SECTION StRAtEGiES FOR ENGLiSH LEARNERS 6.2 · PDF fileAmerican History—Beginnings through Reconstruction Chapter 6: The Road to Revolution (1763–1776) 145 StRAtEGiES FOR ENGLiSH

American History—Beginnings through ReconstructionChapter 6: The Road to Revolution (1763–1776) 145

StRAtEGiES FOR ENGLiSH LEARNERS

Colonial Resistance GrowsSECTION

6.2

1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Then have students begin a KWL Chart on the Boston Tea Party. Ask students what they know or have heard about the Boston Tea Party. Have students use the discussion to fill in the first column of the KWL Chart. Then have them fill in the second column, writing any questions they may have. Tell students to fill in the third column after they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY

Have students use Interpreting Visual Sources to describe what they see in the picture of the Boston Massacre on PE p. 164. First, explain the word massacre. Then ask stu-dents: Who are the men in red coats? (British soldiers) What are they doing? (shooting at colonists) Why was the incident called a massacre? (colonists were unarmed)

BUILD VOCABULARY Explain and discuss the following key terms from the section: Townshend Acts, writs of assistance, and committees of correspondence. Then have student pairs use the Peer Tutoring and Flash Card Game from the Best Practices Toolkit to take turns quizzing each other.

3 Make Objectives ExplicitPresent the objectives listed below. Then have pairs of students get together and explain the objectives in their own words.

• Explain the Townshend Acts.

• Describe why and how the colonists protested the Townshend Acts.

• Explain the Boston Massacre.

• Describe the Tea Act and the Boston Tea Party.

4 Support Student ReadingCOOPERATIVE WORK

To help students summarize what they learned about the Boston Tea Party, have partners work together to fill in the third column of the KWL Chart.

ON ONE’S OWN Preview the following questions. Then have students search for their answers while reading.

1. What were the Townshend Acts? (p. 162, par. 3)

2. Why were British troops sent to Boston? (p. 163, par. 6–7)

3. How did some colonists protest the Tea Act? (p. 166, par. 1)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT20 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 54 of the Unit 3 Resource Book.

Strategies for E.L.: Section 6.2Lesson Plans

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 6

American History—Beginnings through ReconstructionChapter 6: The Road to Revolution (1763–1776)146

SECTION

6.2StRAtEGiES FOR iNCLUSiON

Colonial Resistance Grows

ACTIVATING PRIOR KNOWLEDGE Use a Vocabulary: Predicting ABCs activity in the Best Practices Toolkit and transparency as a motivational prereading activity. Have students call out and define terms that they expect to find. Next, have students skim for boldfaced terms, write them in the appropriate boxes, and share their meanings. After finishing the section, show the transparency once more. Ask them which terms were used in the section.

FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best Practices Toolkit to make sure students understand “The Townshend Acts Are Passed.” As you read, model your thought process. Here is an example:

Teacher reads: “Parliament’s new strategy, however, had one major flaw: with the Stamp Act repealed, Britain still needed to raise money in the colonies to pay for troops and other expenses.”

Teacher says: “In the last section, I learned what the Stamp Act was, why it was passed, and how the colonists reacted to it. I might go back to skim that information again, to make sure I understand.

Teacher reads: “So Britain’s finance minister, Charles Townshend, proposed a new series of duties, or taxes on imports, to raise revenue in America.”

Teacher says: “I think the next text will tell me what these taxes were called and what they meant for the colonists. I should probably take notes.”

ASSESSING COMPREHENSION Work with students on a Collaborative Rereading activity from the Best Practices Toolkit for Section 2. Here are some examples for “The Townshend Acts Are Passed”:

EXAMPLES: QUESTIONS

• What were the Townshend Acts?

• What were “writs of assistance”?

EXAMPLES: MAIN IDEAS

• Plan to raise revenue in the colonies; forced New Yorkers to pay for troops; placed import taxes on goods brought into colonies

• Search warrants used by British to enter homes or businesses looking for smuggled goods

During Reading

After Reading

Strategies for Inclusion: Section 6.2Lesson Plans

Before Reading

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

6


SECTION

6.3CORE LESSON PLAN

The Road to Lexington and Concord

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

o Spider Map, BPTK TT32 Section Objectives

o Interactive Reading/Vocabulary, PE/TE p. 168; BPTK TT9–TT16

1. Describe the Intolerable Acts and how the colonists reacted to them

2. Explain why the revolution begano Read for the Essential Question, TE p. 168

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

SECTION OPENER:

o 3-Minute Warm-Up, TE p. 169; UTB TT1

o One American’s Story, PE/TE p. 169

o Think, Pair, Share: Pair Activity—The Intolerable Acts, TE p. 169

o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards

Core Lesson Plan: Section 6.3Lesson Plans

PE = Pupil’s EditionTE = Teacher’s EditionURB = Unit 3 Resource Book

UTB = Unit 3 Transparency BookBPTK = Best Practices Toolkit—Interact with HistoryDTPT = Daily Test Practice Transparencies

TENNESSEE CURRICULUM STANDARDS

Performance Indicators State8.1.spi.2., 8.2.spi.4., 8.2.spi.5., 8.4.spi.2., 8.4.spi.3., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.11., 8.5.spi.12., 8.5.spi.14., 8.6.spi.1., 8.6.spi.2., 8.6.spi.4.

Performance Indicators Teacher8.1.tpi.10., 8.4.tpi.6., 8.4.tpi.7., 8.4.tpi.14., 8.4.tpi.17., 8.4.tpi.20., 8.4.tpi.24., 8.4.tpi.27., 8.4.tpi.28., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.17., 8.5.tpi.30., 8.5.tpi.31., 8.6.tpi.4., 8.6.tpi.5.

Learning Expectations2.01, 2.02, 2.03, 2.04, 4.01, 4.02, 4.04, 5.07, 5.10, 5.11

Process StandardsP1, P2, P6, P7, P8, P10, P12, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 68, BP 69, BP 71, BP 72, BP 73, BP 74, BP 75, BP 77, BP 78, BP 87, BP 89, BP 90, BP 162, BP 164, BP 170, BP 176, BP 177, BP 180, BP 181, BP 182, BP 263, BP 264, BP 265, BP 270, BP 272, BP 273, BP 277

