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ABSOLUTE MONARCHS IN EUROPE 151
The Reign of Louis XIV
CHAPTER Section 2 Lesson Plan
Name Date
21
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Describe conflicts in Europe.• Analyze ideas of important French thinkers.• Explain Louis XIV’s policies and characterize the
style of his court.• Describe France’s disastrous wars.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Montaigne and Descartes, TE p. 597
IDR Unit 5
❑ Guided Reading, p. 2
❑ Building Vocabulary, p. 6
❑ Reteaching Activity, p. 21
Reading Study Guide
❑ Section 2, p. 195
❑ RSG Audio CD
On-level
❑ Cooperative Learning: Dramatizing the Court of Louis XIV, TE p. 599
IDR Unit 5
❑ Guided Reading, p. 2
❑ Building Vocabulary, p. 6
Above-level
❑ The War of the Spanish Succession, TE p. 601
IDR Unit 5
❑ Primary Source: Louis XIV’s Advice to His Son, p. 10
❑ Literature: from The Cat and the King, p. 14
ELPS
❑ Two Views of Versailles
English Learners
❑ Understanding How Louis XIV Came to Power, TE p. 598
IDRS
❑ Guided Reading, p. 146
RSG (Spanish)
❑ Section 2, p. 195
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: After a century of war and riots, France was ruled by Louis XIV, the most powerful monarch of his time.
❑ Discuss WHY IT MATTERS NOW: Louis’s abuse of power led to revolution that would inspire the call for democratic government throughout the world.
TENNESSEE PLANNER
Process Standards
P1, P2, P6, P10, P20, P32, P34, P36, P37
Learning Expectations
1.1, 5.5, 5.8, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
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152 CHAPTER 21, SECTION 2
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ More About The Bourbons, TE p. 597; Molière,PE p. 596 TE p. 599; Building the Palace, TE p. 600; Gibraltar, TE p. 601
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
History in Depth
❑ The Palace at Versailles, PE p. 600
Cross-Curricular Connections
❑ Literature: from The Cat and the King, Unit 5 IDR, p. 14
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 602
❑ Section Quiz, FA, p. 332
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT76
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 21
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ABSOLUTE MONARCHS IN EUROPE 153
Central European Monarchs Clash
CHAPTER Section 3 Lesson Plan
Name Date
21
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Describe the Thirty Years’ War.• Explain the growth of central European states.• Identify conflicts between Prussia and Austria.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: After a period of turmoil, absolute monarchs ruled Austria and the Germanic state of Prussia.
❑ Discuss WHY IT MATTERS NOW: Prussia built a strong military tradition in Germany that contributed in part to world wars in the 20th century.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Understanding How States Formed, TE p. 605
IDR Unit 5
❑ Guided Reading, p. 3
❑ Building Vocabulary, p. 6
❑ Geography Application: Old Empires and New Powers, p. 8
❑ Reteaching Activity, p. 22
Reading Study Guide
❑ Section 3, p. 197
❑ RSG Audio CD
On-level
IDR Unit 5
❑ Guided Reading, p. 3
❑ Geography Application, p. 8
❑ History Makers: Maria Theresa, p. 17
Above-level
❑ Researching the Thirty Years’ War, TE p. 604
ELPS
❑ from Essay on Forms of Government
English Learners
❑ Political Transition in Central and Eastern Europe, TE p. 606
IDRS
❑ Guided Reading, p. 147
❑ Geography Application, p. 151
RSG (Spanish)
❑ Section 3, p. 197
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P10, P14, P20, P32, P33, P36, P37
Learning Expectations
3.2, 4.1, 5.5, 5.8, 5.10, 6.2
Performance Indicators
3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.2.c, 5.10.3.a., 5.10.3.b., 6.2.1.a., 6.2.2.a.
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154 CHAPTER 21, SECTION 3
All Students
❑ TAKING NOTES: Comparing, PE p. 603 ❑ More About Gustavus Adolphus, TE p. 604; The Hapsburgs, TE p. 605; Monarchs and Baroque Art, TE p. 607
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 607
❑ Section Quiz, FA, p. 333
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT77
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 22
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, p. 6
❑ Geography Application: Old Empires and New Powers, Unit 5 IDR, p. 8
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ABSOLUTE MONARCHS IN EUROPE 155
Absolute Rulers of Russia
CHAPTER Section 4 Lesson Plan
Name Date
21
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Explain how Russian rulers began to build a stronger Russian state.
• Characterize the differences between Russia and western Europe.
• Describe Peter the Great’s reforms and their impact on Russia.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Peter the Great made many changes in Russia to try to make it more like western Europe.
❑ Discuss WHY IT MATTERS NOW: Many Russians today debate whether to model themselves on the West or to focus on traditional Russian culture.
DIFFERENTIATING INSTRUCTION
Struggling Readers
IDR Unit 5
❑ Guided Reading, p. 4
❑ Building Vocabulary, p. 6
❑ Reteaching Activity, p. 23
Reading Study Guide
❑ Section 4, p. 199
❑ RSG Audio CD
On-level
❑ Skillbuilder Practice: Evaluating Decisions and Courses of Action, TE p. 610
IDR Unit 5
❑ Guided Reading, p. 4
❑ Skillbuilder Practice, p. 7
Critical Thinking Transparencies
❑ CT21, The Age of Absolute Monarchs
Above-level
IDR Unit 5
❑ Primary Source: Peter the Great’s Reforms, p. 11
ELPS
❑ from Letters of Peter the Great
English Learners
❑ Contrasting Russia and Western Europe, TE p. 609
IDRS
❑ Guided Reading, p. 148
❑ Skillbuilder Practice, p. 150
RSG (Spanish)
❑ Section 4, p. 199
❑ RSG Audio CD
❑ Modified Lesson Plans for English Learners
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P10, P14, P26, P20, P32, P33, P36
Learning Expectations
1.1, 1.3, 3.1, 3.2, 5.5, 5.8, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.2.c, 5.10.3.a., 5.10.3.b., 6.2.1.a., 6.2.2.a.
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156 CHAPTER 21, SECTION 4
All Students
❑ TAKING NOTES: Summarizing, PE p. 608 ❑ World Art and Cultures Transparencies:AT46, Peter the Great Interrogating AlexeiAT47, Saint Basil’s Cathedral❑ More About Gaits of the Troika, Samovars,
Shrovetide, TE p. 613
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Social History
❑ Surviving the Russian Winter, PE p. 612
Cross-Curricular Connections
❑ World Art and Cultures Transparencies:AT46, Peter the Great Interrogating AlexeiAT47, Saint Basil’s Cathedral
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 611
❑ Section Quiz, FA, p. 334
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT78
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 23
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SECTION CONTENT OBJECTIVES
Students will
• Identify conflicts between English rulers and Parliament.
• Explain the causes and results of the English Civil War.
• Describe the Restoration and the Glorious Revolution.
• Explain changes under William and Mary.
Un
it 5
Parliament Limits the English Monarchy
CHAPTER Section 5 Lesson Plan
Name Date
21
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
ABSOLUTE MONARCHS IN EUROPE 157
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Absolute rulers in England were overthrown, and Parliament gained power.
