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Europe, Russia, and the Independent Republics
Section 1 (pages 273–277)4 Daily Lesson PlansDaily Lesson Plans4
Europe, Russia, and the Independent Republics
Unit Atlas; Data File (pages 258–269)
61
ATLAS OBJECTIVES
1. Describe and locate physical features of Europe,Russia, and the Independent Republics
2. Examine maps concerning the climate and data regarding the landmass and population of the region
3. Identify political features of Europe, Russia, and the Independent Republics
4. Analyze the population and examine a road map of Europe
5. Compare data on the countries of Europe, Russia, and the Independent Republics
DATA FILE OBJECTIVE
Examine and compare data on Europe, Russia, and the Independent Republics
Introduce the Unit
__ Before You Read ■■ TE, p. 258
__ Interpreting the Photograph: The Colosseum ■■ PE, pp. 258–259■■ TE, p. 259
__ Unit Activities: Create a Time Line; Identify ■■ TE, p. 258Locations on a Map
Focus & Motivate
__ Introduce the geography of Europe, Russia, ■■ TE, p. 260and the Independent Republics
Instruct
__ Discuss key questions ■■ TE, pp. 260–264
__ Maps: Europe, Russia, and the Independent ■■ PE, pp. 260–261; 262–263Republics: Physical and Political
__ Map: Climates of Europe, Russia, and the ■■ PE, p. 260Independent Republics
__ Infographic: Europe, Russia, and the Independent ■■ PE, p. 261Republics-United States Landmass and Population ■■ TE, pp. 261, 263
__ Country Profiles: The Netherlands, Vatican City ■■ PE, p. 262
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.3
PPE: 1.6, 2.6, 2.7
SSPS: 2.2, 2.3
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UNIT 462
Lesson Plan for Europe, Russia, and the Independent Republics continued
Instruct continued
__ Map: Road Map of Selected European Countries ■■ PE, p. 263
__ More About: Lake Baikal, The Caspian Sea, ■■ TE, pp. 261–263, 265–269The Oldest Cave Paintings, Quality of Life, Flags,Currency, Life Expectancy
Interdisciplinary Links
__ Popular Culture ■■ TE, p. 262
__ Science/Health ■■ TE, p. 269
Differentiating Instruction
__ Gifted and Talented Students ■■ TE, p. 265
__ Multiple Learning Styles: Logical; Logical/ ■■ TE, pp. 264, 267, 268Mathematical; Visual
__ Individual Needs: Citizenship Activities ■■ TE, p. 266
Block Scheduling Options
__ Interdisciplinary Link: Math ■■ TE, p. 260
Homework Assignments Other Teaching Materials
RESOURCES
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Western Europe: Its Land and History
Section 1 (pages 273–277)10 Daily Lesson PlansDaily Lesson Plans10
A Land of Varied Riches
Section 1 (pages 270–277)
63
FOCUS ON GEOGRAPHY OBJECTIVES• To help students understand how geography
affects climate in Europe• To show a relationship between climate and
the economy
SECTION 1 OBJECTIVES
1. To describe Europe’s geography2. To describe factors affecting Europe’s climate3. To explain how its natural resources affect
what Europe produces today
Introduce the Chapter
__ Interpreting the Photograph: Segovia, Spain ■■ PE, pp. 270–271
__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 270
__ Focus on Geography ■■ PE, p. 271
__ Making Geographic Connections ■■ TE, p. 272
__ Reading Social Studies: ■■ PE, p. 272Reading Strategy—Categorizing
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 273and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 273
Instruct
__ Read the section ■■ PE, pp. 273–277■■ Unit 4 In-Depth Resources: Guided Reading, p. 3
__ Discuss key questions ■■ TE, pp. 273, 275, 276
__ Focus on Visuals: Interpreting the Photographs: ■■ PE, TE, p. 276Western Europe
__ Map: Land Use in Europe Today ■■ PE, p. 277
__ Critical Thinking Activity: Making Inferences ■■ PE, p. 274
__ More About: Peninsulas,The Ural Mountains ■■ TE, pp. 274, 275
__ Critical Thinking Activity: Generalizing ■■ TE, p. 275
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.3, 2.1, 2.4
PPE: 1.1, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1064
Lesson Plan for A Land of Varied Riches continued
Interdisciplinary Links
__ Current Events ■■ TE, p. 276
Differentiating Instruction
__ Less Proficient Readers: Rereading ■■ TE, p. 274■■ Reading Study Guide, pp. 78–79
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 75, 81 ■■ Spanish Reading Study Guide, pp. 78–79
__ Multiple Learning Styles:Visual ■■ TE, p. 275
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 1 Quiz
__ The World’s Music CD ■■ Track 6: “Duende y Compas”;Track 7: “Lucy Campbell” and “Rakish Paddy”;Track 9: “Spielmannsgruss”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 1 Assessment ■■ PE, p. 277
__ Section 1 Quiz ■■ Formal Assessment, p. 141
__ Reteaching Activity ■■ TE, p. 277■■ Unit 4 In-Depth Resources, p. 11
Block Scheduling Options
____ Interdisciplinary Link: Current Events ■■ TE, p. 276
Homework Assignments Other Teaching Materials
RESOURCES
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Western Europe: Its Land and History
Section 1 (pages 273–277)10 Daily Lesson PlansDaily Lesson Plans10
Ancient Greece
Section 2 (pages 278–283)
65
SECTION 2 OBJECTIVES
1. To describe the geography of Greece, thedevelopment of Greek city-states, and the birth of democracy in Greece
2. To describe the achievements of Greek culture and explain its spread and influence
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 278and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 278
Instruct