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 6


SECtiON 6.3: CORE LESSON PLAN, continued

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

Struggling Readers & Inclusion

On-level Gifted and Talented & Pre-AP

English Learners

o Sentence Frames, TE p. 168

o Sequence of Events List, TE p. 170

o Description of Massachusetts Court Protests, TE p. 172

o RSG w/ Support, URB pp. 13–14

o Background, URB p. 34

o Section 3: The Road to Lexington and Concord, PE/TE pp. 168–174

o Reading Study Guide, URB pp. 5–6

o Chart Reactions to the Intolerable Acts, TE p. 170

o Differentiation Activity Bank: Strategies for Pre-AP, BPTK pp. 189–194

o Pronounce and Preview, TE p. 168

o Conversational Patterns, TE p. 172

o RSG Spanish, URB pp. 21–22

o RSG w/ Support, Spanish, URB pp. 29–30

o Background & Vocabulary, URB pp. 33–34

o eEdition w/ audio & Spanish

All Students

o Reader, Recorder, Reporter—Small Group Activity: The Revolution Begins, TE p. 173; American Literature Selection: “Paul Revere’s Ride,” URB pp. 48–52

o More About: Intolerable Acts, TE p. 170; The First Continental Congress, TE p. 171; The Committee of Safety, TE p. 172; Lexington and Concord, TE p. 174

o Analyzing Political Cartoons, PE/TE p. 170; Skillbuilder Practice, URB p. 35

o Make It Fun: Teacher-Tested Activities, TE p. 171

o America’s History Makers: Abigail Adams, PE/TE p. 172; URB pp. 37–38

o Connecting History: New Englanders Oppose the King, PE/TE p. 173

o Connect to the World: Revolutionary Ideas, PE/TE p. 174


Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

6


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

Integrated Technology Interdisciplinary and Tiered Activities

o After-Reading Activities: BPTK TT48–61; and @ ClassZone.com

o Animated History & Geography, Power Presentations; and @ ClassZone.com

o Research & Writing Center, Activity Center, and Map Center @ ClassZone.com

o EasyPlanner DVD-ROM; Resources2Go USB drive: All worksheets and editable lesson material

o Connect to Math: Graphs of the Value of Imports to the Colonies from Britain, TE p. 171

o Tiered Activity: Map of Paul Revere’s Midnight Ride, TE p. 173

o Tiered Activity: Interview Johnny Tremain, TE p. 175

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

Core Assessment Reteaching

o Section Assessment, PE/TE p. 174; Interactive Review @ ClassZone.com

o Section Quiz, URB p. 55

o McDougal Littell Assessment System: Test Generator CD-ROM: Section Quiz

o Reteaching Activity, URB p. 59

Test Practice & Review

o Daily Test Practice 6.3, DTPT TT21

o Test Practice and Review Workbook pp. 55–56



Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 6


SECTION

6.3StRAtEGiES FOR ENGLiSH LEARNERS

The Road to Lexington and Concord

1 Activate Prior KnowledgeHave students use a Brainstorming activity in the Best Practices Toolkit to discuss a time when they stood up for something they believed in. What cause did they defend? Why and how did they support it? What happened as a result of their taking a stand? Write students’ responses on the board. Explain that, in this section, they will read about how the colonists stood up for their beliefs.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students use Interpreting Visual Sources to compare the political cartoons shown on PE pages 170 and 171. Read the caption aloud. Then ask: How do the colonists look in the first cartoon? (sad, hungry) How do the colonists look in the second cartoon? (aggressive, cruel) What symbol is shown in both cartoons? (Liberty Tree)

BUILD VOCABULARY Ask students what words they associate with the term militia (army, fighters) and what words have the same root (military, militant). Then have stu-dent partners complete a New Word Analysis activity.

3 Make Objectives ExplicitHave student pairs get together and explain the objectives below in their own words.

• Describe the Intolerable Acts.

• Explain why the colonists had difficulty deciding between war and peace.

• Discuss the “midnight ride.”

• Describe the battles of Lexington and Concord.


To help students understand the key events that led up to the Revolutionary War, have pairs of students complete a Time Line activity from the Best Practices Toolkit.


1. Why did Parliament pass the Intolerable Acts? (p. 170, par. 2)

2. What did the delegates at the First Continental Congress vote to do? (p. 171, par. 2)

3. Who were the Loyalists and the Patriots? (p. 174, par. 4)



Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 6


StRAtEGiES FOR iNCLUSiON

The Road to Lexington and ConcordSECTION

6.3

ACTIVATING PRIOR KNOWLEDGE Tell students they are about to read a section on the beginnings of the Revolutionary War. Then use the following sentences in a People Search activity from the Best Practices Toolkit.

1. Find someone who can tell you what a militia is.

2. Find someone who can tell you what a Minuteman was.

3. Find someone who can tell you who Paul Revere was.

4. Find someone who can tell you the name for colonists who were loyal to England.

5. Find someone who can tell you the name for colonists who were rebels.

6. Find someone who can name two reasons that led to fighting between Britain and the colonies.

7. Find someone who can complete Patrick Henry’s quote, “Give me liberty or give me __________!”

FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best Practices Toolkit to help students understand “British Control Begins to Slip.” As you read, pause to model your thought process. Here is an example:

Teacher reads: “The colonists hoped that another trade boycott would force a repeal of the Intolerable Acts.”

Teacher says: “I think to repeal something means to make it stop. I’m not sure, so I’ll keep reading.”

Teacher reads: “After all, past boycotts had led to the repeal of the Stamp Act and the Townshend Acts.”

Teacher says: “That’s it. I think that next the text will tell me if it worked this time.”

Teacher reads: “This time, however, Parliament stood firm. It even increased restrictions on colonial trade and sent more troops in the colonies.”

Teacher says: “It sounds like the situation is becoming tense. I’ll keep reading to find out what happens.”

During Reading

After Reading

ASSESSING COMPREHENSION As student partners finish reading the section, remind them to check and improve their answers to the People Search questions. Have them share their responses.


Before Reading

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

6


SECTION

6.4CORE LESSON PLAN

Declaring Independence


o Sequence Chain, BPTK TT31 Section Objectives

o Read for the Essential Question, TE p. 176 1. Summarize what happened during the siege of Boston

2. Describe how the conflict began to spread3. Explain why the rebellion became a revolution

o Interactive Reading/Vocabulary, PE/TE p. 176; BPTK TT9–TT16


SECTION OPENER:


o One American’s Story, PE/TE, p. 177

o Think, Pair, Share: Pair Activity—The Siege of Boston, TE p. 177






Performance Indicators State8.1.spi.2., 8.3.spi.5., 8.4.spi.1., 8.4.spi.2., 8.4.spi.3., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.14., 8.6.spi.1., 8.6.spi.2., 8.6.spi.4.

Performance Indicators Teacher8.1.tpi.10., 8.4.tpi.1., 8.4.tpi.3., 8.4.tpi.4., 8.4.tpi.6., 8.4.tpi.7., 8.4.tpi.9., 8.4.tpi.14., 8.4.tpi.16., 8.4.tpi.17., 8.4.tpi.24., 8.4.tpi.28., 8.5.tpi.2., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.17., 8.5.tpi.19., 8.5.tpi.22., 8.5.tpi.30., 8.6.tpi.4., 8.6.tpi.5.