❑ Discuss WHY IT MATTERS NOW: Many of the government reforms of this period contributed to the democratic tradition of the United States.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Creating a Board Game, TE p. 615
IDR Unit 5
❑ Guided Reading, p. 5
❑ Building Vocabulary, p. 6
❑ Reteaching Activity, p. 24
Reading Study Guide
❑ Section 5, p. 201
❑ RSG Audio CD
On-level
IDR Unit 5
❑ Guided Reading, p. 5
❑ History Makers: William of Orange, p. 18
Above-level
❑ The Life and Death of William of Orange, TE p. 616
IDR Unit 5
❑ Primary Sources: from Diary of Samuel Pepys, p. 12
❑ from the English Bill of Rights, p. 13
❑ Connections Across Time and Cultures, p. 19
ELPS
❑ “The Restoration of Charles II”
English Learners
IDRS
❑ Guided Reading, p. 149
RSG (Spanish)
❑ Section 5, p. 201
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
TENNESSEE PLANNER
Process Standards
P1, P2, P3, P8, P10, P15, P20, P26, P32, P33
Learning Expectations
3.2, 4.1, 5.1, 5.5, 5.8, 5.10, 6.2
Performance Indicators
3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 5.1.1.f, 5.5.1.a., 5.5.2.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
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158 CHAPTER 21, SECTION 5
Struggling Readers
❑ Test Form A, FA pp. 336–339
On-level
❑ Test Form B, FA pp. 340–343
Above-level
❑ Test Form C, FA pp. 344–347
English Learners
❑ Test Form A, FA pp. 336–339
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Analyzing Causes, PE p. 614 ❑ Critical Thinking Transparencies:CT57, Chapter 21 Visual Summary
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 617
❑ Section Quiz, FA, p. 335
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT79
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 24
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT57
❑ Power Presentations: Lecture Notes, Section 5
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, p. 6
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Analyze events that led Enlightenment scientists and thinkers to question old ideas and to revolutionize the arts, religion, government, and society.
❑ Previewing Main Ideas, PE/TE p. 620
❑ Time Line Discussion, TE p. 620
❑ Interpreting the Map, TE p. 621
SECTION CONTENT OBJECTIVES
Students will
• List circumstances that led to the Scientific Revolution.
• Summarize the development of the heliocentric theory.
• Describe the scientific method and explain Newton’s law of gravity.
• Describe the importance of the scientific method in different fields.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
The Scientific Revolution
CHAPTER Section 1 Lesson Plan
Name Date
22
ENLIGHTENMENT AND REVOLUTION 159
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Mozart, Child Genius
❑ Interact with History, PE/TE p. 622
❑ Discuss MAIN IDEA: In the mid-1500s, scientists began to question accepted beliefs and make new theories based on experimentation.
❑ Discuss WHY IT MATTERS NOW: Such questioning led to the development of the scientific method still in use today.
TENNESSEE PLANNER
Process Standards
P1, P2, P3, P10, P11, P15, P20, P32, P37
Learning Expectations
1.3, 5.5, 5.8, 5.10, 6.2, 5.11,
Performance Indicators
1.3.1.a., 1.3.2.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.11.1.a., 5.11.2.a., 6.2.1.a., 6.2.2.a.
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Summarizing Scientific Advances, TE p. 627
IDR Unit 5
❑ Guided Reading, p. 25
❑ Building Vocabulary, p. 29
❑ Reteaching Activity, p. 44
Reading Study Guide
❑ Section 1, p. 205
On-level
❑ Skillbuilder Practice: Clarifying; Summarizing, TE p. 624
❑ Geography Application: Theories of the Solar System, p. 31
IDR Unit 5
❑ Guided Reading, p. 25
❑ Skillbuilder Practice, p. 30
Above-level
❑ Exploring Galileo’s Recantation, TE p. 625
IDR Unit 5
❑ Primary Sources: from Starry Messenger, p. 33
❑ Literature: from The Recantation, p. 38
ELPS
❑ “Of Studies”
English Learners
❑ The Scientific Revolution, TE p. 626
IDRS
❑ Guided Reading, p. 153
❑ Skillbuilder Practice, p. 157
❑ Geography Application, p. 158
RSG (Spanish)
❑ Section 1, p. 205
❑ RSG Audio CD
All Students
❑ TAKING NOTES: Analyzing Causes, PE p. 623 ❑ History Makers: Nicolaus Copernicus, Unit 5 IDR, p. 41
❑ More About Galileo’s Trial, TE p. 625; Newton’s ❑ World Art and Cultures Transparency:Law of Gravity, TE p. 626; Smallpox Inoculations, AT48, Vermeer’s The AstronomerTE p. 628
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Geography Application, Unit 5 IDR, p. 31
❑ Literature: from Starry Messenger, Unit 5 IDR, p. 38
❑ Geography Transparency:GT22, Maps of the World
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 628
❑ Section Quiz, FA, p. 348
❑ Test Generator CD-ROM
Test-Taking Practice
❑ Test Practice Transparencies, TT80
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
160 CHAPTER 22, SECTION 1
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 44
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ENLIGHTENMENT AND REVOLUTION 161
The Enlightenment in Europe
CHAPTER Section 2 Lesson Plan
Name Date
22
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Explain the ideas of Hobbes and Locke and other Enlightenment philosophers.
• Describe women and the Enlightenment.• Explain the legacy of the Enlightenment.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Enlightenment Beliefs, TE p. 630
IDR Unit 5
❑ Guided Reading, p. 26
❑ Building Vocabulary, p. 29
❑ Reteaching Activity, p. 45
Reading Study Guide
❑ Section 2, p. 207
❑ RSG Audio CD
On-level
❑ Cooperative Learning: Analyzing Enlightenment Philosophers, TE p. 631
IDR Unit 5
❑ Guided Reading, p. 26
❑ History Makers: Baron de Montesquieu, p. 42
Critical Thinking Transparencies
❑ CT22, The Spread of Enlightenment Ideas
Above-level
❑ Exploring Mary Wollstonecraft’s Ideas, TE p. 633
IDR Unit 5
❑ Primary Sources: from The Social Contract, p. 34
❑ from Two Treatises on Government, p. 35
❑ from A Vindication of the Rights of Woman, p. 36
English Learners
❑ Illustrating Enlightenment Ideas, TE p. 632
IDRS
❑ Guided Reading, p. 154
RSG (Spanish)
❑ Section 2, p. 207
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: A revolution in intellectual activity changed Europeans’ view of government and society.
❑ Discuss WHY IT MATTERS NOW: The various freedoms enjoyed in many countries today are a result of Enlightenment thinking.
TENNESSEE PLANNER
Process Standards
P1, P2, P7, P10, P11, P12, P20, P22, P27, P32, P36, P37
Learning Expectations
1.1, 1.3, 4.1, 4.2, 5.5, 5.8, 5.10, 5.11, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.1.a., 4.2.2.a., 4.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.1.b, 5.10.2.c, 5.10.3.a., 5.10.3.b, 5.11.1.a., 5.11.2.a., 6.2.1.a., 6.2.2.a.
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162 CHAPTER 22, SECTION 2
All Students
❑ TAKING NOTES: Outlining, PE p. 629 ❑ Critical Thinking Transparency:
❑ More About Jean Jacques Rousseau, TE p. 631; CT22, The Spread of Enlightenment Ideas
The State of Nature, TE p. 632; Attitudes Toward Children, TE p. 634; Satire, TE p. 635
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sourcesfrom The Persian Letters; fromGulliver’s Travels
Different Perspectives
❑ European Values During the Enlightenment, PE p. 635
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 5 IDR, p. 29
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 634
❑ Section Quiz, FA, p. 349
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT81
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 45
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ENLIGHTENMENT AND REVOLUTION 163
The Enlightenment Spreads
CHAPTER Section 3 Lesson Plan
Name Date
22
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Explain how Enlightenment ideas spread throughout Europe.
• Describe changes in art, music, and literature during the Enlightenment.
• Show how Enlightenment ideas reformed monarchies in Prussia, Austria, and Russia.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Enlightenment ideas spread through the Western world and profoundly influenced the arts and government.