__ Read the section ■■ PE, pp. 278–283■■ Unit 4 In-Depth Resources: Guided Reading, p. 4
__ Discuss key questions ■■ TE, pp. 278, 280
__ Connections to Language: Metropolis ■■ PE, p. 279
__ Map: Greek Colonization ■■ PE, p. 279
__ Strange but True: Spartan Soldiers ■■ PE, p. 280
__ The World’s Heritage: Ancient Greek Architecture ■■ PE, p. 281
__ Biography: Aristotle ■■ PE, p. 282
__ Skillbuilder: Making a Generalization ■■ PE, p. 283■■ Unit 4 In-Depth Resources: Skillbuilder Practice, p. 9
__ Critical Thinking Activity: Analyzing Motives ■■ TE, p. 281
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 80–81
__ Gifted and Talented Students: ■■ TE, p. 281Researching a Historical Figure
__ Students Acquiring English/ESL: ■■ TE, p. 280Using Section Vocabulary ■■ Access for Students Acquiring English, pp. 76, 81
■■ Spanish Reading Study Guide, pp. 80–81
__ Multiple Learning Styles: Visual/Linguistic ■■ TE, p. 279
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.3,2.4, 2.5, 2.6, 2.7
PAG: 1.4, 1.9, 2.6
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1066
Lesson Plan for Ancient Greece continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 2 Quiz
__ The World’s Music CD ■■ Track 8: “You Birds of the Valley”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 2 Assessment ■■ PE, p. 282
__ Section 2 Quiz ■■ Formal Assessment, p. 142
__ Reteaching Activity ■■ TE, p. 282■■ Unit 4 In-Depth Resources, p. 12
Block Scheduling Options
__ Career Connection: Weather Forecaster ■■ TE, p. 283
Homework Assignments Other Teaching Materials
RESOURCES
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Western Europe: Its Land and History
Section 1 (pages 273–277)10 Daily Lesson PlansDaily Lesson Plans10
Ancient Rome
Section 3 (pages 284–289)
67
SECTION 3 OBJECTIVES
1. To describe the Roman Republic and the spread of Rome’s power
2. To explain the establishment and influence of the Roman Empire
3. To identify reasons for the rise of Christianity
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 284and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 284
Instruct
__ Read the section ■■ PE, pp. 284–289■■ Unit 4 In-Depth Resources: Guided Reading, p. 5
__ Discuss key questions ■■ TE, pp. 284, 286, 289
__ Strange but True: Roman Law ■■ PE, p. 285
__ Map: Extent of Roman Control ■■ TE, p. 286
__ Map: The Roman Empire, A.D. 14 ■■ PE, p. 287
__ Spotlight on Culture: Architecture ■■ PE, p. 288
__ Critical Thinking Activity: Contrasting ■■ TE, p. 285
__ Critical Thinking Activity: Finding Causes ■■ TE, p. 288
Interdisciplinary Links
__ Language Arts ■■ TE, p. 285
__ Art ■■ TE, p. 288
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 82–83
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 77, 83■■ Spanish Reading Study Guide, pp. 82–83
__ Multiple Learning Styles: Linguistic ■■ TE, p. 286
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 2.3, 2.4,2.5, 2.6, 2.7
PAG: 1.4, 1.9
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1068
Lesson Plan for Ancient Rome continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 3 Quiz
__ The World’s Music CD
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 3 Assessment ■■ PE, p. 289
__ Section 3 Quiz ■■ Formal Assessment, p. 143
__ Reteaching Activity ■■ TE, p. 289■■ Unit 4 In-Depth Resources, p. 13
Block Scheduling Options
__ Interdisciplinary Links: Literature ■■ TE, p. 287
Homework Assignments Other Teaching Materials
RESOURCES
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Western Europe: Its Land and History
Section 1 (pages 273–277)10 Daily Lesson PlansDaily Lesson Plans10
Time of Change: The Middle Ages
Section 4 (pages 290–295)
69
SECTION 4 OBJECTIVES
1. To describe Europe after the fall of the Roman Empire
2. To identify Charlemagne and describe the church’s role in the Middle Ages
3. To explain the relationships among people under feudalism and manorialism
4. To explain the changes that took place as townsdeveloped and grew
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 290and Terms & Names
__ Warm-Up: Drawing Conclusions ■■ TE, p. 290
Instruct
__ Read the section ■■ PE, pp. 290–295■■ Unit 4 In-Depth Resources: Guided Reading, p. 6
__ Discuss key questions ■■ TE, pp. 290–292, 294
__ Connections to History: The Bayeaux Tapestry ■■ PE, pp. 292–293
__ Connections to Economics: The Middle Class ■■ PE, p. 294
__ Critical Thinking Activity: Forming and ■■ TE, p. 291Supporting Opinions
__ More About: Castles, The Magna Carta ■■ TE, pp. 293, 295
__ Critical Thinking Activity: Recognizing ■■ TE, p. 293Important Details
Differentiating Instruction
__ Less Proficient Readers: ■■ TE, p. 292Understanding Key Concepts ■■ Reading Study Guide, pp. 84–85
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 78, 84■■ Spanish Reading Study Guide, pp. 84–85
__ Multiple Learning Styles: Intrapersonal; Linguistic ■■ TE, pp. 291, 293
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.4, 2.1, 2.4
PPE: 1.1, 1.6, 2.3, 2.4, 2.5
PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
SSPS: 1.1, 1.2, 2.1
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UNIT 4 CHAPTER 1070
Lesson Plan for Time of Change: The Middle Ages continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 4 Quiz■■ Chapter Tests
__ The World’s Music CD ■■ Track 6: “Duende y Compas”;Track 7: “Lucy Campbell” and “Rakish Paddy”;Track 9: “Spielmannsgruss”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 4 Assessment ■■ PE, p. 295
__ Section 4 Quiz ■■ Formal Assessment, p. 144
__ Reteaching Activity ■■ TE, p. 295■■ Unit 4 In-Depth Resources, p. 14
__ Chapter 10 Assessment ■■ PE, pp. 296–297
__ Chapter Test, Forms A, B,and C ■■ Formal Assessment, pp. 145–156
Block Scheduling Options