Learning Expectations2.01, 2.02, 2.03, 2.04, 3.01, 3.02, 4.01, 4.02, 4.04, 5.07, 5.10, 5.11

Process StandardsP1, P2, P6, P7, P8, P10, P12, P19, P20, P21, P28, P29, P32, P33, P34, P36, P37,


Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 6






English Learners

o Crossword Puzzle, TE p. 176

o Time Line of Pre-Revolutionary Events, TE p. 178

o Create an Illustration for Common Sense, TE p. 180

o Design a Pamphlet Cover, TE p. 181



o Section 4: Declaring Independence, PE/TE pp. 176–183


o Report on the Battle of Bunker Hill, TE p. 178

o Paraphrase the Declaration of Independence, TE p. 180



o Comprehension: Task Support, TE p. 181





All Students

o Talk About It—Small Group Discussion: The Conflict Spreads, TE p. 179

o Think, Pair, Share— Pair Activity: Rebellion Becomes Revolution, TE p. 180

o More About: George Washington, TE p. 178; The Battle of Bunker Hill, TE p. 178, Primary and Secondary Sources, URB pp. 46-47; “Washington’s Navy,” TE p. 179; Common Sense, TE p. 180; Thomas Paine, TE p. 180; Preserving Historical Documents, TE p. 181; The Signers of the Declaration of Independence, TE p. 183

o Connect Geography & History: News of the Fighting Spreads, PE/TE p. 178

o Comparing Symbols of Freedom, PE/TE p. 181

o Connect to the Essential Question, PE/TE p. 182

o Make It Fun: Teacher-Tested Activities, TE p. 182

o Reading Primary Sources: The Declaration of Independence, PE/TE pp. 184–188


Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

6






o Map Transparency: Battle of Bunker Hill, UTB TT3

o Essential Question Graphic, URB TT5

o Cause-and-Effect Chapter Summary, UTB TT4





o Connect to Language Arts: Poems about the Siege of Boston, TE p. 179

o Connect to Science: Research Eighteenth-Century Navigation, TE p. 179

o Tiered Activity: Persuasive Document, TE p. 182

o Tiered Activity: Climate Surrounding the Declaration of Independence, TE pp. 186–187



o Section Assessment, PE/TE p. 183


o Interactive Review, PE/TE p. 189; and @ ClassZone.com

o Chapter Assessment, PE/TE pp. 190–191

o Chapter Test (Levels A, B, C), URB pp. 61–72

o McDougal Littell Assessment System: Test Generator CD-ROM • Section Quiz • Chapter Tests: Forms A, B, & C (and Spanish A, B,

& C)

o Student Products—Guidelines and Rubrics, BPTK pp. 1–14





Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 6


SECTION


Declaring Independence

1 Activate Prior KnowledgeDo a Round Robin & Roundtable activity in the Best Practices Toolkit to have students generate terms, facts, ideas, and questions about America declaring its independence. Write the topic on the board and have groups of students spend a few minutes discussing it. Then have the groups share their ideas. Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY

Read aloud the text under the heading “Battle of Bunker Hill” on PE p. 178 and discuss with students. Then have them use a Draw It activity in the Best Practices Toolkit to illustrate the description of the battle.

BUILD VOCABULARY In class, do a New Word Analysis activity from the Best Practices Toolkit for the term declaration. Then have small groups of students do a New Word Analysis for independence.

3 Make Objectives ExplicitHave student pairs get together and explain the objectives below in their own words.

• Describe the early battles between the American and the British armies.

• Discuss British and American responses to the growing conflict.

• Summarize Thomas Paine’s Common Sense.

• Explain how the colonial leaders declared independence from Britain.


To help student pairs learn the main ideas of the section, use an Agree/Disagree activity in the Best Practices Toolkit. Create several statements related to the section. Then have student pairs indicate whether they agree or disagree with each statement. After they finish reading, ask them to write notes that support or disprove the statements.


1. Who was chosen to command the Continental Army? (p. 178, par. 4)

2. What was the colonists’ last attempt at peace? (p. 179, par. 2)

3. What helped convince Americans to break with Britain? (p. 180, par. 2–3)

4. Who wrote the Declaration of Independence? (p. 181, par. 2)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT22 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 56 of the Unit 3 Resource Book. To assess comprehension of the chapter, have students complete Chapter 6 Test, Form A, on pp. 61–64.


Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 6



Declaring IndedpendenceSECTION

6.4

ASSESSING COMPREHENSION To help students summarize what they have learned in this section, have students complete the third column in the KWL Chart.

After Reading

FOCUSED READING Use a Listening/Reading Guide activity and transparency in the Best Practices Toolkit to help students understand Section 4.

EXAMPLES: QUESTIONS

1. What was the Second Continental Congress, and what important task did it perform?

2. What were the early battles like between the Continental and British armies.

3. Did most colonists hope for war or for peace, and why?

ACTIVATING PRIOR KNOWLEDGE Use a KWL Activity and transparency in the Best Practices Toolkit to discuss “Declaring Independence.” Sample answers:

What I Know What I Want to Know What I Learned• Revolutionary War

happened.• Soldiers were called

“Minutemen.”• George Washington was

involved.• America declared

independence on July 4, 1776.

• How did the army get organized to fight?

• Who made the decisions?• Who wrote the Declaration

of Independence?

• Militiamen gathered around Boston.

• Second Continental Congress met in Philadelphia to form the Continental Army.

• Washington was chosen as commanding general.

• Declaration of Independence was written by Thomas Jefferson, Benjamin Franklin, John Adams, Roger Sherman, and Robert Livingston.

Before Reading

During Reading


Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

6

American History—Beginnings through ReconstructionChapter 7: The American Revolution (1775–1783) 159

CORE LESSON PLAN

The Early Years of War


CHAPTER OPENER: Section Objectives

o Connect Geography & History, PE/TE pp. 192–193; and @ ClassZone.com

1. Describe how the war divided Americans2. Summarize the problems each side faced while

preparing for war3. Explain Washington’s strategy and the war in the

Middle States4. Evaluate Britain’s Northern strategy5. Analyze the effects of the Battles of Saratoga

o American History Video Series, DVD; and on Power Presentations DVD-ROM

o Time Line Discussion, TE p. 192

o Read for the Essential Question, TE p. 194

o Interactive Reading/Vocabulary, PE/TE p. 194; BPTK TT9–TT16, TT24


SECTION OPENER:



o Roleplay Your Answer: Small Group Activity—Americans Divided, TE p. 195


SECTION

7.1





Performance Indicators State8.1.spi.2., 8.1.spi.4., 8.1.spi.5., 8.3.spi.1., 8.3.spi.5., 8.4.spi.2., 8.4.spi.3., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.7., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.14., 8.6.spi.1., 8.6.spi.2., 8.6.spi.4.

Performance Indicators Teacher8.1.tpi.10., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.12., 8.5.tpi.17., 8.5.tpi.30., 8.5.tpi.31.