❑ Discuss WHY IT MATTERS NOW: An “enlightened” problem-solving approach to government and society prevails in modern civilization today.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Creating Flash Cards, TE p. 638
IDR Unit 5
❑ Guided Reading, p. 27
❑ Building Vocabulary, p. 29
❑ Reteaching Activity, p. 46
Reading Study Guide
❑ Section 3, p. 209
❑ RSG Audio CD
On-level
IDR Unit 5
❑ Guided Reading, p. 27
Above-level
❑ Researching Enlightenment Arts, TE p. 637
IDR Unit 5
❑ Connections Across Time and Cultures: The Search for Truth and Reason, p. 43
ELPS
❑ Letter to Catherine the Great
English Learners
IDRS
❑ Guided Reading, p. 155
RSG (Spanish)
❑ Section 3, p. 209
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
TENNESSEE PLANNER
Process Standards
P1, P2, P10, P20, P32
Learning Expectations
1.1, 1.2, 5.5, 5.8, 5.10, 5.11, 6.2, 6.3
Performance Indicators
1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 4.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.2.c, 5.10.3.a., 5.10.3.b, 5.11.1.a., 5.11.2.a., 6.2.1.a., 6.2.2.a., 6.3.1.a.
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164 CHAPTER 22, SECTION 3
All Students
❑ TAKING NOTES: Summarizing, PE p. 636 ❑ More About The Literate Middle Class, TE p. 637; Joseph II, TE p. 638
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 639
❑ Section Quiz, FA, p. 350
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT82
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 46
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 5 IDR, p. 29
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The American Revolution
CHAPTER Section 4 Lesson Plan
Name Date
22
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Describe America’s colonies in the late 1700s.• List events that led to the American Revolution.• Explain the Enlightenment’s influence on American
government.
ENLIGHTENMENT AND REVOLUTION 165
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Enlightenment ideas helped spur the American colonies to shed British rule and create a new nation.
❑ Discuss WHY IT MATTERS NOW: The revolution created a republic, the United States of America, that became a model for many nations of the world.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Causes of the American Revolution, TE p. 641
IDR Unit 5
❑ Guided Reading, p. 28
❑ Building Vocabulary, p. 29
❑ Reteaching Activity, p. 47
Reading Study Guide
❑ Section 4, p. 211
On-level
IDR Unit 5
❑ Guided Reading, p. 28
Critical Thinking Transparencies
❑ CT58 Chapter 22 Visual Summary
Above-level
❑ Reporting on the Enlightenment, TE p. 642
IDR Unit 5
❑ Primary Source: from The Declaration of Independence, p. 37
ELPS
❑ Conflicting Accounts of the Battles of Lexington and Concord
English Learners
❑ Connecting Enlightenment Ideas and Democracy, TE p. 644
IDRS
❑ Guided Reading, p. 156
RSG (Spanish)
❑ Section 4, p. 211
❑ RSG Audio CD
Modified Lesson Plans for English Learners
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P10, P17, P18, P20, P23, P28, P32, P33, P36
Learning Expectations
3.1, 3.2, 4.1, 5.1, 5.5, 5.8, 5.10, 5.11, 6.1, 6.2
Performance Indicators
3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.3.a., 5.1.1.f, 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 5.11.1.a., 5.11.2.a., 6.1.1.a., 6.1.1.b, 6.2.1.a., 6.2.2.a.
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166 CHAPTER 22, SECTION 4
Struggling Readers
❑ Test Form A, FA pp. 352–355
On-level
❑ Test Form B, FA pp. 356–359
Above-level
❑ Test Form C, FA pp. 360–363
English Learners
❑ Test Form A, FA pp. 352–355
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Identifying Problems and Solutions, ❑ Critical Thinking Transparency:PE p. 640 CT58, Chapter 22 Visual Summary
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 645
❑ Section Quiz, FA, p. 351
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT83
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 47
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT58
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Key Concepts
❑ Democracy, PE p. 643
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, p. 29
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Analyze the French Revolution, the rise and fall of Napoleon, and the Congress of Vienna.
❑ Previewing Main Ideas, PE/TE p. 648
❑ Time Line Discussion, TE p. 648
❑ Interpreting the Map, TE p. 649
SECTION CONTENT OBJECTIVES
Students will
• List the three estates of the Old Regime.• Summarize the factors that led to the French
Revolution.• Describe the creation of the National Assembly and
the storming of the Bastille.• Explain the importance of the Great Fear and the
women’s march on Versailles.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
The French Revolution Begins
CHAPTER Section 1 Lesson Plan
Name Date
23
THE FRENCH REVOLUTION AND NAPOLEON 167
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 650
❑ Discuss MAIN IDEA: Economic and social inequalities in the Old Regime helped cause the French Revolution.
❑ Discuss WHY IT MATTERS NOW: Throughout history, economic and social inequalities have at times led peoples to revolt against their governments.
TENNESSEE PLANNER
Process Standards
P1, P2, P3, P10, P15, P20, P24, P32, P36, P37
Learning Expectations
1.1, 4.1, 5.1, 5.5, 5.8, 5.10, 5.11, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 5.1.1.f, 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 5.10.2.c, 5.10.3.a., 5.10.3.b, 5.11.1.a., 5.11.2.a., 6.2.1.a., 6.2.2.a.
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DIFFERENTIATING INSTRUCTION
All Students
❑ TAKING NOTES: Analyzing Causes, PE p. 651 ❑ History Makers: Marie Antoinette, Unit 5 IDR, p. 64
❑ More About The Bastille, TE p. 654 ❑ World Art and Cultures Transparency:AT50, Portrait of Marie Antoinette
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Geography Transparency:GT23, Early Sites of the French Revolution, 1789
❑ World Art and Cultures Transparency:AT50, Portrait of Marie Antoinette
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 655
❑ Section Quiz, FA, p. 364
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT84
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
168 CHAPTER 23, SECTION 1
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 68
Struggling Readers
❑ Reviewing the Start of the Revolution, TE p. 654
IDR Unit 5
❑ Guided Reading, p. 48
❑ Building Vocabulary, p. 53
❑ Reteaching Activity, p. 68
Reading Study Guide
❑ Section 1, p. 215
❑ RSG Audio CD
On-level
IDR Unit 5
❑ Guided Reading, p. 48
❑ History Makers: Marie Antoinette, p. 64
Geography Transparencies
❑ GT23, Early Sites of the French Revolution, 1789
Above-level
❑ Marie Antoinette and Êlisabeth Vigée-Lebrun, TE p. 653
ELPS
❑ from Memoirs of Êlisabeth Vigée-Lebrun
English Learners
❑ Paying for Government Services, TE p. 652
IDRS
❑ Guided Reading, p. 160
RSG (Spanish)
❑ Section 1, p. 215
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
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THE FRENCH REVOLUTION AND NAPOLEON 169
Revolution Brings Reform and Terror
CHAPTER Section 2 Lesson Plan
Name Date
23
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Explain how the National Assembly changed France’s government.
• Summarize the positions of the three factions that tried to govern France.
• Explain how war and the king’s execution affected the Revolution.
• Describe the events and the aftermath of the Reign of Terror.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Depicting the Revolution’s Early Years, TE p. 660
IDR Unit 5
❑ Guided Reading, p. 49
❑ Building Vocabulary, p. 53
❑ Geography Application, p. 55
❑ Reteaching Activity, p. 69
Reading Study Guide
❑ Section 2, p. 217
On-level
IDR Unit 5
❑ Guided Reading, p. 49
❑ Geography Application, p. 55
❑ History Makers: Robespierre, p. 65
Above-level
❑ Comparing Sources on the French Revolution, TE p. 657
IDR Unit 5
❑ Primary Sources: from A Declaration, p. 57
❑ from The Execution of Louis XVI, p. 59
❑ Literature, p. 61
❑ Connections Across Time and Cultures, p. 66
❑ Science & Technology, p. 67
English Learners
❑ Charting the Revolution, TE p. 658
IDRS
❑ Guided Reading, p. 161
❑ Geography Application, 166
RSG (Spanish)
❑ Section 2, p. 217
❑ RSG Audio CD
Modified Lesson Plans for English Learners
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The revolutionary government of France made reforms but also used terror and violence to retain power.