__ Skillbuilder Mini-Lesson: Reading a Time Line ■■ TE, p. 294
Homework Assignments Other Teaching Materials
RESOURCES
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The Growth of New Ideas
Section 1 (pages 273–277)11 Daily Lesson PlansDaily Lesson Plans11
Renaissance Connections
Section 1 (pages 298–306)
71
FOCUS ON GEOGRAPHY OBJECTIVES• To help students understand the relationship
of geography, trade, and economics• To explain the physical and social impact of trade
on communities
SECTION 1 OBJECTIVES
1. To explain the scope of Europe’s Renaissance2. To describe the growth of arts and learning
in Europe during the Renaissance3. To identify the religious conflicts that led to the
Protestant Reformation4. To describe the Reformation and Luther’s work
Introduce the Chapter
__ Interpreting the Photograph: Cape of Saint Vincent ■■ PE, pp. 298–299
__ Critical Thinking Activity: Analyzing Motives ■■ TE, p. 298
__ Focus on Geography ■■ PE, p. 299
__ Making Geographic Connections ■■ TE, p. 299
__ Reading Social Studies: ■■ PE, p. 300Reading Strategy—Categorizing
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 301and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 301
Instruct
__ Read the section ■■ PE, pp. 310–306■■ Unit 4 In-Depth Resources: Guided Reading, p. 15
__ Discuss key questions ■■ TE, pp. 301, 303, 305, 306
__ Map: Italian City-States, c. 1350 ■■ PE, p. 302
__ Biography: The Medici Family ■■ PE, p. 303
__ Connections to Math: Perspective ■■ PE, p. 304
__ Spotlight on Culture: The Printing Press ■■ PE, p. 305
__ Critical Thinking Activity: Summarizing ■■ TE, p. 302
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 2.3, 2.4,2.5, 2.6, 2.7
PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
PAG: 1.4, 1.9, 2.6
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1172
Lesson Plan for Renaissance Connections continued
Instruct continued
__ More About: William Shakespeare ■■ TE, p. 304
__ Critical Thinking Activity: Analyzing Motives ■■ TE, p. 304
__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 305
Interdisciplinary Links
__ Art ■■ TE, p. 303
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 88–89
__ Students Acquiring English/ESL: Prefixes ■■ TE, p. 302■■ Access for Students Acquiring English, pp. 85, 91■■ Spanish Reading Study Guide, pp. 88–89
__ Multiple Learning Styles: Logical ■■ TE, p. 305
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 1 Quiz
__ The World’s Music CD ■■ Track 6: “Duende y Compas”;Track 7: “Lucy Campbell” and “Rakish Paddy”;Track 9: “Spielmannsgruss”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 1 Assessment ■■ PE, p. 306
__ Section 1 Quiz ■■ Formal Assessment, p. 157
__ Reteaching Activity ■■ TE, p. 306■■ Unit 4 In-Depth Resources, p. 23
Block Scheduling Options
__ Skillbuilder Mini-Lesson: Making a Generalization ■■ TE, p. 304
Homework Assignments Other Teaching Materials
RESOURCES
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The Growth of New Ideas
Section 1 (pages 273–277)11 Daily Lesson PlansDaily Lesson Plans11
Traders, Explorers, and Colonists
Section 2 (pages 307–312)
73
SECTION 2 OBJECTIVES
1. To recognize the importance of trade routesbetween Europe and Asia
2. To identify Portuguese explorers and routes3. To identify Spanish and English explorers and routes4. To describe the effect of European exploration
on Africa and North and South America
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 307and Terms & Names
__ Warm-Up: Drawing Conclusions ■■ TE, p. 307
Instruct
__ Read the section ■■ PE, pp. 307–312■■ Unit 4 In-Depth Resources: Guided Reading, p. 16
__ Discuss key questions ■■ TE, pp. 307–310
__ Map: Portuguese Explorers,1400s ■■ PE, p. 308
__ Connections to Science: New Ships ■■ PE, p. 309
__ Map: Columbus, Cabot, and Magellan, 1492–1522 ■■ PE, p. 311
__ Skillbuilder: Researching Topics on the Internet ■■ PE, p. 312■■ Unit 4 In-Depth Resources: Skillbuilder Practice, p. 21
__ Critical Thinking Activity: Summarizing ■■ TE, p. 310
__ More About: Navigation ■■ TE, p. 310
Interdisciplinary Links
__ Geography/Mathematics ■■ TE, p. 309
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 90–91
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 86, 92■■ Spanish Reading Study Guide, pp. 90–91
__ Multiple Learning Styles: Interpersonal ■■ TE, p. 308
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.6, 2.5, 2.6, 2.7
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1174
Lesson Plan for Traders, Explorers, and Colonists continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 2 Quiz
__ The World’s Music CD ■■ Track 6: “Duende y Compas”;Track 7: “Lucy Campbell” and “Rakish Paddy”;Track 9: “Spielmannsgruss”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 2 Assessment ■■ PE, p. 311
__ Section 2 Quiz ■■ Formal Assessment, p. 158
__ Reteaching Activity ■■ TE, p. 311■■ Unit 4 In-Depth Resources, p. 24
Block Scheduling Options
__ Interdisciplinary Links: Geography ■■ TE, p. 310
__ Career Connection: Reference Librarian ■■ TE, p. 312
Homework Assignments Other Teaching Materials
RESOURCES
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The Growth of New Ideas
Section 1 (pages 273–277)11 Daily Lesson PlansDaily Lesson Plans11
The Age of Revolution
Section 3 (pages 313–317)
75
SECTION 3 OBJECTIVES
1. To describe the changes that occurred during theScientific and Industrial Revolutions
2. To explain the effect of the Industrial Revolution on Europe’s labor force
3. To identify the growth in citizens’ rights and changesin government in France and England