Learning Expectations2.02, 3.01, 3.02, 3.03, 4.01, 4.04, 5.10, 5.11, 5.12

Process StandardsP1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 49, BP 50, BP 56, BP 75, BP 87, BP 164, BP 165, BP 170, BP 176, BP 177, BP 180, BP 181, BP 182, BP 264, BP 266, BP 272, BP 277

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 7

American History—Beginnings through ReconstructionChapter 7: The American Revolution (1775–1783)160




English Learners

o Record Terms and Names, TE p. 194

o Causes and Effects, TE p. 196

o Recruitment Slogan, TE p. 197

o Sequenced List of Battles, TE p. 198



o Section 1: The Early Years of the War, PE/TE pp. 194–201


o Chart of Political Divisions, TE p. 197

o Analysis of Individual’s Role, TE p. 198

o Differentiation Activity Bank: Strategies for Pre-AP, BPTK pp 189–194






All Students

o Reader, Recorder, Reporter—Small Group Activity: Preparing for the War, TE p. 197; Britain’s Northern Strategy, TE p. 199

o Think, Pair, Share—Pair Activity: War in the Middle States, TE p. 198

o Talk About It—Small Group Discussion: Saratoga: A Turning Point, TE p. 200

o More About: Women in the Revolution, TE p. 197; Howe and Washington, TE p. 199; Burgoyne’s March, TE p. 199

o Comparing Perspectives, PE/TE p. 196

o America’s History Makers: George Washington, PE/TE p. 197; URB pp. 109–110

o Connecting History: Dissent and Rebellion, PE/TE p. 196

o Connect Geography & History: War in the Middle States 1776–1777, PE/TE p. 198; War in the North, PE/TE p. 198

o Animated History: Battle Tactics, PE/TE pp. 202–203 and @ ClassZone.com



Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

7






o Fine Art Transparency: Battle of Saratoga, UTB TT7

o Map Transparency: Final Battle of Saratoga, 1777, UTB TT8





o Connect to Language Arts: Paraphrase Paine, TE p. 197

o Interdisciplinary Projects: Broadside, URB pp. 111–112

o American Literature Selection: from Citizen Tom Paine, URB pp. 120–122

o Connect to Science: Cold Weather Health, TE p. 197

o Tiered Activity: Time Line, TE p. 200

o Tiered Activity: Formal Battle Phases, TE pp. 202–203

o Activity: Take to the Battlefield, PE p. 203










Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 7




1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Then have students begin a KWL Chart on George Washington. Begin by asking students what they know about him. Point out that Washington was the country’s first president and that he appears on the one-dollar bill. Have students use the discussion to fill in the first column of the KWL Chart. Then have them fill in the second column, writing any questions they may have. Tell students to fill in the third column after they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map on PE p. 198. Ask them to trace the route of the American forces and British forces. Which troops traveled on foot and which by boat? (Americans on foot, British by boat) Then have students point to the sites of American and British victories. Ask: Which army do you think was winning the early war in the middle states? Why? (the British because they had won more victories)

BUILD VOCABULARY Model a Word Square from the Best Practices Toolkit for the term mercenary. Then have student partners do a Word Square for strategy. Briefly discuss the Word Squares in class.


• Discuss what the colonists thought about American independence.

• Explain the importance of the mid-Atlantic coastal cities for each side.

• Explain the British plan of action in the first years of the war.

4 Support Student ReadingCOOPERATIVE WORKTo help students summarize what they learned about George Washington, have partners work together to fill in the third column of the KWL Chart.


1. What percentage of Americans supported the Revolution? (p. 195, par. 4)

2. What was Washington’s goal in the early years of the war? (p. 197, par. 3)

3. What was Britain’s strategy? (p. 199, par. 5–6)

4. What were the two consequences of the Battles of Saratoga? (p. 201, par. 4)



SECTION

7.1

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 7




ACTIVATING PRIOR KNOWLEDGE Use an Agree/Disagree activity in the Best Practices Toolkit, as a motivational prereading activity. Write these statements and any others you create on the blank transparency. Ask students to indicate whether they agree or disagree with each statement. Here are some examples:

1. Most Americans did not support the Revolution.

2. Most of the slaves who fought in the war ran away to fight for the British.

3. George Washington was famous and popular because of his courage.

4. George Washington had no trouble raising an army.

5. The British knew the Americans would be hard to defeat.

6. George Washington’s main goal was not to win, but to survive.

7. Benedict Arnold did many things to help keep the British at bay.

During Reading

FOCUSED READING Use the SQ3R activity in the Best Practices Toolkit, for taking notes on Section 1. First survey the text and make predictions about the reading. Then use the transparency to model summarizing key points. Then have student partners finish the activity.

EXAMPLES: SURVEY

• George Washington will have some problems creating an army.

• There will be a struggle for the middle states.

• Mercenaries will be involved with this war.

Next, turn the subheads into questions and then read to answer the questions.

EXAMPLES: QUESTIONS

• How and why will Americans be divided?

• How will George Washington raise an army?

• What will happen in the struggle for the middle states?

After Reading

ASSESSING COMPREHENSION Have students evaluate the statements on the Agree/Disagree activity again. Ask them to write an explanation of how their understanding changed and why.


SECTION

7.1

Before Reading

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

7


SECTION

7.2CORE LESSON PLAN

The War Expands


o Note Taking for Interactive Reading, PE/TE p. 204 Section Objectives

o Main Idea and Details, TE p. 204 1. Identify reasons why Spain and France entered the war

2. Summarize the effects of the winter at Valley Forge on the American army

3. Explain how and why fighting spread to the frontier4. Explain how the Americans expanded the naval war

o Differentiated Vocabulary, PE/TE p. 204; BPTK TT9–TT16, TT34


SECTION OPENER:


o One American’s Story, PE/TE, p.205

o Think, Pair, Share: Pair Activity—Help from Abroad, TE p. 205







Performance Indicators Teacher8.1.tpi.10., 8.4.tpi.17., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.17., 8.5.tpi.30.



