, p. 399C

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Section 1 Objectives 1. Summarize the reaction in the United States to the

perceived threat of communism. 2. Analyze the causes and effects of the quota system

in the United States. 3. Describe some of the postwar conflicts between

labor and management.

Introduce the Chapter__ Interpreting the Photograph: Tennessee mill workers’ riot





PE, p. 412




__ Economic Background: Roots of CommunismPE, p. 413

__ History Through Art: Sacco and VanzettiPE, p. 414Humanities Transparency HT19

__ Primary Source: Speech to the JuryUnit 4 In-Depth Resources, p. 11

__ Infographic: U.S. Patterns of Immigration, 1921–1929PE, p. 416

__ Critical Thinking: Isolationist Policy of the 1920sCritical Thinking Transparency CT20

__ Key Player: John Llewellyn LewisPE, p. 418

__ More About: The Palmer Raids; Ben Shahn; The Ku Klux Klan; Quota System; The Boston Police StrikeTE, pp. 413–417

__ Primary Source: from Report on Steel Strike of 1919Unit 4 In-Depth Resources, p. 13

__ American Lives: Ernesto GalarzaUnit 4 In-Depth Resources, p. 18

__ Cooperative Learning: Family MobilityTE, p. 416


Politics of the Roaring Twenties 95


Name Date

12

Americans Struggle with Postwar Issues

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TENNESSEE PLANNER

Process Standards

P6, P7, P8, P12, P32, P33, P37


Era 7, 2.1; Era 7, 6.1


6.4, 6.5, 7.10, 8.3


7.6, 8.3, 9.2



Lesson Plan for Americans Struggle with Postwar Issues continued


Cross-Curricular Links__ Mathematics: Graph: Immigration to the United States, 1921 and 1929

PE, p. 416__ Geography: European Immigration, 1820–1920


Differentiating Instruction__ Less Proficient Readers: Cause and Effect


__ Gifted and Talented Students: Researching the Roots of the Red ScareTE, p. 413

__ Students Acquiring English/ESL: Understanding Main Ideas and DetailsTE, p. 415Access for Students Acquiring English, p. 143Spanish Reading Study Guide, pp. 123–124



U. S. Department of Justice, Instructions Regarding Conduct on Raids, 1920Louis Marshall, from A Letter Regarding Immigration Restrictions, 1924


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Block Scheduling Options__ Cooperative Learning: Staging a Retrial for Sacco and Vanzetti


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Section 2 Objectives 1. Contrast Harding’s policy of “normalcy” with

progressive era reforms. 2. Identify scandals that plagued the Harding

administration.


PE, p. 419




__ One American’s Story: Warren G. HardingPE, p. 419

__ Political CartoonPE, p. 421


__ Skillbuilder Lesson: Clarifying; SummarizingTE, p. 420Unit 4 In-Depth Resources: Skillbuilder Practice, p. 5

__ Interpreting the PhotographTE, p. 420




Access for Students Acquiring English, pp. 144, 146Spanish Reading Study Guide, pp. 125–126



Name Date

12

The Harding Presidency

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TENNESSEE PLANNER

Process Standards

P32



Lesson Plan for The Harding Presidency continued




Denver Post, Senate Demands Information on Teapot Dome, 1922__ America’s Music CD__ Using the Internet

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Section 3 Objectives 1. Summarize the impact of the automobile and other

consumer goods on American life. 2. Explain how prosperity affected different groups

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

superficial.


PE, p. 422




__ Map: Route 66PE, p. 423

__ Key Player: Calvin CoolidgePE, p. 424

__ Chart: Goods and Prices, 1900 and 1928PE, p. 425

__ Another Perspective: The NeedyPE, p. 426

__ More About: Impact of the Automobile; Easy Credit; Success and Failure; Internet Start-Ups and DownsTE, pp. 423, 427–429


__ Tracing Themes: Economic OpportunityPE, pp. 428–429

__ American Lives: Henry FordUnit 4 In-Depth Resources, p. 19

__ Critical Thinking: Consumer Spending PowerCritical Thinking Transparency CT54

Cross-Curricular Links__ Economics: Creating New Industries

TE, p. 424__ Geography: The Automobile Industry

Unit 4 In-Depth Resources: Geography Application, pp. 9–10



Name Date

12

The Business of America

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P6, P8, P15, P16, P32, P33


Era 7, 2.1; Era 7, 2.2


6.3, 6.4, 7.5, 7.7, 8.2



Lesson Plan for The Business of America continued


Differentiating Instruction__ Less Proficient Readers: Identifying Supporting Details


__ Gifted and Talented Students: Early Car CompaniesTE, p. 423

__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 145, 147–148Spanish Reading Study Guide, pp. 127–128

Integrate Technology__ Electronic Teacher Tools__ Electronic Library of Primary Sources



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Block Scheduling Options__ Link to Popular Culture: Advertising Messages


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Documents

CHAPTER Section 2 (pages 236–240) 6 Lesson Plan The … · Section 3 Objectives 1. Identify management and business strategies that contributed to the success of business tycoons