❑ Discuss WHY IT MATTERS NOW: Some governments that lack the support of a majority of their people still use fear to control their citizens.
TENNESSEE PLANNER
Process Standards
P1, P2, P3, P5, P7, P10, P11, P12, P13, P15, P16, P20, P23, P32, P37
Learning Expectations
2.2, 4.1, 4.2, 5.1, 5.5, 5.7, 5.8, 5.9, 5.10, 5.11, 6.1, 6.2
Performance Indicators
2.2.1.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.1.a., 4.2.2.a., 5.1.1.f, 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 5.9.1.a., 5.9.3.a., 5.10.1.b, 5.10.2.c, 5.10.3.a., 5.10.3.b, 5.11.1.a., 5.11.2.a., 6.1.1.a., 6.1.1.b, 6.2.1.a., 6.2.2.a.
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170 CHAPTER 23, SECTION 2
All Students
❑ TAKING NOTES: Recognizing Effects, PE p. 656 ❑ History Makers: Robespierre, Unit 5 IDR, p. 65
❑ More About The French Catholic Church, TE p. 657; Long-Term Changes in France, TE p. 660; Robespierre, TE p. 661
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Different Perspectives
❑ The French Revolution, PE p. 662
Cross-Curricular Connections
❑ Science & Technology: The Guillotine, PE p. 659
❑ Geography Application, Unit 5 IDR, p. 55
❑ Literature: from A Tale of Two Cities, Unit 5 IDR, p. 61
❑ Science & Technology, Unit 5 IDR, p. 67
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 661
❑ Section Quiz, FA, p. 365
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT85
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 69
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THE FRENCH REVOLUTION AND NAPOLEON 171
Napoleon Forges an Empire
CHAPTER Section 3 Lesson Plan
Name Date
23
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Explain how Napoleon Bonaparte came to power.• Summarize how Napoleon restored order in
France.• Describe the extent and weaknesses of Napoleon’s
empire.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Napoleon Bonaparte, a military genius, seized power in France and made himself emperor.
❑ Discuss WHY IT MATTERS NOW: In times of political turmoil, military dictators often seize control of nations.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Examining a Primary Source, TE p. 665
IDR Unit 5
❑ Guided Reading, p. 50
❑ Building Vocabulary, p. 53
❑ Reteaching Activity, p. 70
Reading Study Guide
❑ Section 3, p. 219
❑ RSG Audio CD
On-level
IDR Unit 5
❑ Guided Reading, p. 50
World Art and Cultures Transparencies
❑ AT51, Napoleon Crossing the St. Bernard Pass
Above-level
❑ Analyzing Napoleon’s Control of the Media, TE p. 666
IDR Unit 5
❑ Primary Source: Napoleon’s Proclamation of Austerlitz, p. 60
ELPS
❑ from The Letters of Napoleon I
English Learners
❑ Understanding Idioms, TE p. 664
IDRS
❑ Guided Reading, p. 12
❑ Geography Application: Catal Huyuk, p. 15
RSG (Spanish)
❑ Section 3, p. 219
❑ RSG Audio CD
Modified Lesson Plansfor English Learners
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P10, P20, P32, P33, P34, P37
Learning Expectations
3.2, 4.1, 5.5, 5.8, 5.10, 6.2, 5.12
Performance Indicators
3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.12.1.a., 5.12.3.a., 6.2.1.a., 6.2.2.a.
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172 CHAPTER 23, SECTION 3
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ World Art and Cultures Transparency: PE p. 663 AT51, Napoleon Crossing the St. Bernard Pass
❑ More About Empires Face Disease, TE p. 665; The Battle of Trafalgar, TE p. 667
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 667
❑ Section Quiz, FA, p. 366
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT86
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 70
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ World Art and Cultures Transparency:AT51, Napoleon Crossing the St. Bernard Pass
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THE FRENCH REVOLUTION AND NAPOLEON 173
Napoleon’s Empire Collapses
CHAPTER Section 4 Lesson Plan
Name Date
23
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
DIFFERENTIATING INSTRUCTION
Struggling Readers
IDR Unit 5
❑ Guided Reading, p. 51
❑ Building Vocabulary, p. 53
❑ Skillbuilder Practice: Interpreting Maps, p. 54
❑ Reteaching Activity, p. 71
Reading Study Guide
❑ Section 4, p. 221
❑ RSG Audio CD
On-level
❑ Skillbuilder Practice: Interpreting Maps, TE p. 670
IDR Unit 5
❑ Guided Reading, p. 51
❑ Skillbuilder Practice, p. 54
Above-level
ELPS
❑ “The Battle of Waterloo: The Finale”
English Learners
❑ Causes of Napoleon’s Defeat, TE p. 669
IDRS
❑ Guided Reading, p. 163
❑ Skillbuilder Practice, p. 165
RSG (Spanish)
❑ Section 4, p. 221
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
SECTION CONTENT OBJECTIVES
Students will
• Explain Napoleon’s tactical and political mistakes.• Summarize Napoleon’s defeat, comeback, and final
downfall.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Napoleon’s conquests aroused nationalistic feelings across Europe and contributed to his downfall.
❑ Discuss WHY IT MATTERS NOW: In the 1990s, nationalistic feelings contributed to the breakup of nations such as Yugoslavia.
TENNESSEE PLANNER
Process Standards
P1, P2, P3, P8, P10, P15, P20, P32, P33
Learning Expectations
3.1, 3.2, 5.5, 5.8, 5.10, 6.2
Performance Indicators
3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
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174 CHAPTER 23, SECTION 4
All Students
❑ TAKING NOTES: Recognizing Effects, PE p. 668 ❑ More About Scorched-Earth Policies, Francisco Goya, TE p. 669; Napoleon’s Family, TE p. 671
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 5 IDR, p. 53
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 671
❑ Section Quiz, FA, p. 367
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT87
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 71
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The Congress of Vienna
CHAPTER Section 5 Lesson Plan
Name Date
23
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• List the results of the Congress of Vienna.• Show how the ideas of the French Revolution
continued to influence people.
THE FRENCH REVOLUTION AND NAPOLEON 175
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: After exiling Napoleon, European leaders at the-Congress of Vienna tried to restore order and reestablish peace.
❑ Discuss WHY IT MATTERS NOW: International bodies such as the United Nations play an active role in trying to maintain world peace and stability today.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Understanding the Balance of Power, TE p. 673
IDR Unit 5
❑ Guided Reading, p. 52
❑ Building Vocabulary, p. 53
❑ Reteaching Activity, p. 72
Reading Study Guide
❑ Section 5, p. 223
❑ RSG Audio CD
On-level
IDR Unit 5
❑ Guided Reading, p. 52
Critical Thinking Transparencies
❑ CT23, The French Revolution to the Congress of Vienna
Above-level
ELPS
❑ from Memoirs of Prince Klemens von Metternich
English Learners
❑ Making Posters About Liberty, TE p. 674
IDRS
❑ Guided Reading, p. 164
RSG (Spanish)
❑ Section 5, p. 223
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
TENNESSEE PLANNER
Process Standards
P1, P2, P3, P8, P10, P15, P20, P32, P33
Learning Expectations
3.2, 5.1, 5.5, 5.8, 5.10, 6.2
Performance Indicators
3.2.1.a., 3.2.2.a., 3.2.3.a., 5.1.1.f, 5.5.1.a., 5.5.2.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
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176 CHAPTER 23, SECTION 5
Struggling Readers
❑ Test Form A, FA pp. 369–372
On-level
❑ Test Form B, FA pp. 373–376
Above-level
❑ Test Form C, FA pp. 377–380
English Learners
❑ Test Form A, FA pp. 369–372
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Recognizing Effects, PE p. 672 ❑ Critical Thinking Transparency:CT59, Chapter 23 Visual Summary
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 675
❑ Section Quiz, FA, p. 368
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT88
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 72
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT59
❑ Power Presentations: Lecture Notes, Section 5
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 5 IDR, p. 53
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Examine the great shifts in thinking that altered politics and the arts during the period 1789–1900.