BlueprintBP 7, BP 8, BP 49, BP 50, BP 56, BP 78, BP 89, BP 164, BP 165, BP 170, BP 176, BP 177, BP 181, BP 182, BP 265, BP 266, BP 270, BP 273, BP 277

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 7






English Learners

o Match Terms and Definitions, TE p. 204

o Design a Magazine Cover, TE p. 206

o Scenes at Valley Forge, TE p. 207

o Highlight Statistics, TE p. 208



o Section 1: The War Expands, PE/TE pp. 204–211


o Create an Advertisement, TE p. 206

o Write a Series of Journal Entries, TE p. 208



o Vocabulary: Multiple-Meaning Words, TE p. 207





All Students

o Roleplay Your Answer—Small Group Activity: Winter at Valley Forge, TE p. 207

o Reader, Recorder, Reporter— Small Group Activity: Frontier Fighting, TE p. 209

o Think, Pair, Share—Small Group Activity: War on the Waves, TE p. 210

o Analyze Political Cartoons, PE/TE p. 206

o More About: Lafayette and Washington, TE p. 207

o Connect Geography & History: War on the Frontier 1778–1779, PE/TE p. 209

o Daily Life at Valley Forge, PE/TE p. 208; Skillbuilder Practice, URB p. 107

o Connecting History: Expansion, PE/TE p. 210

o Make It Fun: Teacher-Tested Activity, TE p. 206


Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

7










❑ Connect to Music: Write Song Lyrics to New Folk Songs, TE p. 209

❑ Connect to Science: Write an Explanation for Flooding, TE p. 209

❑ Tiered Activity: Naval Warfare Classroom Exhibit, TE p. 210










o Test Practice and Review Workbook, pp. 61–62

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 7



The War ExpandsSECTION

7.2

1 Activate Prior KnowledgeUse a Pair-Share (Strategic Planning) activity from the Best Practices Toolkit to have students discuss a time when a friend came to their rescue. Ask: Why did you need help? What did your friend do? How did you feel afterwards? Explain that America also needed the help of friends to defeat the British. Several European nations came to the rescue.

2 Preview Main Ideas and LanguageCONNECT VISUALLYRead aloud the first four paragraphs under the heading “Winter at Valley Forge” on PE p. 207. Then have students use a Draw It activity from the Best Practices Toolkit to illustrate the soldiers and conditions at Valley Forge.

BUILD VOCABULARY Explain and discuss the following key terms from the section: ally, desert, and privateer. Then have student partners use the Peer Tutoring and Flash Card Game from the Best Practices Toolkit to take turns quizzing each other.


• Explain why and how European nations helped the United States.

• Describe the hardships and sacrifices of the American army.

• Discuss the war on the frontier.

• Describe how the American navy fought battles at sea.

4 Support Student ReadingCOOPERATIVE WORKTo help students learn about key figures in the section, use a Carousel Preview & Reports activity from the Best Practices Toolkit. Assign each student group one of the following figures: Marquis de Lafayette, Baron von Steuben, George Rogers Clark, and John Paul Jones. Have groups gather information and present it to the class.


1. Which European nations helped the Americans? (p. 206, par. 1–3)

2. What were some of the hardships suffered at Valley Forge? (p. 207, par. 5–7)

3. How did George Rogers Clark frighten the British into surrendering Fort Sackville? (p. 210, par. 2)

4. Why was the victory against the Serapis important? (p. 211, par. 3)



Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 7


SECTION


The War Expands

ACTIVATING PRIOR KNOWLEDGE Have students do a prior knowledge brainstorming from the Best Practices Toolkit about how people react to physical hardship. To get them started, ask students to think about a time they faced a difficult physical challenge. What were the conditions? How did they react physically? Did they want to give up? List the students’ ideas on the board. Then tell them that the soldiers at Valley Forge endured many hardships over the winter. Some deserted, but many stayed.

FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best Practices Toolkit to help students focus on the main points of the section. Present the section topic and title. Read aloud a portion of the section, stop at intervals, and summarize what you have read. Point out how signal words or context clues help you to make sense of the text. If the text is unclear or confusing at a certain point, say so aloud and then tell students you will either reread or read further to try to understand. When you finish reading the section, summarize out loud for students what you have read and state any thoughts or questions you now have.

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection of Section 2. Have students share their outlines in class to create a complete outline of the section. Here is an example:

III. Winter at Valley Forge

A. British forced Washington out of Philadelphia.

B. U.S. army camped at Valley Forge.

1. Lacked supplies, shoes, food

2. Deaths from disease and exposure

3. Some soldiers deserted; most stayed loyal to Washington.

During Reading

After Reading


Before Reading

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

7


SECTION

7.3CORE LESSON PLAN

The Path to Victory



o Sequence Chain, BPTK TT31 1. Explain what happened when the war moved to the South

2. Describe how the war ended3. Analyze reasons why the Americans won the war

o Differentiated Vocabulary, PE/TE p. 212; BPTK TT9–TT16


SECTION OPENER:


o One American’s Story, PE/TE p. 213

o Roleplay Your Answer: Small Group Activity—The War Moves South, TE p. 213


Core Lesson Plan Section 7.3Lesson Plans





Performance Indicators Teacher8.1.tpi.8., 8.1.tpi.10., 8.5.tpi.2., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.22., 8.5.tpi.30.

Learning Expectations2.02, 3.01, 3.02, 3.03, 4.04, 5.10, 5.11, 5.12

Process StandardsP1, P2, P6, P7, P8, P10, P12, P17, P18, P19, P20, P21, P28, P32, P33, P34, P36, P37

BlueprintBP 7, BP 8, BP 43, BP 49, BP 50, BP 56, BP 71, BP 72, BP 79, BP 90, BP 164, BP 170, BP 174, BP 176, BP 177, BP 181, BP 182, BP 184, BP 266, BP 274

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 7






English Learners

o Predicting ABC’s, TE p. 212

o Use a Map, TE p. 214

o Time Line of Southern Battles, TE p. 215



o Section 3: The Path to Victory, PE/TE pp. 212–219


o Map Battle Sites, TE p. 215

o Write an Art Critique, TE p. 217



o Punctuation & Print Cues, TE p. 214

o Key Academic Vocabulary, TE p. 217





All Students

o Talk About It—Small Group Discussion: The End of the War, TE p. 216

o Think, Pair, Share—Small Group Activity: Why the Americans Won, TE p. 217

o More About: The Battle of Camden, TE p. 214; The Battle of Cowpens, TE p. 215

o Connect to Today: Military Communication, PE/TE p. 214

o Connect Geography & History: War in the South 1778–1781, PE/TE p. 215; Battle of Yorktown 1781, PE/TE p. 216

o History through Art, PE/TE p. 217

o Connect to the Essential Question, PE/TE p. 218


o American Spirit—Rallying to the Cause, PE/TE p. 220–221; Primary and Secondary Sources, URB pp. 116–119


Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

7




o Essential Question Graphic, UTB TT10





o Connect to Drama: Deliver a Victory Speech, TE p. 216

o Connect to Language Arts: Newspaper Report on American Victory, TE p. 216

o Connect to Math: Secret Number Code, TE p. 221

o Tiered Activity: Nonfiction Picture Books, TE p. 218

o Tiered Activity: Rhyme, Riddle, or Limerick, TE pp. 220–221

o Readers Theater: The Fires at Valley Forge, URB pp. 249–260

o Activity: Decode a Secret Message, PE p. 221

o Team Teaching, BPTK p. 17

o Technology Project: Electronic Field Trips, p. 27





o McDougal Littell Assessment System; Test Generator CD-ROM: Section Quiz







Core Lesson Plan Section 7.3Lesson Plans

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 7


SECTION


The Path to Victory

1 Activate Prior KnowledgeUse a Round Robin & Roundtable activity from the Best Practices Toolkit to have students generate as many facts, ideas, and questions as they can about tactics or strategies used in war. Write the topic on the board and have groups of students spend three to five minutes discussing it. Encourage them to draw on what they have learned from movies, television, and books. After you call time, have the groups share their ideas. Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students use Interpreting Visual Sources from the Best Practices Toolkit to describe what they see in the painting The Surrender of Cornwallis on PE p. 217. Read the caption aloud and then have students point to George Washington. Then ask: What flag are the British soldiers holding (white flag of surrender) What flag are the Americans holding? (American flag) Why do you think the artist painted the flag in the sunlight? (so it would appear as a symbol of hope and pride)

BUILD VOCABULARY Model a Vocabulary: Frayer Model from the Best Practices Toolkit for guerrilla. Then have student partners do a Vocabulary: Frayer Model for redoubt. Briefly discuss the Vocabulary: Frayer Model in class.