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 313and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 313
Instruct
__ Read the section ■■ PE, pp. 313–317■■ Unit 4 In-Depth Resources: Guided Reading, p. 17
__ Discuss key questions ■■ TE, pp. 313, 314, 316
__ The World’s Heritage: The Scientific Method ■■ PE, p. 314
__ Graph: Population Growth in European Cities ■■ PE, p. 315
__ Critical Thinking Activity: Analyzing Motives ■■ TE, p. 317
__ More About: The Industrial Revolution, Child Labor, ■■ TE, pp. 314–316Marie Antoinette, The Bastille
Interdisciplinary Links
__ Government ■■ TE, p. 316
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 92–93
__ Gifted and Talented Students: Researching a Topic ■■ TE, p. 315
__ Students Acquiring English/ESL: Understanding ■■ TE, p. 314Multiple Meanings ■■ Access for Students Acquiring English, pp. 87, 93
■■ Spanish Reading Study Guide, pp. 92–93
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.4, 2.1, 2.4
PPE: 1.6, 2.5
SSPS: 1.1, 1.2, 2.1
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UNIT 4 CHAPTER 1176
Lesson Plan for The Age of Revolution continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 3 Quiz
__ The World’s Music CD ■■ Track 6: “Duende y Compas”;Track 7: “Lucy Campbell” and “Rakish Paddy”;Track 9: “Spielmannsgruss”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 3 Assessment ■■ PE, p. 317
__ Section 3 Quiz ■■ Formal Assessment, p. 159
__ Reteaching Activity ■■ TE, p. 317■■ Unit 4 In-Depth Resources, p. 25
Block Scheduling Options
__ Gifted and Talented Students: Researching a Topic ■■ TE, p. 315
Homework Assignments Other Teaching Materials
RESOURCES
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The Growth of New Ideas
Section 1 (pages 273–277)11 Daily Lesson PlansDaily Lesson Plans11
The Russian Empire
Section 4 (pages 318–322)
77
SECTION 4 OBJECTIVES
1. To describe the impact of the early czars on the internal and external affairs of Russia
2. To explain the growth of Russia into a large empire under strong rulers
3. To explain problems of Russia’s expansion4. To identify causes of Russian Revolution
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 318and Terms & Names
__ Warm-Up: Drawing Conclusions ■■ TE, p. 318
Instruct
__ Read the section ■■ PE, pp. 318–322■■ Unit 4 In-Depth Resources: Guided Reading, p. 18
__ Discuss key questions ■■ TE, pp. 318–320, 322
__ Map: The Expansion of Russia ■■ PE, p. 320
__ Spotlight on Culture: The Hermitage Museum ■■ PE, p. 321
__ Strange but True: Rasputin ■■ PE, p. 322
__ Critical Thinking Activity: Recognizing ■■ TE, p. 320Important Details
__ More About: Ivan the Terrible ■■ TE, p. 319
__ Technology: 1781 James Watt’s Double-Action ■■ PE, pp. 323–324Steam Engine
Differentiating Instruction
__ Less Proficient Readers: Determining Cause ■■ TE, p. 321and Effect ■■ Reading Study Guide, pp. 94–95
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 88, 94■■ Spanish Reading Study Guide, pp. 94–95
__ Multiple Learning Styles: Logical ■■ TE, p. 319
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.2, 1.3, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7
PAG: 1.4, 1.9
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1178
Lesson Plan for The Russian Empire continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 4 Quiz■■ Chapter Tests
__ The World’s Music CD ■■ Track 11: “Haida-Haida”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 4 Assessment ■■ PE, p. 322
__ Section 4 Quiz ■■ Formal Assessment, p. 160
__ Reteaching Activity ■■ TE, p. 322■■ Unit 4 In-Depth Resources, p. 26
__ Chapter 11 Assessment ■■ PE, pp. 324–325
__ Chapter Test, Forms A, B,and C ■■ Formal Assessment, pp. 161–172
Block Scheduling Options
__ Skillbuilder Mini-Lesson: Making a Generalization ■■ TE, p. 320
Homework Assignments Other Teaching Materials
RESOURCES
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Europe: War and Change
Section 1 (pages 273–277)12 Daily Lesson PlansDaily Lesson Plans12 Section 1 (pages 326–332)
79
Introduce the Chapter
__ Interpreting the Photograph: Berlin at Night ■■ PE, pp. 326–327
__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 326
__ Focus on Geography ■■ PE, p. 327
__ Making Geographic Connections ■■ TE, p. 327
__ Reading Social Studies: Reading Strategy— ■■ PE, p. 328Analyzing Causes and Effects
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 329and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 329
Instruct
__ Read the section ■■ PE, pp. 329–332■■ Unit 4 In-Depth Resources Guided Reading, p. 27
__ Discuss key questions ■■ TE, p. 329
__ Map: European Colonial Possessions, 1914 ■■ PE, p. 330
__ Spotlight on Culture: The Ballets Russes ■■ PE, p. 331
__ Map: Austria-Hungary, 1900 ■■ PE, p. 332
__ Critical Thinking Activity: Recognizing Effects ■■ TE, p. 330
__ Critical Thinking Activity: Clarifying ■■ TE, p. 332
RESOURCES
European EmpiresFOCUS ON GEOGRAPHY OBJECTIVES• To help students recognize the diversity of languages
and cultures in Europe• To identify shared borders and densely populated
areas as factors in numerous European wars
SECTION 1 OBJECTIVES
1. To explain how nationalism and colonialism led to conflicts among European nations in the early20th century
2. To identify the dual monarchy of Austria-Hungary
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 2.3, 2.4,2.5, 2.6, 2.7
PAG: 1.4, 1.9
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1280
Lesson Plan for European Empires continued
Interdisciplinary Links