❑ Previewing Main Ideas, PE/TE p. 678
❑ Time Line Discussion, TE p. 678
❑ Interpreting the Map, TE p. 679
SECTION CONTENT OBJECTIVES
Students will
• Identify the elements of colonial society that caused unrest in Latin America.
• Explain how Haiti won independence.• Describe the activities of Bolívar, San Martín,
Native Americans, and mestizos in liberation events.
• Describe Brazil’s peaceful liberation.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
Latin American Peoples Win Independence
CHAPTER Section 1 Lesson Plan
Name Date
24
NATIONALIST REVOLUTIONS SWEEP THE WEST 177
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 680
❑ Discuss MAIN IDEA: Spurred by discontent and Enlightenment ideas, peoples in Latin America fought colonial rule.
❑ Discuss WHY IT MATTERS NOW: Sixteen of today’s Latin American nations gained their independence at this time.
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P10, P20, P30, P32, P33
Learning Expectations
3.2, 4.1, 5.1, 5.5, 5.7, 5.8, 5.10, 6.2
Performance Indicators
3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 5.1.1.f, 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Understanding Class Structure, TE p. 682
IDR Unit 5
❑ Guided Reading, p. 73
❑ Building Vocabulary, p. 77
❑ Reteaching Activity, p. 91
Reading Study Guide
❑ Section 1, p. 227
❑ RSG Audio CD
On-level
❑ Skillbuilder Practice: Hypothesizing, TE p. 683
IDR Unit 5
❑ Guided Reading, p. 73
❑ Skillbuilder Practice: Hypothesizing, p. 681
❑ History Makers: Símon Bolívar, p. 88
Above-level
IDR Unit 5
❑ Primary Sources: from Proclamation of 1813, p. 81
❑ Literature: from All Souls’ Rising, p. 85
ELPS
❑ from Address to the Second National Congress of Venezuela, 1819
English Learners
❑ Independence Day Celebrations, TE p. 685
IDRS
❑ Guided Reading, p. 168
❑ Skillbuilder Practice: Hypothesizing, p. 172
RSG (Spanish)
❑ Section 1, p. 227
❑ RSG Audio CD
Multi-Language Glossary
All Students
❑ TAKING NOTES: Clarifying, PE p. 681 ❑ World Art and Cultures Transparency:AT52, Father Miguel Hidalgo Crowns Mexico
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Global Impact
❑ Struggling Toward Democracy, PE p. 684
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 5 IDR, p. 77
❑ World Art and Cultures Transparency:AT52, Father Miguel Hidalgo Crowns Mexico
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 686
❑ Section Quiz, FA, p. 381
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT89
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 91
178 CHAPTER 24, SECTION 1
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NATIONALIST REVOLUTIONS SWEEP THE WEST 179
Europe Faces Revolutions
CHAPTER Section 2 Lesson Plan
Name Date
24
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Identify three schools of political thought.• Trace the development of nationalism.• Describe nationalism in the Balkans.• Analyze reform in France and Russia
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Role Playing Political Positions, TE p. 690
IDR Unit 5
❑ Guided Reading, p. 74
❑ Building Vocabulary, p. 77
❑ Reteaching Activity, p. 92
Reading Study Guide
❑ Section 2, p. 229
❑ RSG Audio CD
On-level
IDR Unit 5
❑ Guided Reading, p. 74
Above-level
IDR Unit 5
❑ Primary Source: Letter to Thomas Moore, p. 82
English Learners
❑ Nationalist Revolutions: Key Terms, TE p. 689
IDRS
❑ Guided Reading, p. 169
RSG (Spanish)
❑ Section 2, p. 229
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Liberal and nationalist uprisings challenged the old conservative order of Europe.
❑ Discuss WHY IT MATTERS NOW: The system of nation-states established in Europe during this period continues today.
TENNESSEE PLANNER
Process Standards
P1, P2, P10, P20, P22, P32, P36
Learning Expectations
4.1, 4.2, 4.3, 5.1, 5.5, 5.7, 5.8, 5.10, 6.2
Performance Indicators
4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.1.a, 4.2.2.a., 4.3.1.a., 4.3.2.a., 4.3.3.a., 5.1.1.f, 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
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180 CHAPTER 24, SECTION 2
All Students
❑ TAKING NOTES: Summarizing, PE p. 687 ❑ More About Nationalism, TE p. 688
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 5 IDR, p. 77
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 691
❑ Section Quiz, FA, p. 382
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT90
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 92
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NATIONALIST REVOLUTIONS SWEEP THE WEST 181
Nationalism Case Study: Italy and Germany
CHAPTER Section 3 Lesson Plan
Name Date
24
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Images Related to Nationalism, TE p. 696
IDR Unit 5
❑ Guided Reading, p. 75
❑ Building Vocabulary, p. 77
❑ Geography Application, p. 79
❑ Reteaching Activity, p. 93
Reading Study Guide
❑ Section 3, p. 231
On-level
❑ Connections Across Time and Cultures, TE p. 693
IDR Unit 5
❑ Guided Reading, p. 75
❑ Geography Application: Languages Fuel Nationalism, p. 79
Critical Thinking Transparencies
❑ CT1, The Unification of Germany and Italy
Above-level
❑ Creating a News Report about Garibaldi, TE p. 694
IDR Unit 5
❑ Primary Sources: Proclamation of 1860, p. 83
❑ Connections Across Time and Cultures, p. 90
ELPS
❑ from “Duties of Country”
English Learners
❑ Understanding Italian and Germany Unification, TE p. 695
IDRS
❑ Guided Reading, p. 170
❑ Geography Application, p. 173
RSG (Spanish)
❑ Section 3, p. 231
❑ RSG Audio CD
SECTION CONTENT OBJECTIVES
Students will
• Identify the links that create nation-states and explain how nationalism weakened empires.
• Summarize how Cavour unified Italy.• Describe the unification of Germany and explain
shifts in power.
❑ Discuss MAIN IDEA: Nationalism contributed to the formation of two new nations and a new political order in Europe.
❑ Discuss WHY IT MATTERS NOW: Nationalism is the basis of world order today and has often caused conflicts and wars.
FOCUS AND MOTIVATE
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P9, P10, P20, P26, P32, P33, P36
Learning Expectations
3.2, 4.3, 5.5, 5.8, 5.10, 6.2
Performance Indicators
3.2.1.a., 3.2.2.a., 3.2.3.a., 4.3.1.a., 4.3.2.a., 4.3.1.a., 4.3.2.a., 4.3.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.1.b., 6.2.1.a., 6.2.2.a.
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182 CHAPTER 24, SECTION 3
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ Critical Thinking Transparency:PE p. 692 CT24, The Unification of Germany and Italy
❑ More About Russification, TE p. 693; The Seven Weeks’ War, TE p. 696
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Political Cartoons
❑ “Right Leg in the Boot at Last,” PE p. 695
Cross-Curricular Connections
❑ Geography Application, Unit 5 IDR, p. 79
❑ Geography Transparency:GT24, Ethnic Groups of Austria-Hungary, 1867
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 697
❑ Section Quiz, FA, p. 383
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT91
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 93
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Revolutions in the Arts
CHAPTER Section 4 Lesson Plan
Name Date
24
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Define romanticism and give examples of romantic literature and music.