• Explain why the war moved to the South.

• Describe the fighting methods and their effects.

• Discuss the events that led to the end of the war.

4 Support Student ReadingCOOPERATIVE WORKTo help students summarize the events that led to the end of the war, have student pairs complete a Chain of Events Chart (Guided) from the Best Practices Toolkit.


1. Why did the British move the war to the South? (p. 213, par. 5–6)

2. What battle tactics did the “Swamp Fox” use? (p. 215, par. 3)

3. What was the last major battle of the war? (p. 217, par. 1)



Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 7



The Path to VictorySECTION

7.3

ACTIVATING PRIOR KNOWLEDGE To help students understand strategy, first define strategy as “an overall plan of action.” Then ask them to think of games they have played that required strategy. Explain that the Americans used different battle tactics and strategies than the British. In this section, students will learn about these tactics and strategies, and how they helped the United States defeat the British.

FOCUSED READING Have students use a Y-Chart activity from the Best Practices Toolkit to compare British and American war strategies.EXAMPLE: WAR TACTICS

American Tactics• sometimes outnumbered other force• cut off supplies• guerrillas• surprise raids• hit-and-run attacks• marched in rows• hid in woods to take aim• supported by allies

British Tactics• sometimes outnumbered other force• marched in rows• fired without aiming• superior firepower

Similarities• sometimes outnumbered other force• marched in rows

During Reading

After Reading

ASSESSING COMPREHENSION Work with students on a Collaborative Rereading activity from the Best Practices Toolkit. Show students the transparency. Make sure the Reader is writing down questions and that the Listener is noting the main ideas. Encourage pairs to discuss each section of text. Here is an example for the subhead “The British Change Their Strategy.”

EXAMPLE: QUESTION

• Why did the British decide to move the war to the South?

EXAMPLE: MAIN IDEAS

• The British believed that Southern Loyalists and African slaves would support them.


Before Reading

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

7


SECTION

7.4CORE LESSON PLAN

The Legacy of the War



o Spider Map, BPTK TT32 1. Summarize the costs of the war2. Explain the terms of the Treaty of Paris3. Identify the ideals on which a new nation was

created following the Revolution

o Differentiated Vocabulary, PE/TE p. 222; BPTK TT9–TT16


SECTION OPENER:



o Think, Pair, Share: Pair Activity—Costs of the War, TE p. 223






Performance Indicators State8.1.spi.2., 8.1.spi.5., 8.2.spi.3., 8.3.spi.1., 8.4.spi.2., 8.4.spi.3., 8.4.spi.4., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6., 8.5.spi.7., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.5.spi.14., 8.6.spi.1., 8.6.spi.2., 8.6.spi.3., 8.6.spi.4., 8.6.spi.5.

Performance Indicators Teacher8.1.tpi.10., 8.2.tpi.4., 8.4.tpi.1., 8.4.tpi.3., 8.4.tpi.16., 8.4.tpi.20., 8.4.tpi.27., 8.5.tpi.4., 8.5.tpi.5., 8.5.tpi.7., 8.5.tpi.19., 8.5.tpi.23., 8.5.tpi.30., 8.5.tpi.31., 8.6.tpi.3.

Learning Expectations1.03, 2.01, 2.02, 3.01, 3.02, 3.04, 3.05, 4.01, 4.02, 4.04, 5.10, 5.11, 5.14

Process StandardsP1, P2, P3, P6, P7, P8, P10, P11, P12, P14, P15, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 1, BP 5, BP 6, BP 7, BP 8, BP 9, BP 17, BP 20, BP 23, BP 25, BP 26, BP 32, BP 34, BP 43, BP 49, BP 50, BP 67, BP 69, BP 75, BP 81, BP 82, BP 87, BP 90, BP 165, BP 166, BP 170, BP 176, BP 177, BP 180, BP 181, BP 182, BP 188, BP 258, BP 259, BP 264, BP 266, BP 270, BP 272, BP 273

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 7






English Learners

o Illustrate Terms and Names, TE p. 222

o Write Benedict Arnold’s Epitaph, TE p. 224



o Section 4: The Legacy of the War, PE/TE pp. 222–228


o Draw a Political Cartoon, TE p. 224

o Design an Opinion Poll, TE p. 225



o Vocabulary: Idioms, TE p. 225





All Students

o Reader, Recorder, Reporter—Small Group Activity: The Treaty of Paris, TE p. 224

o Talk About It—Small Group Discussion: Creating a New Nation, TE p. 226

o More About: The Treaty of Paris, TE p. 225; Native American Emigration and Struggle, TE p. 226; Connect to Today, URB p. 115; State Constitutions, TE p. 226; Richard Allen, TE p. 227

o Connect Economics & History, PE/TE p. 224; Economics in History, URB p. 108

o Comparing Prewar and Postwar Boundaries, PE/TE p. 225; Connect Geography & History, URB pp. 113–114

o Connecting History: Regionalism, PE/TE p. 227


Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

7




o Cause-and-Effect Chapter Summary, UTB TT9


o Animated History & Geography, Power Presentations DVD-ROM; and @ ClassZone.com



o Connect to Language Arts: Write a Class Constitution, TE p. 226

o Connect to Drama: Dramatize Elizabeth Freeman’s Trial, TE p. 226

o Tiered Activity: Liberty Tree Display of State Constitutions, TE p. 227



o Section Assessment, PE/TE p. 228

o Section Quiz, URB p. 88; Interactive Review @ ClassZone.com

o Interactive Review, PE/TE p. 229; and @ ClassZone.com

o Chapter Assessment, PE/TE pp. 230–231

o Chapter Test (Levels A, B, C) URB pp. 131–142

o McDougal Littell Assessment System: Test Generator CD-ROM • Section Quiz • Chapter Tests: Forms A, B, & C (and Spanish A,

B, & C)








Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 7


SECTION


The Legacy of the War

1 Activate Prior KnowledgeDraw a Cluster Diagram from the Best Practices Toolkit. Write “new nation” in the center oval. Then have students discuss what kind of challenges a new nation might face. To get them started, point out that a new nation would need laws and a system of gov-ernment. As the discussion continues, add new subtopics to the Cluster Diagram. Point out that, after the war, the Americans faced similar challenges.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map of North America showing postwar boundaries on PE p. 225. Have them trace the area that belonged to the United States. Ask: About how much of North America belonged to the United States? (less than one fourth) Who controlled most of the continent? (the Spanish) Along what border did the British still threaten the United States? (the northern border)

BUILD VOCABULARY Write republicanism on the board and discuss the word in class. Ask students what words have the same root. (republic, republican) List the words on the board. Then have students use a Round Robin & Roundtable activity from the Best Practices Toolkit to explain what they know about the word.