__ Music ■■ TE, p. 330
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 98–99
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 95, 100■■ Spanish Reading Study Guide, pp. 98–99
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 1 Quiz
__ The World’s Music CD ■■ Track 6: “Duende y Compas”;Track 7: “Lucy Campbell” and “Rakish Paddy”;Track 8: “You Birds of the Valley”;Track 9: “Spielmannsgruss”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 1 Assessment ■■ PE, p. 332
__ Section 1 Quiz ■■ Formal Assessment, p. 173
__ Reteaching Activity ■■ TE, p. 332■■ Unit 4 In-Depth Resources, p. 34
Block Scheduling Options
__ Skillbuilder Mini-Lesson: Identifying Causes ■■ TE, p. 331and Effects
Homework Assignments Other Teaching Materials
RESOURCES
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Europe: War and Change
Section 1 (pages 273–277)12 Daily Lesson PlansDaily Lesson Plans12
Europe at War
Section 2 (pages 333–339)
81
SECTION 2 OBJECTIVES
1. To identify the issues that led to World War I2. To describe Europe after World War I3. To identify Germany’s actions that led to
World War II4. To describe Europe after World War II
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 333and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 333
Instruct
__ Read the section ■■ PE, pp. 333–339■■ Unit 4 In-Depth Resources: Guided Reading, p. 28
__ Discuss key questions ■■ TE, pp. 333, 335–337
__ Chart: World War I Alliances ■■ PE, p. 334
__ Strange but True: War Dogs ■■ PE, p. 335
__ Map: Europe After World War I ■■ PE, p. 335
__ Chart: World War II Alliances ■■ PE, p. 336
__ Biography: Anne Frank ■■ PE, p. 337
__ Map: Europe After World War II ■■ PE, p. 338
__ Critical Thinking Activity: Recognizing Effects ■■ TE, p. 337
__ More About: World War I Weaponry, Holocaust ■■ TE, pp. 334, 336
__ Skillbuilder: Reading a Political Cartoon ■■ PE, p. 339■■ Unit 4 In-Depth Resources: Skillbuilder Practice, p. 32
__ Literature Connections: “Fionn MacCumhail ■■ PE, pp. 340–341and the Giant’s Causeway”
Interdisciplinary Links
__ Art ■■ TE, p. 335
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.6, 2.5, 2.6, 2.7
PAG: 2.6
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1282
Lesson Plan for Europe at War continued
Differentiating Instruction
__ Less Proficient Readers ■■ TE, p. 337■■ Reading Study Guide, pp. 100–101
__ Gifted and Talented Students: Debating ■■ TE, p. 336
__ Students Acquiring English/ESL: Base Words ■■ TE, p. 334and Suffixes ■■ Access for Students Acquiring English, pp. 96, 101
■■ Spanish Reading Study Guide, pp. 100–101
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 2 Quiz
__ The World’s Music CD ■■ Track 6: “Duende y Compas”;Track 7: “Lucy Campbell” and “Rakish Paddy”;Track 8: “You Birds of the Valley”;Track 9: “Spielmannsgruss”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 2 Assessment ■■ PE, p. 338
__ Section 2 Quiz ■■ Formal Assessment, p. 174
__ Reteaching Activity ■■ TE, p. 338■■ Unit 4 In-Depth Resources, p. 35
Block Scheduling Options
__ Career Connections: Political Cartoonist ■■ TE, p. 339
Homework Assignments Other Teaching Materials
RESOURCES
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Europe: War and Change
Section 1 (pages 273–277)12 Daily Lesson PlansDaily Lesson Plans12
The Soviet Union
Section 3 (pages 342–347)
83
SECTION 3 OBJECTIVES1. To explain the postwar division between
the countries of Eastern and Western Europe2. To describe the effects of the dictatorship
of Joseph Stalin on the Soviet Union3. To describe the climate of the Cold War
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 342and Terms & Names
__ Warm-Up: Recognizing Effects ■■ TE, p. 342
Instruct
__ Read the section ■■ PE, pp. 342–347■■ Unit 4 In-Depth Resources: Guided Reading, p. 29
__ Discuss key questions ■■ TE, pp. 342, 344, 346
__ Map: The Iron Curtain and the Warsaw ■■ PE, pp. 344–345Pact Nations, 1955
__ Spotlight on Culture: Soviet Film ■■ PE, p. 346
__ Critical Thinking Activity: Analyzing Issues ■■ TE, p. 343
__ More About: The Iron Curtain, The Soviet Union, ■■ TE, pp. 343, 345, 347The Brandenburg Gate
Interdisciplinary Links
__ Art/Language Arts ■■ TE, p. 345
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 102–103
__ Gifted and Talented Students ■■ TE, p. 346
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 97, 102■■ Spanish Reading Study Guide, pp. 102–103
__ Multiple Learning Styles: Visual ■■ TE, pp. 343, 344
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.2, 1.3, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7
PAG: 1.4, 1.9
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1284
Lesson Plan for The Soviet Union continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 3 Quiz■■ Chapter Tests
__ The World’s Music CD ■■ Track 11: “Haida-Haida”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 3 Assessment ■■ PE, p. 347
__ Section 3 Quiz ■■ Formal Assessment, p. 175
__ Reteaching Activity ■■ TE, p. 347■■ Unit 4 In-Depth Resources, p. 36
__ Chapter 12 Assessment ■■ PE, pp. 348–349
__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 176–187
Block Scheduling Options
__ Multiple Learning Styles: Visual ■■ TE, p. 343
Homework Assignments Other Teaching Materials
RESOURCES
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Modern Europe
Section 1 (pages 273–277)13 Daily Lesson PlansDaily Lesson Plans13
Eastern Europe Under Communism
Section 1 (pages 350–359)
85
FOCUS ON GEOGRAPHY OBJECTIVES• To identify the relationship between natural
resources and economic development• To recognize the importance of the wise use