• Explain the shift to realism and give examples of realistic art and literature.
• Explain why impressionists reacted against realism.
NATIONALIST REVOLUTIONS SWEEP THE WEST 183
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Artistic and intellectual movements both reflected and fueled changes in Europe during the 1800s.
❑ Discuss WHY IT MATTERS NOW: Romanticism and realism are still found in novels, dramas, and films produced today.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Understanding Art Movements, TE p. 700
IDR Unit 5
❑ Guided Reading, p. 76
❑ Building Vocabulary, p. 77
❑ Reteaching Activity, p. 94
Reading Study Guide
❑ Section 4, p. 233
❑ RSG Audio CD
On-level
IDR Unit 5
❑ Guided Reading, p. 76
❑ History Makers: Beethoven, p. 89
World Art and Cultures Transparency
❑ AT53, Couturiere
Above-level
ELPS
❑ “Kubla Khan”
❑ from Frankenstein
English Learners
❑ Words Related to the Arts, TE p. 699
IDRS
❑ Guided Reading, p. 171
RSG (Spanish)
❑ Section 4, p. 233
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
TENNESSEE PLANNER
Process Standards
P1, P2, P6, P9, P10, P21, P26, P32, P36
Learning Expectations
1.1, 1.2, 5.5, 5.8, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.1.b., 6.2.1.a., 6.2.2.a.
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184 CHAPTER 24, SECTION 4
Struggling Readers
❑ Test Form A, FA pp. 385–389
On-level
❑ Test Form B, FA pp. 390–394
Above-level
❑ Test Form C, FA pp. 395–399
English Learners
❑ Test Form A, FA pp. 385–389
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Outlining, PE p. 698 ❑ World Art and Cultures Transparency:
❑ Critical Thinking Transparency: AT53, Couturiere
CT60, Chapter 24 Visual Summary
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 701
❑ Section Quiz, FA, p. 384
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT92
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 94
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT60
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Photographs
❑ Motion Studies, PE p. 700
Cross-Curricular Connections
❑ History Through Art: Revolutions in Painting, PE p. 702
❑ World Art and Cultures Transparency:AT53, Couturiere
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Trace key events of the industrial revolution and analyze how these affected economics and politics.
❑ Previewing Main Ideas, PE/TE p. 714
❑ Time Line Discussion, TE p. 714
❑ Interpreting the Map, TE p. 715
SECTION CONTENT OBJECTIVES
Students will
• Explain the beginnings of industrialization in Britain.• Describe key inventions that furthered the
Industrial Revolution.• Identify transportation improvements.• Trace the impact of railroads on British industry.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
The Beginnings of Industrialization
CHAPTER Section 1 Lesson Plan
Name Date
25
THE INDUSTRIAL REVOLUTION 185
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 716
❑ Discuss MAIN IDEA: The Industrial Revolution started in England and soon spread to other countries.
❑ Discuss WHY IT MATTERS NOW: The changes that began in Britain paved the way for modern industrial societies.
TENNESSEE PLANNER
Process Standards
P1, P2, P10, P17, P18, P20, P23, P28, P32, P34, P36
Learning Expectations
2.2, 2.3, 2.5, 5.5, 5.8, 5.9, 5.10, 5.11, 6.1, 6.2
Performance Indicators
2.2.1.a., 2.2.2.a., 2.3.1.a., 2.3.2.a., 2.5.1.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.9.1.a., 5.9.3.a., 5.11.1.a., 5.11.2.a., 6.1.1.a., 6.1.1.b, 6.2.1.a., 6.2.2.a.
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Understanding Technological Advances, TE p. 718
IDR Unit 6
❑ Guided Reading, p. 1
❑ Building Vocabulary, p. 4
❑ Reteaching Activity, p. 19
Reading Study Guide
❑ Section 1, p. 237
❑ RSG Audio CD
On-level
IDR Unit 6
❑ Guided Reading, p. 1
❑ History Makers: James Watt, p. 16
Above-level
❑ Connecting Inventions and Scientific Principles, TE p. 720
IDR Unit 6
❑ Primary Source: from “The Opening of the Liverpool to Manchester Railway,” p. 9
English Learners
❑ Linking Causes and Effects, TE p. 721
IDRS
❑ Guided Reading, p. 175
RSG (Spanish)
❑ Section 1, p. 237
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
All Students
❑ TAKING NOTES: Following Chronological ❑ More About The Business of War, TE p. 718; Order, PE p. 717 The Cotton Gin, TE p. 720; Roads, TE p. 721
REVIEW AND ENRICH
Integrate Technology
❑ Patterns of Interaction Video: The Industrial and Electronic Revolutions
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Global Impact
❑ Textiles Industrialize First, PE p. 719
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 6 IDR, p. 5
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 722
❑ Section Quiz, FA, p. 400
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT93
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 6 IDR, p. 19
186 CHAPTER 25, SECTION 1
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THE INDUSTRIAL REVOLUTION 187
Industrialization Case Study: Manchester
CHAPTER Section 2 Lesson Plan
Name Date
25
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Describe the social and economic effects of industrialization.
• Examine growing tensions between the middle and working classes.
• Identify positive effects of the Industrial Revolution.• Describe Manchester as an industrial city.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Creating a Political Cartoon, TE p. 724
IDR Unit 6
❑ Guided Reading, p. 2
❑ Building Vocabulary, p. 5
❑ Reteaching Activity, p. 20
Reading Study Guide
❑ Section 2, p. 239
❑ RSG Audio CD
On-level
IDR Unit 6
❑ Guided Reading, p. 2
❑ Geography Application: British Population Moves to the Cities, p. 7
World Art and Cultures Transparencies
❑ AT54 Arkwright’s Cotton Mill at Cromford, Derbyshire, England
Above-level
❑ Debating Effects of Industrialism, TE p. 726
IDR Unit 6
❑ Primary Source: Child Labor, p. 10
❑ Literature: from Mary Barton, p. 13
ELPS
❑ from “Child Labor in the Mines”
❑ “The Sentencing of the Luddites”
English Learners
❑ Understanding Workers and Factory Owners, TE p. 725
IDRS
❑ Guided Reading, p. 176
❑ Geography Application, p. 180
RSG (Spanish)
❑ Section 2, p. 239
❑ RSG Audio CD
Modified Lesson Plans for English Learners
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The factory system changed the way people lived and worked, introducing a variety of problems.
❑ Discuss WHY IT MATTERS NOW: Many less-developed countries are undergoing the difficult process of industrialization today.
TENNESSEE PLANNER
Process Standards
P1, P2, P3, P10, P15, P20, P25, P32, P36, P37
Learning Expectations
1.1, 1.3, 2.2, 2.3, 2.4, 2.5, 5.5, 5.8, 5.10, 5.11, 6.1, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 2.2.2.a., 2.3.1.a., 2.3.2.a., 2.4.3.a., 2.5.1.a., 2.5.2.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.11.1.a., 5.11.2.a., 6.1.3.a., 6.1.3.b., 6.2.1.a., 6.2.2.a.
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188 CHAPTER 25, SECTION 2
All Students
❑ TAKING NOTES: Outlining, PE p. 723 ❑ World Art and Cultures Transparency:
❑ More About Urban Growth, TE p. 724; Luddites, AT54, Arkwright’s Cotton Mill at Cromford,
TE p. 725 Derbyshire, England
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Key Concepts
❑ Industrialization, PE p. 727
Cross-Curricular Connections
❑ Geography Application, Unit 6 IDR, p. 7
❑ World Art and Cultures Transparency:AT54, Arkwright’s Cotton Mill at Cromford, Derbyshire, England
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 728
❑ Section Quiz, FA, p. 401
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT94
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 6 IDR, p. 20
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THE INDUSTRIAL REVOLUTION 189
Industrialization Spreads
CHAPTER Section 3 Lesson Plan
Name Date
25
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Describe industrialization in the United States and Europe.