• Describe how the war affected the American people and nation.

• Summarize the terms of the 1783 Treaty of Paris.

• Discuss the challenges that the new United States faced after the war.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand the information under the first heading of the section, have student groups do a Reciprocal Questioning activity from the Best Practices Toolkit in class. Then, after students have finished reading the section, assign the groups the remaining headings in the section.


1. About how many Americans died during the war? (p. 223, par. 4)

2. What were the six conditions of the 1783 Treaty of Paris? (p. 225, par. 1)

3. What types of freedom did some Americans call for after the war? (p. 227, par. 3)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT26 of Daily Test Practice Transparencies. To assess comprehension of the section, use the Section Quiz on p. 109 of the Unit 3 Resource Book. To assess comprehension of the chapter, have students complete Chapter 7 Test, Form A, on pp. 131–134.


Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 7



The Legacy of the WarSECTION

7.4

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activ-ity from the Best Practices Toolkit to summarize information about each of the subtopics in this section. Give each group a copy of the transparency and ask them to list the two or three most important ideas in the subtopic they have been assigned. Here are examples for the “Treaty of Paris.” • The United States was independent.

• Boundaries: Mississippi River, Canada, and Spanish Florida

• Each side to repay debts owed the other

After Reading

FOCUSED READING Have students use a Three-Column Journal activity from the Best Practices Toolkit to take notes on the main ideas, connect visuals to the text, and find and record supporting details for the section. Model the activity using the transparency and then have students use copies for recording their information.

EXAMPLE: TREATY OF PARIS

Main Ideas Visuals Supporting DetailsTreaty of Paris Maps showing prewar and

postwar boundariesUnited States independent; boundaries drawn

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best Practices Toolkit to have student groups of three scan the text to preview content, visuals, and key terms. Using the transparency, model the recording process as students follow. Enter “Legacy of the War” in the center. Put the four subheads into the surrounding circles. Instruct students to scan for visuals and boldfaced terms, adding them to the appropriate subheads.

Before Reading

During Reading


Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

7

American History—Beginnings through ReconstructionChapter 8: Confederation to Constitution (1776–1791) 183

CORE LESSON PLAN

The Confederation Era


CHAPTER OPENER: Section Objectives

o Connect Geography & History, PE/TE pp. 232–233; and @ ClassZone.com

1. Explain why the states joined together to form a new government

2. Describe the strengths and weaknesses of the Articles of Confederation

o American History Video Series, DVD; and on Power Presentations DVD-ROM

o Time Line Discussion, TE p. 232

o Read for the Essential Question, TE p. 234

o Interactive Reading/Vocabulary, PE/TE p. 234; BPTK TT9–TT16, TT21


SECTION OPENER:



o Talk About It: Small Group Discussion—Forming a New Government, TE p. 235


SECTION

8.1





Performance Indicators State8.2.spi.3., 8.2.spi.4., 8.2.spi.5., 8.3.spi.7., 8.4.spi.1., 8.4.spi.2., 8.4.spi.3., 8.4.spi.4., 8.4.spi.8., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.2., 8.6.spi.4.

Performance Indicators Teacher8.3.tpi.8., 8.4.tpi.6., 8.4.tpi.20., 8.4.tpi.27., 8.5.tpi.4., 8.5.tpi.23., 8.6.tpi.4., 8.6.tpi.5.




Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 8

American History—Beginnings through ReconstructionChapter 8: Confederation to Constitution (1776–1791)184




English Learners

o Terms in Context, TE p. 234

o Causes and Effects Chart, TE p. 237



o Section 1: The Confederation Era, PE/TE pp. 234–239


o Checks and Balances, TE p. 236

o Political Debate, TE p. 237



o Culture: Clarify, TE p. 236


o RSG w/ Support Spanish, URB pp. 161–162



All Students

o Reader, Recorder, Reporter—Small Group Activity: Strengths and Weaknesses of the Articles, TE p. 237

o More About: Citizenship and the Right to Vote, TE p. 236; The Northwest Territory, TE p. 238; Economics in History, URB p. 170; Foreign Affairs Debate, TE p. 238; Shays’s Rebellion, TE p. 239; Primary and Secondary Sources, URB pp. 178–179

o Connecting History, TE p. 236

o Analyze a Chart: Powers Granted and Denied Congress: PE/TE p. 236

o Connect Geography & History, PE/TE p. 237



Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

8






o Map Transparency: United States 1787, UTB TT13





o Tiered Activities: Create Posters, TE p. 238; Make a Plan to Divide the Northwest Territory, TE 240

o Tiered Activities: Create a Plan for the Northwest Territory, TE pp. 240–241

o Connect to Science: Assessing the “Health” of the Great Lakes, TE p. 241

o Student Products, BPTK pp. 1–14

o Interpreting Maps, BPTK p. 118










Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 8




1 Activate Prior KnowledgeBegin a discussion about national and state governments. Ask students to name some of the powers and responsibilities of each. Then draw a T-Chart from the Best Practices Toolkit on the board. Label the first column “National Government”; the second, “State Government.” Write students’ ideas under the appropriate columns. Tell students that they will learn about the development of American state governments when they read this section.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map on PE p. 237. Ask students to point to and name a few of the original 13 states. Have them point to the area of Western land claims. Then ask them to name some of the 13 states that had Western land claims. What geographic feature bordered the Western land claims? (Mississippi River)

BUILD VOCABULARY In class, discuss Shays’s Rebellion. Then have small groups of students use a Reporter’s Questions activity from the Best Practices Toolkit to answer key questions about this event.


• Discuss the development of state governments.

• Describe the strengths and weaknesses of the Articles of Confederation.

• Explain the importance of the Northwest Ordinance.

• Identify the causes and effects of Shays’s Rebellion.


To help students understand the key events in this section, have groups of students use a Jigsaw Reading activity from the Best Practices Toolkit.