of natural resources
SECTION 1 OBJECTIVES
1. To describe the degree of control the Soviet Union had over its citizens
2. To describe the Soviet economy3. To explain attempts to change Soviet-dominated
governments and economies
Introduce the Chapter
__ Interpreting the Photograph: The Locomotive ■■ PE, pp. 350–351
__ Critical Thinking Activity: Comparing ■■ TE, p. 350
__ Focus on Geography ■■ PE, p. 351
__ Making Geographic Connections ■■ TE, p. 351
__ Reading Social Studies: ■■ PE, p. 352Reading Strategy—Comparing
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 353and Terms & Names
__ Warm-Up: Analyzing Motives ■■ TE, p. 353
Instruct
__ Read the section ■■ PE, pp. 17–21■■ Unit 4 In-Depth Resources: Guided Reading, p. 37
__ Discuss key questions ■■ TE, pp. 353, 355, 356
__ Strange but True: Space Dogs ■■ PE, p. 354
__ Map: Ethnic and Cultural Groups of the ■■ PE, p. 355Soviet Union, c. 1950
__ Spotlight on Culture: Solzhenitsyn ■■ PE, p. 356
__ Critical Thinking Activity: Comparing ■■ TE, p. 354
__ More About: Nikita Khrushchev ■■ TE, p. 357
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 2.3, 2.4,2.5, 2.6, 2.7
PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
PAG: 1.4, 1.9, 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1386
Lesson Plan for Eastern Europe Under Communism continued
Instruct continued
__ Critical Thinking Activity: Drawing Conclusions ■■ TE, p. 357
__ Skillbuilder: Using an Electronic Card Catalog ■■ PE, p. 359■■ Unit 4 In-Depth Resources: Skillbuilder Practice, p. 42
Interdisciplinary Links
__ Language Arts/Writing ■■ TE, p. 357
Differentiating Instruction
__ Less Proficient Readers: Identifying Main Ideas ■■ TE, p. 354and Details ■■ Reading Study Guide, pp. 106–107
__ Gifted and Talented Students: Comparing ■■ TE, p. 355and Contrasting
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 103, 108■■ Spanish Reading Study Guide, pp. 106–107
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 1 Quiz
__ The World’s Music CD, Track 11: “Haida-Haida”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 1 Assessment ■■ PE, p. 358
__ Section 1 Quiz ■■ Formal Assessment, p. 188
__ Reteaching Activity ■■ TE, p. 358■■ Unit 4 In-Depth Resources, p. 44
Block Scheduling Options
__ Skillbuilder Mini-Lesson: Reading a Political Cartoon ■■ TE, p. 356
__ Career Connection: Database Programmer ■■ TE, p. 359
Homework Assignments Other Teaching Materials
RESOURCES
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Modern Europe
Section 1 (pages 273–277)13 Daily Lesson PlansDaily Lesson Plans13
Eastern Europe and Russia
Section 2 (pages 360–366)
87
SECTION 2 OBJECTIVES
1. To identify changes in Eastern Europe and Russia after the breakup of the Soviet Union
2. To describe the war in the Balkans3. To describe modern Russia’s culture, government,
resources, industry, and economics
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 360and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 360
Instruct
__ Read the section ■■ PE, pp. 360–366■■ Unit 4 In-Depth Resources: Guided Reading, p. 38
__ Discuss key questions ■■ TE, pp. 360, 363, 364
__ Map: Former Soviet Republics and Warsaw ■■ PE, p. 361Pact Members, 2001
__ Spotlight on Culture: Easter in Ukraine ■■ PE, p. 362
__ Connections to Science: Pollution ■■ PE, p. 363
__ Map: The Balkan States,1991 and 2001 ■■ PE, p. 363
__ The World’s Heritage: Russian Icons ■■ PE, p. 364
__ Map: Russia’s Natural Resources Today ■■ PE, p. 365
__ Connections to Language: The Russian Language ■■ PE, p. 365
__ Critical Thinking Activity: Summarizing ■■ TE, p. 362
__ Critical Thinking Activity: Comparing ■■ TE, p. 365
Interdisciplinary Links
__ Geography ■■ TE, p. 365
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.2, 1.3, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7
PAG: 1.4, 1.9, 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1388
Lesson Plan for Eastern Europe and Russia continued
Differentiating Instruction
__ Less Proficient Readers: Identifying Sequence ■■ TE, p. 363■■ Reading Study Guide, pp. 108–109
__ Gifted and Talented Students ■■ TE, p. 364
__ Students Acquiring English/ESL: Borrowed Words ■■ TE, p. 361■■ Access for Students Acquiring English, pp. 104, 109■■ Spanish Reading Study Guide, pp. 108–109
__ Multiple Learning Styles: Visual/Kinesthetic ■■ TE, p. 362
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 2 Quiz
__ The World’s Music CD, Track 11: “Haida-Haida”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 2 Assessment ■■ PE, p. 366
__ Section 2 Quiz ■■ Formal Assessment, p. 189
__ Reteaching Activity ■■ TE, p. 366■■ Unit 4 In-Depth Resources, p. 45
Block Scheduling Options
__ Multiple Learning Styles: Visual/Kinesthetic ■■ TE, p. 362
Homework Assignments Other Teaching Materials
RESOURCES
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Modern Europe
Section 1 (pages 273–277)13 Daily Lesson PlansDaily Lesson Plans13
The European Union
Section 3 (pages 367–373)
89
SECTION 3 OBJECTIVES
1. To identify the benefits of membership in the European Union
2. To describe the economies of European Union members
3. To describe the cultures of European Union members
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 367and Terms & Names
__ Warm-Up: Analyzing Motives ■■ TE, p. 367
Instruct
__ Read the section ■■ PE, pp. 367–373■■ Unit 4 In-Depth Resources: Guided Reading, p. 39
__ Discuss key questions ■■ TE, pp. 367, 369, 370, 372, 373
__ Chart: Members of the European Union, 2001 ■■ PE, p. 368
__ Connections to Economics: Tourism ■■ PE, p. 369
__ Critical Thinking Activity: Analyzing Issues ■■ TE, p. 368
__ More About: European Languages ■■ TE, pp. 370
__ Linking Past and Present: The Legacy of Europe ■■ PE, pp. 372–373
Interdisciplinary Links