• Identify the effects of industrialization on the rest of the world.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The industrialization that began in Great Britain spread to other parts of the world.
❑ Discuss WHY IT MATTERS NOW: The Industrial Revolution set the stage for the growth of modern cities and a global economy.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Understanding Obstacles to Industrial Growth, TE p. 732
IDR Unit 6
❑ Guided Reading, p. 3
❑ Building Vocabulary, p. 5
❑ Reteaching Activity, p. 21
Reading Study Guide
❑ Section 3, p. 241
❑ RSG Audio CD
On-level
IDR Unit 6
❑ Guided Reading, p. 3
World Art and Cultures Transparencies
❑ AT55, Monet’s Arrival of the Normandy Train, Gare Saint-Lazare
Above-level
❑ Planning an Industrial Fair, TE p. 731
IDR Unit 6
❑ Primary Source: “Life in a New England Factory,” p. 11
ELPS
❑ from A New England Girlhood
English Learners
❑ Analyzing a Primary Source, TE p. 730
IDRS
❑ Guided Reading, p. 177
RSG (Spanish)
❑ Section 3, p. 241
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P10, P14, P20, P29, P32, P33, P37
Learning Expectations
1.1, 2.2, 2.3, 2.4, 3.2, 5.5, 5.8, 5.10, 5.11, 6.2, 6.3
Performance Indicators
1.1.1.a., 1.1.3.a., 2.2.2.a., 2.3.1.a., 2.3.2.a., 2.3.3.a., 2.4.3.a., 2.4.2.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.11.1.a., 5.11.2.a., 6.2.1.a., 6.2.2.a., 6.3.1.a., 6.3.2.a.
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190 CHAPTER 25, SECTION 3
All Students
❑ TAKING NOTES: Comparing, PE p. 729 ❑ World Art and Cultures Transparency:
❑ More About Early Railroads, TE p. 730; AT55, Monet’s Arrival of the Normandy
U.S. Railroads, TE p. 731; German Unification, Train, Gare Saint-Lazare
TE p. 732
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ World Art and Cultures Transparency:AT55, Monet’s Arrival of the Normandy Train, Gare Saint-Lazare
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 733
❑ Section Quiz, FA, p. 402
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT95
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 6 IDR, p. 21
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Reforming the Industrial World
CHAPTER Section 4 Lesson Plan
Name Date
25
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Identify thinkers and ideas that supported industrialization.
• Explain the origins and main concepts of socialism and Marxism.
• Examine unionization and legislative reform.• Describe other reform movements of the 1800s.
THE INDUSTRIAL REVOLUTION 191
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The Industrial Revolution led to economic, social, and political reforms.
❑ Discuss WHY IT MATTERS NOW: Many modern social welfare programs developed during this period of reform.
DIFFERENTIATING INSTRUCTION
Struggling Readers
IDR Unit 6
❑ Guided Reading, p. 4
❑ Building Vocabulary, p. 5
❑ Reteaching Activity, p. 22
Reading Study Guide
❑ Section 4, p. 243
❑ RSG Audio CD
On-level
❑ Skillbuilder Practice: Developing Historical Perspective, PE p. 736
IDR Unit 6
❑ Guided Reading, p. 4
❑ Skillbuilder Practice, p. 6
❑ History Makers: Henri de Saint-Simon, p. 17
Critical Thinking Transparencies
❑ CT25, Industrialists and Reformers
Above-level
❑ Researching Socialist, Marxist, and Utopian Societies, TE p. 735
IDR Unit 6
❑ Primary Source: from The Wealth of Nations, p. 12
❑ Connections Across Time and Cultures, p. 18
ELPS
❑ from The Communist Manifesto
❑ from “How I Served My Apprenticeship”
English Learners
❑ Analyzing Key Terms, TE p. 737
IDRS
❑ Guided Reading, p. 178
❑ Skillbuilder Practice, p. 179
RSG (Spanish)
❑ Section 4, p. 243
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
TENNESSEE PLANNER
Process Standards
P1, P2, P5, P7, P10, P11, P12, P13, P16, P20, P22, P26, P32, P36, P37
Learning Expectations
1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 4.1, 4.2, 5.5, 5.6, 5.8, 5.10, 6.2, 6.1
Performance Indicators
1.3.1.a., 1.3.2.a., 2.1.2.a., 2.2.2.a., 2.3.1.a., 2.3.2.a., 2.4.3.a., 2.5.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.1.a., 4.2.2.a., 5.5.1.a., 5.5.2.a., 5.6.1.a., 5.6.2.a., 5.6.3.a., 5.8.1.a., 5.10.1.b, 5.10.2.c, 5.10.3.a., 5.10.3.b, 6.1.3.a., 6.1.3.b., 6.2.1.a., 6.2.2.a.
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192 CHAPTER 25, SECTION 4
Struggling Readers
❑ Test Form A, FA pp. 404–407
On-level
❑ Test Form B, FA pp. 408–411
Above-level
❑ Test Form C, FA pp. 412–415
English Learners
❑ Test Form A, FA pp. 404–407
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Summarizing, PE p. 734 ❑ Critical Thinking Transparency:
❑ Different Perspectives: Industrialization, PE p 741 CT61, Chapter 25 Visual Summary
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 740
❑ Section Quiz, FA, p. 403
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT96
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 6 IDR, p. 22
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT61
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Key Concepts
❑ Capitalism vs. Socialism, PE p. 737
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 6 IDR, p. 5
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Trace the spread of democratic ideals and industrial and scientific progress in the 19th century.
❑ Previewing Main Ideas, PE/TE p. 744
❑ Time Line Discussion, TE p. 744
❑ Interpreting the Map, TE p. 745
SECTION CONTENT OBJECTIVES
Students will
• Describe the evolution of British democracy.• Explain the origin and goals of the woman suffrage
movement.• Trace the development of democratic institutions in
France.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
Democratic Reform and Activism
CHAPTER Section 1 Lesson Plan
Name Date
26
AN AGE OF DEMOCRACY AND PROGRESS 193
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 746
❑ Discuss MAIN IDEA: Spurred by the demands of the people, Great Britain and France underwent democratic reforms.
❑ Discuss WHY IT MATTERS NOW: During this period, Britain and France were transformed into the democracies they are today.
TENNESSEE PLANNER
Process Standards
P1, P2, P10, P20, P32, P37
Learning Expectations
1.3, 4.1, 4.2, 5.5, 5.8, 5.10, 6.2
Performance Indicators
1.3.1.a., 1.3.2.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.1.a., 4.2.2.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.2.c, 5.10.3.a., 5.10.3.b., 6.2.1.a., 6.2.2.a.