1. Why did the Articles of Confederation give the national government few powers? (p. 235, par. 5)

2. Why was the Northwest Ordinance important? (p. 238, par. 2)

3. What caused Shays’s Rebellion? (p. 239, par. 4)



SECTION

8.1

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 8




ACTIVATING PRIOR KNOWLEDGE Use a KWL Chart and transparency in the Best Practices Toolkit to discuss Section 1. Use the saying “United we stand, divided we fall” to prompt discussion. Ask students if and when they have heard the saying and what they think it means. Also ask what it could mean in the context of forming the new American nation. Explain that students will complete the third column of the chart after they read the section. Here are some sample answers.

What I Know What I Want to Know What I Learned• The states must find a way to

work together.• “United” means “uniting the

states.”• There were problems getting

the states to cooperate.

• What were the problems?• How did the states get

together?• What agreements did they

come to?

• Argued over whether states should have one vote each, or votes based on population

• Disagreed about control of lands west of the Appalachians: by states or national government?

• Final plan for government called “The Articles of Confederation”

• Plan for control of West called the “Northwest Ordinance”

During Reading

FOCUSED READING Use a Listening/Reading Guide activity and transparency in the Best Practices Toolkit to help students understand Section 1. Create questions on key ideas, as shown below. Give each student sticky notes to mark the locations of answers. Read the questions aloud, having students circle the key terms in each question. Then have students find and write the answers.

1. What impact did the Northwest Ordinance have on Native Americans?

2. What forms of new government did the states have?

3. What did the Articles of Confederation do?

After Reading

ASSESSING COMPREHENSION To help summarize what they have learned in this section, have students complete the third column in the KWL Chart.


SECTION

8.1

Before Reading

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

8


SECTION

8.2CORE LESSON PLAN

Creating the Constitution



o Cluster Diagram, BPTK TT28 1. Identify the reasons why there was a call for the Constitutional Convention

2. Evaluate the challenges delegates faced at the Convention

3. Explain how the Convention resolved challenges over slavery

o Differentiated Vocabulary, TE p. 242; BPTK TT9–TT16


SECTION OPENER:



o Think, Pair, Share: Pair Activity—The Call for a Constitutional Convention, TE p. 243







Performance Indicators Teacher8.3.tpi.11., 8.5.tpi.4., 8.5.tpi.29., 8.6.tpi.3.

Learning Expectations1.03, 4.01, 4.02, 4.04, 4.05, 4.06, 5.10, 5.11

Process StandardsP1, P2, P6, P7, P8, P10, P12, P14, P19, P20, P21, P28, P29, P32, P33, P36, P37

BlueprintBP 7, BP 8, BP 58, BP 67, BP 69, BP 71, BP 80, BP 83, BP 85, BP 86, BP 87, BP 96, BP 176, BP 181, BP 182, BP 258, BP 259, BP 266

Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 8






English Learners

o Using Note Cards, TE p. 242

o Finding Implied Meanings, TE p. 244



o Section 2: Creating the Constitution, PE/TE pp. 242–247




o Vocabulary: Idioms, TE p. 244





All Students

o Reader, Recorder, Reporter—Small Group Activity: Some Challenges of the Convention, TE p. 245

o Talk About It—Small Group Discussion: Challenges Over Slavery, TE p. 246

o More About: Delegates to the Convention, TE p. 244; Roger Sherman and the Great Compromise, TE p. 246

o America’s History Makers: James Madison, TE p. 244, URB pp. 171–172

o Comparing Plans for Government: An Appointed President, TE p. 245

o Connect Geography & History: Slave Population 1790, TE p. 246



Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

8






o Fine Art Transparency: George Washington at the Constitutional Convention, UTB TT12





o Connect to Language Arts: “Great Compromise” Play, TE p. 245

o Connect to Civics: Congressional Representation Data Hunt and Discussion, TE p. 245

o American Literature Selection: from Our Independence and the Constitution, URB, pp. 182–184

o Tiered Activity: Create Biographies of the Founding Fathers, TE p. 246










Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 8



Creating the ConstitutionSECTION

8.2

1 Activate Prior KnowledgeBegin a class discussion about compromises. Then have students discuss a time when they compromised with a friend or family member. Draw a Venn Diagram from the Best Practices Toolkit on the board. On one side, write down what the student wanted; on the other, what the other person wanted. In the middle, jot down the compromise they reached. Explain that the delegates to the Constitutional Convention had to compromise in order to create a new government.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the chart on PE p. 245. Ask: What were the names of the two plans for government? (Virginia Plan and New Jersey Plan) Ask: Why do you think smaller states objected to the Virginia Plan’s proposal for representation in the legislative branch? (It gave more power to states with larger populations.)

BUILD VOCABULARY Have student pairs use a T-Chart from the Best Practices Toolkit to help them understand how each of the following key terms relates to the creation of a new United States government: Constitutional Convention, Virginia Plan, New Jersey Plan, Great Compromise, and Three-Fifths Compromise.


• Describe the events that led up to the Constitutional Convention.

• Explain the major issues and compromises of the Constitutional Convention.

• Explain the compromises made over slavery and trade.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand the Great Compromise, have groups do a Numbered Heads Together activity from the Best Practices Toolkit.


1. What kind of government did the delegates want to set up? (p. 245, par. 3)

2. What was the Great Compromise? (p. 246, par. 4–6)

3. What compromise was reached over the representation of slaves in the South? (p. 247, par. 2)



Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER 8


SECTION


Creating the Constitution

ACTIVATING PRIOR KNOWLEDGE Use a P.L.A.N. activity in the Best Practices Toolkit to preview content, visuals, and boldfaced key terms. Model the process with the transparency. Enter “Creating the Constitution” in the center. Put the subheads into surround-ing circles. Instruct students to scan for visuals and boldfaced terms, adding them to their appropriate subheads. Remind students to react to each piece of information on their copies with the symbols provided.

FOCUSED READING Use the Note-Taking, Note-Making activity in the Best Practices Toolkit with students. Begin by reading aloud “One American’s Story.” Then tell the class: “The story about Edmund Randolph shows how the delegates were trying to keep the nation from falling apart. In this section, we will find out how they created the Constitution.” Read aloud the first three paragraphs under “The Call for a Constitutional Convention.” Pause, and tell students that they have two minutes to take notes. Then ask: “What did I read?” Make sure student responses address the main idea: The structure of the national government had to be changed in order to regulate trade and help the state economies.

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activity from the Best Practices Toolkit to summarize each of the subtopics in this section. Give each group a copy of the transparency and ask them to list the two or three most important ideas in the subtopic they have been assigned. Here is an example for “Who Was There”: • 55 delegates, called Founders or Founding Fathers, attended the Constitutional Con-

vention

• Thomas Jefferson and John Adams were unable to attend; others, such as Patrick Henry, refused to participate.

• Not all Americans were represented—only white men were considered citizens.

During Reading

After Reading

Before Reading


Copy

right

© b

y M

cDou

gal L

ittel

l, a

divi

sion

of H

ough

ton

Miffl

in C

ompa

ny.

CHA

PTER

8