__ Math ■■ TE, p. 369
__ Government ■■ TE, p. 372
Differentiating Instruction
__ Less Proficient Readers: Setting a Purpose ■■ TE, p. 368■■ Reading Study Guide, pp. 110–111
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 105, 110■■ Spanish Reading Study Guide, pp. 110–111
__ Multiple Learning Styles: Visual/Spatial ■■ TE, p. 370
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: .6, 2.5, 2.6, 2.7
PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
PAG: 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 2.1, 2.3,2.4, 2.5
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1390
Lesson Plan for The European Union continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 3 Quiz■■ Chapter Tests
__ The World’s Music CD ■■ Track 6: “Duende y Compas”;Track 7: “Lucy Campbell” and “Rakish Paddy”;Track 8: “You Birds of the Valley”;Track 9: “Spielmannsgruss”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 3 Assessment ■■ PE, p. 371
__ Section 3 Quiz ■■ Formal Assessment, p. 190
__ Reteaching Activity ■■ TE, p. 371■■ Unit 4 In-Depth Resources, p. 46
__ Chapter 13 Assessment ■■ PE, pp. 374–375
__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 191–202
Block Scheduling Options
__ Interdisciplinary Link: Math ■■ TE, p. 369
Homework Assignments Other Teaching Materials
RESOURCES
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Europe Today
Section 1 (pages 273–277)14 Daily Lesson PlansDaily Lesson Plans14
The United Kingdom
Section 1 (pages 376–383)
91
FOCUS ON GEOGRAPHY OBJECTIVES• To help students recognize the risks to the
environment caused by economic development• To help students understand the relationship
between economics and geography
SECTION 1 OBJECTIVES
1. To define social studies and identify the five fields of learning that it draws from
2. To identify the impact of geography andgovernment on people
3. To explain economics and related terms4. To define culture and culture traits
Introduce the Chapter
__ Interpreting the Photograph: ■■ PE, pp. 376–377London’s Piccadilly Circus
__ Critical Thinking Activity: Identifying Problems ■■ TE, p. 376
__ Focus on Geography ■■ PE, p. 377
__ Making Geographic Connections ■■ TE, p. 377
__ Reading Social Studies: ■■ PE, p. 378Reading Strategy—Comparing
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 379and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 379
Instruct
__ Read the section ■■ PE, pp. 379–383■■ Unit 4 In-Depth Resources: Guided Reading, p. 47
__ Discuss key questions ■■ TE, pp. 379, 382, 383
__ Map: The United Kingdom Today ■■ PE, p. 380
__ The World’s Heritage: The Houses of Parliament ■■ PE, p. 381
__ Critical Thinking Activity: Identifying Problems ■■ TE, p. 381
__ More About: Charles Dickens ■■ TE, p. 382
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.1, 1.6, 2.3, 2.4, 2.5, 2.6, 2.7
PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
PAG: 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1492
Lesson Plan for The United Kingdom continued
Interdisciplinary Links
__ Government ■■ TE, p. 381
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 114–115
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 111, 118■■ Spanish Reading Study Guide, pp. 114–115
__ Multiple Learning Styles: Logical ■■ TE, p. 380
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 1 Quiz
__ The World’s Music CD, Track 7: “Lucy Campbell”and “Rakish Paddy”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 1 Assessment ■■ PE, p. 383
__ Section 1 Quiz ■■ Formal Assessment, p. 203
__ Reteaching Activity ■■ TE, p. 383■■ Unit 4 In-Depth Resources, p. 56
Block Scheduling Options
__ Skillbuilder Mini-Lesson: Using an Electronic ■■ TE, p. 382Card Catalog
Homework Assignments Other Teaching Materials
RESOURCES
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Europe Today
Section 1 (pages 273–277)14 Daily Lesson PlansDaily Lesson Plans14
Sweden
Section 2 (pages 384–387)
93
SECTION 2 OBJECTIVES
1. To identify government, economic, andenvironmental issues of Sweden
2. To describe Sweden’s culture
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 384and Terms & Names
__ Warm-Up: Drawing Conclusions ■■ TE, p. 384
Instruct
__ Read the section ■■ PE, pp. 384–387■■ Unit 4 In-Depth Resources: Guided Reading, p. 48
__ Discuss key questions ■■ TE, pp. 384, 386
__ Map: Sweden Today ■■ PE, p. 385
__ Critical Thinking Activity: Analyzing Issues ■■ TE, p. 385
__ Critical Thinking Activity: Analyzing Causes ■■ TE, p. 386
__ Interdisciplinary Challenge: Spend a Day ■■ PE, pp. 388–389in Renaissance Florence
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 116–117
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 112, 119■■ Spanish Reading Study Guide, pp. 116–117
__ Multiple Learning Styles: Interpersonal; Visual ■■ TE, pp. 385, 386
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 2 Quiz
__ The World’s Music CD
__ Using the Internet ■■ classzone.com
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.6, 2.5, 2.6, 2.7
PAG: 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1494
Lesson Plan for Sweden continued
Assess & Reteach
__ Section 2 Assessment ■■ PE, p. 387
__ Section 2 Quiz ■■ Formal Assessment, p. 204
__ Reteaching Activity ■■ TE, p. 387■■ Unit 4 In-Depth Resources, p. 57
Block Scheduling Options