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Creating Campaign Materials, TE p. 748
IDR Unit 6
❑ Guided Reading, p. 23
❑ Building Vocabulary, p. 27
❑ Reteaching Activity, p. 43
Reading Study Guide
❑ Section 1, p. 247
❑ RSG Audio CD
On-level
IDR Unit 6
❑ Guided Reading, p. 23
❑ History Makers: Emmeline Pankhurst, p. 40
Above-level
❑ Analyzing Primary and Secondary Sources, TE p. 749
IDR Unit 6
❑ Primary Source: from Five Years of My Life, p. 31
ELPS
❑ from Prisons and Prisoners
English Learners
IDRS
❑ Guided Reading, p. 182
RSG (Spanish)
❑ Section 1, p. 247
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
All Students
❑ TAKING NOTES: Evaluating Courses of Action, ❑ More About The Dreyfus Affair, TE p. 750PE p. 747
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 6 IDR, p. 27
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 750
❑ Section Quiz, FA, p. 416
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT97
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 6 IDR, p. 43
194 CHAPTER 26, SECTION 1
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AN AGE OF DEMOCRACY AND PROGRESS 195
Self-Rule for British Colonies
CHAPTER Section 2 Lesson Plan
Name Date
26
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Describe how Canada achieved self-rule. • Explain how Australia and New Zealand became
democracies• Describe British domination of Ireland.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Causes and Effects of the Great Famine, TE p. 754
IDR Unit 6
❑ Guided Reading, p. 24
❑ Building Vocabulary, p. 27
❑ Reteaching Activity, p. 44
Reading Study Guide
❑ Section 2, p. 249
❑ RSG Audio CD
On-level
IDR Unit 6
❑ Guided Reading, p. 24
❑ Geography Application: The British Settle Australia and New Zealand, p. 29
World Art and Cultures Transparencies
❑ AT57, Maori pigment container
Above-level
❑ Indigenous Peoples of Australia and New Zealand, TE p. 752
IDR Unit 6
❑ Primary Source: Irish Petition to Emigrate, p. 32
❑ Literature: “Easter 1916,” p. 35
ELPS
❑ “The Irish Potato Famine”
English Learners
❑ The British Settle Australia and New Zealand, TE p. 753
IDRS
❑ Guided Reading, p. 183
❑ Geography Application, p. 187
RSG (Spanish)
❑ Section 2, p. 249
❑ RSG Audio CD
Modified Lesson Plans for English Learners
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Britain allowed self-rule in Canada, Australia, and New Zealand but delayed it for Ireland.
❑ Discuss WHY IT MATTERS NOW: Canada, Australia, and New Zealand are strong democracies today, while Ireland is divided.
TENNESSEE PLANNER
Process Standards
P1, P2, P7, P8, P10, P11, P12, P14, P20, P22, P32, P33, P36, P37
Learning Expectations
1.1, 3.2, 4.2, 5.3, 5.5, 5.8, 5.10, 5.12, 6.2, 6.3
Performance Indicators
1.1.1.a., 1.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 4.2.1.a., 4.2.2.a., 5.3.1.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.1.b, 5.10.2.c, 5.10.3.a., 5.10.3.b, 5.12.1.a., 5.12.3.a., 6.2.1.a., 6.2.2.a., 6.3.1.a.
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196 CHAPTER 26, SECTION 2
All Students
❑ TAKING NOTES: Comparing, PE p. 751 ❑ More About Settlement of Australia,
❑ Social History: Life in Early Australia, PE p. 756 TE p. 752; The Australian Ballet, TE p. 753;
Crime and Transportation, TE p. 757
REVIEW AND ENRICH
Integrate Technology
❑ Patterns of Interaction Video: The Geography of Food
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Primary Sources
❑ Starvation in Ireland, PE p. 754
Cross-Curricular Connections
❑ Geography Application, Unit 6 IDR, p. 29
❑ Geography Transparency:GT26, Canada: Growth of the Dominion
❑ World Art and Cultures Transparency:AT57, Maori pigment container
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 755
❑ Section Quiz, FA, p. 417
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT98
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 6 IDR, p. 44
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AN AGE OF DEMOCRACY AND PROGRESS 197
War and Expansion in the United States
CHAPTER Section 3 Lesson Plan
Name Date
26
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Trace U.S. expansion to the Pacific.• Describe effects of the Civil War.• Analyze postwar economic expansion.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The United States expanded across North America and fought a civil war.
❑ Discuss WHY IT MATTERS NOW: The 20th-century movements to ensure civil rights for African Americans and others are a legacy of this period.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ The Chronology of the Civil War, TE p. 759
IDR Unit 6
❑ Guided Reading, p. 25
❑ Building Vocabulary, p. 27
❑ Reteaching Activity, p. 45
Reading Study Guide
❑ Section 3, p. 251
❑ RSG Audio CD
On-level
IDR Unit 6
❑ Guided Reading, p. 25
Above-level
IDR Unit 6
❑ Primary Source: Railroad Poster, p. 33
ELPS
❑ from a Message to Congress on Indian Policy
English Learners
❑ Comparing Casualty Rates of Different Wars, TE p. 760
IDRS
❑ Guided Reading, p. 184
RSG (Spanish)
❑ Section 3, p. 251
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P10, P20, P32, P33, P34, P37
Learning Expectations
2.4, 3.2, 5.5, 5.8, 5.10, 6.2
Performance Indicators
2.4.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
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198 CHAPTER 26, SECTION 3
All Students
❑ TAKING NOTES: Following Chronological Order, PE p. 758
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 6 IDR, p. 27
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 761
❑ Section Quiz, FA, p. 418
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT99
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 6 IDR, p. 45
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Nineteenth-Century Progress
CHAPTER Section 4 Lesson Plan
Name Date
26
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Describe inventions of the late 19th century and their impact on daily life.
• Trace advances in medicine and science.• Describe the emergence of the social sciences.• Explain the rise of mass culture.
AN AGE OF DEMOCRACY AND PROGRESS 199
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Breakthroughs in science and technology transformed daily life and entertainment.
❑ Discuss WHY IT MATTERS NOW: Electric lights, telephones, cars, and many other conveniences of modern life were invented during this period.
DIFFERENTIATING INSTRUCTION
Struggling Readers
IDR Unit 6
❑ Guided Reading, p. 26
❑ Building Vocabulary, p. 27
❑ Skillbuilder Practice, p. 28
❑ Reteaching Activity, p. 46
Reading Study Guide
❑ Section 4, p. 253
❑ RSG Audio CD
On-level
❑ Skillbuilder Lesson: Analyzing Issues, TE p. 765
IDR Unit 6
❑ Guided Reading, p. 26
❑ Skillbuilder Practice: Analyzing Issues, p. 28
❑ History Makers: Marie and Pierre Curie, p. 41
Critical Thinking Transparencies
❑ CT26, Movers and Shakers, 1815–1914
Above-level
❑ Examining the Technology of Filmmaking, TE p. 766
IDR Unit 6
❑ Primary Source: from Orville Wright’s Diary, p. 34
❑ Literature: from The Origin, p. 37
❑ Connections Across Time and Cultures, p. 42
ELPS
❑ from Journal of the Voyage of HMS Beagle
English Learners
❑ Understanding the Germ Theory of Disease, TE p. 764
IDRS
❑ Guided Reading, p. 185
❑ Skillbuilder Practice, p. 186
RSG (Spanish)
❑ Section 4, p. 253
❑ RSG Audio CD
Modified Lesson Plansfor English Learners
Multi-Language Glossary
TENNESSEE PLANNER
Process Standards
P1, P2, P10, P20, P22, P26, P32, P36
Learning Expectations
1.1, 1.3, 2.2, 2.4, 5.5, 5.8, 5.9, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 2.2.1.a., 2.4.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.9.1.a., 5.9.3.a., 5.9.2.a., 5.10.1.a., 5.10.2.c, 5.10.3.a., 5.10.3.b, 6.2.1.a., 6.2.2.a.
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200 CHAPTER 26, SECTION 4
Struggling Readers
❑ Test Form A, FA pp. 420–424
On-level
❑ Test Form B, FA pp. 425–429
Above-level
❑ Test Form C, FA pp. 430–434
English Learners
❑ Test Form A, FA pp. 420–424
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Summarizing, PE p. 762 ❑ Critical Thinking Transparency:
❑ More About Thomas Edison, TE p. 763; CT62, Chapter 26 Visual Summary
The Wright Brothers, Louis Pasteur, TE p. 764
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 767
❑ Section Quiz, FA, p. 419
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT100
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 6 IDR, p. 46
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT62
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Science & Technology: Edison’s Inventions, PE p. 763
❑ Literature: from The Origin, Unit 6 IDR, p. 37
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