__ Multiple Learning Styles: Interpersonal ■■ TE, p. 385
Homework Assignments Other Teaching Materials
RESOURCES
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Europe Today
Section 1 (pages 273–277)14 Daily Lesson PlansDaily Lesson Plans14
France
Section 3 (pages 390–393)
95
SECTION 3 OBJECTIVES
1. To describe the government of France’s Fifth Republic
2. To describe France’s economy3. To explain France’s contribution to
world culture
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 390and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 390
Instruct
__ Read the section ■■ PE, pp. 390–393■■ Unit 4 In-Depth Resources: Guided Reading, p. 49
__ Discuss key questions ■■ TE, pp. 390–392
__ Map: France Today ■■ PE, p. 391
__ Dateline: Paris, France ■■ PE, p. 390
__ Connections to History: Lascaux Cave Paintings ■■ PE, p. 391
__ Focus on Visuals: Interpreting the Map ■■ TE, p. 391
__ Graph: Nuclear Energy Generation ■■ PE, p. 392
__ Focus on Visuals: Interpreting the Graph ■■ TE, p. 392
Interdisciplinary Links
__ Government/History ■■ TE, p. 391
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 118–119
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 113, 120■■ Spanish Reading Study Guide, pp. 118–119
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 3 Quiz
__ The World’s Music CD
__ Using the Internet ■■ classzone.com
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.6, 2.5, 2.6, 2.7
PAG: 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1496
Lesson Plan for France continued
Assess & Reteach
__ Section 3 Assessment ■■ PE, p. 393
__ Section 3 Quiz ■■ Formal Assessment, p. 205
__ Reteaching Activity ■■ TE, p. 393■■ Unit 4 In-Depth Resources, p. 58
Block Scheduling Options
__ Interdisciplinary Links: Art ■■ TE, p. 392
Homework Assignments Other Teaching Materials
RESOURCES
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Europe Today
Section 1 (pages 273–277)14 Daily Lesson PlansDaily Lesson Plans14
Germany
Section 4 (pages 394–398)
97
SECTION 4 OBJECTIVES
1. To describe Germany as a divided, and then as a reunified, nation
2. To describe Germany’s culture
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 394and Terms & Names
__ Warm-Up: Analyzing Motives ■■ TE, p. 394
Instruct
__ Read the section ■■ PE, pp. 394–398 ■■ Unit 4 In-Depth Resources: Guided Reading, p. 50
__ Discuss key questions ■■ TE, pp. 394, 396
__ Map: Germany Today ■■ PE, p. 395
__ Biography: Beethoven ■■ PE, p. 396
__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 395
__ Critical Thinking Activity: Recognizing Effects ■■ TE, p. 396
__ Skillbuilder: Making an Outline ■■ TE, p. 398■■ Unit 4 In-Depth Resources: Skillbuilder Practice, p. 54
Interdisciplinary Links
__ Geography/Math ■■ TE, p. 395
Differentiating Instruction
__ Less Proficient Readers: Synthesizing ■■ TE, p. 18■■ Reading Study Guide, pp. 120–121
__ Students Acquiring English/ESL: Prefixes ■■ TE, p. 396■■ Access for Students Acquiring English, pp. 114, 121■■ Spanish Reading Study Guide, pp. 120–121
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 4 Quiz
__ The World’s Music CD
__ Using the Internet ■■ classzone.com
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.6, 2.5, 2.6, 2.7
PAG: 2.4, 2.6
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 1498
Lesson Plan for Germany continued
Assess & Reteach
__ Section 4 Assessment ■■ PE, p. 397
__ Section 4 Quiz ■■ Formal Assessment, p. 206
__ Reteaching Activity ■■ TE, p. 397■■ Unit 4 In-Depth Resources, p. 59
Block Scheduling Options
__ Career Connection: Biographer ■■ TE, p. 398
Homework Assignments Other Teaching Materials
RESOURCES
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Europe Today
Section 1 (pages 273–277)14 Daily Lesson PlansDaily Lesson Plans14
Poland
Section 5 (pages 399–403)
99
SECTION 5 OBJECTIVES
1. To explain Poland’s political and economic struggles2. To describe Poland’s government3. To describe Poland’s economy and culture
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 399and Terms & Names
__ Warm-Up: Analyzing Motives ■■ TE, p. 399
Instruct
__ Read the section ■■ PE, pp. 399–403■■ Unit 4 In-Depth Resources: Guided Reading, p. 51
__ Discuss key questions ■■ TE, pp. 399, 401, 402
__ Dateline: Gdansk, Poland ■■ PE, p. 399
__ Map: Poland Today ■■ PE, p. 400
__ Critical Thinking Activity: Drawing Conclusions ■■ TE, p. 400
__ More About: Czeslaw Milosz ■■ TE, p. 402
__ Critical Thinking Activity: Comparing ■■ TE, p. 401
Interdisciplinary Links
__ World History ■■ TE, p. 400
Differentiating Instruction
__ Less Proficient Readers: Identifying Sequence ■■ TE, p. 401of Events ■■ Reading Study Guide, pp. 122–123
__ Gifted and Talented Students: Forming and ■■ TE, p. 402Supporting Opinions
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 115, 122■■ Spanish Reading Study Guide, pp. 122–123
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 5 Quiz■■ Chapter Tests
__ The World’s Music CD
__ Using the Internet ■■ classzone.com
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.6, 2.5, 2.6, 2.7
PAG: 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 4 CHAPTER 14100
Lesson Plan for Poland continued
Assess & Reteach
__ Section 5 Assessment ■■ PE, p. 403
__ Section 5 Quiz ■■ Formal Assessment, p. 207
__ Reteaching Activity ■■ TE, p. 403■■ Unit 4 In-Depth Resources, p. 60
__ Chapter 14 Assessment ■■ PE, pp. 404–405
__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 208–219
Block Scheduling Options
__ Gifted and Talented Students: Forming and ■■ TE, p. 402Supporting Opinions
Homework Assignments Other Teaching Materials
RESOURCES
