21 lesson plan the reign of louis xiv - mcdougal · pdf filethe reign of louis xiv chapter...

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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



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


RSG (Spanish)


❑ 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.

TN_WH_LPPG_00i-292.indd 151TN_WH_LPPG_00i-292.indd 151 4/27/07 11:21:30 AM4/27/07 11:21:30 AM

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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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Central European Monarchs Clash


Name Date

21



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.


Struggling Readers

❑ Understanding How States Formed, TE p. 605

IDR Unit 5



❑ Geography Application: Old Empires and New Powers, p. 8


Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 5


❑ 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



RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P8, P10, P14, P20, P32, P33, P36, P37


3.2, 4.1, 5.5, 5.8, 5.10, 6.2


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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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









RETEACH


REVIEW AND ENRICH






❑ Language Arts: Building Vocabulary, p. 6

❑ Geography Application: Old Empires and New Powers, Unit 5 IDR, p. 8


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Absolute Rulers of Russia


Name Date

21



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.


Struggling Readers

IDR Unit 5




Reading Study Guide


❑ RSG Audio CD

On-level

❑ Skillbuilder Practice: Evaluating Decisions and Courses of Action, TE p. 610

IDR Unit 5


❑ 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



RSG (Spanish)


❑ RSG Audio CD

❑ Modified Lesson Plans for English Learners

TENNESSEE PLANNER

Process Standards

P1, P2, P8, P10, P14, P26, P20, P32, P33, P36


1.1, 1.3, 3.1, 3.2, 5.5, 5.8, 5.10, 6.2


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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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





Social History

❑ Surviving the Russian Winter, PE p. 612


❑ World Art and Cultures Transparencies:AT46, Peter the Great Interrogating AlexeiAT47, Saint Basil’s Cathedral

ASSESS

Content Assessment









RETEACH



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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

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Parliament Limits the English Monarchy


Name Date

21



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.


Struggling Readers

❑ Creating a Board Game, TE p. 615

IDR Unit 5




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 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


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P3, P8, P10, P15, P20, P26, P32, P33


3.2, 4.1, 5.1, 5.5, 5.8, 5.10, 6.2


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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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


❑ 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









RETEACH


REVIEW AND ENRICH


❑ Visual Summary Transparency, CT57







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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


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


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


1.3, 5.5, 5.8, 5.10, 6.2, 5.11,


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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Struggling Readers

❑ Summarizing Scientific Advances, TE p. 627

IDR Unit 5




Reading Study Guide


On-level

❑ Skillbuilder Practice: Clarifying; Summarizing, TE p. 624

❑ Geography Application: Theories of the Solar System, p. 31

IDR Unit 5



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




RSG (Spanish)


❑ 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






❑ 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









RETEACH



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The Enlightenment in Europe


Name Date

22



Students will

• Explain the ideas of Hobbes and Locke and other Enlightenment philosophers.

• Describe women and the Enlightenment.• Explain the legacy of the Enlightenment.


Struggling Readers

❑ Enlightenment Beliefs, TE p. 630

IDR Unit 5




Reading Study Guide


❑ RSG Audio CD

On-level

❑ Cooperative Learning: Analyzing Enlightenment Philosophers, TE p. 631

IDR Unit 5


❑ History Makers: Baron de Montesquieu, p. 42


❑ 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


RSG (Spanish)


❑ RSG Audio CD



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


1.1, 1.3, 4.1, 4.2, 5.5, 5.8, 5.10, 5.11, 6.2


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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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




❑ Electronic Library of Primary Sourcesfrom The Persian Letters; fromGulliver’s Travels

Different Perspectives

❑ European Values During the Enlightenment, PE p. 635


❑ Language Arts: Building Vocabulary, Unit 5 IDR, p. 29

ASSESS

Content Assessment









RETEACH



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The Enlightenment Spreads


Name Date

22



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.


Struggling Readers

❑ Creating Flash Cards, TE p. 638

IDR Unit 5




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 5


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


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P10, P20, P32


1.1, 1.2, 5.5, 5.8, 5.10, 5.11, 6.2, 6.3


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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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









RETEACH


REVIEW AND ENRICH








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The American Revolution


Name Date

22



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.


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.


Struggling Readers

❑ Causes of the American Revolution, TE p. 641

IDR Unit 5




Reading Study Guide


On-level

IDR Unit 5



❑ 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


RSG (Spanish)


❑ RSG Audio CD


TENNESSEE PLANNER

Process Standards

P1, P2, P8, P10, P17, P18, P20, P23, P28, P32, P33, P36


3.1, 3.2, 4.1, 5.1, 5.5, 5.8, 5.10, 5.11, 6.1, 6.2


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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Struggling Readers


On-level


Above-level


English Learners



All Students

❑ TAKING NOTES: Identifying Problems and Solutions, ❑ Critical Thinking Transparency:PE p. 640 CT58, Chapter 22 Visual Summary

ASSESS

Content Assessment









RETEACH


REVIEW AND ENRICH






Analyzing Key Concepts

❑ Democracy, PE p. 643




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CHAPTER OBJECTIVE: Analyze the French Revolution, the rise and fall of Napoleon, and the Congress of Vienna.





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.


Primary Sources

The French Revolution Begins


Name Date

23

THE FRENCH REVOLUTION AND NAPOLEON 167

FOCUS AND MOTIVATE

❑ Voices from the Past Audio CD


❑ 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


1.1, 4.1, 5.1, 5.5, 5.8, 5.10, 5.11, 6.2


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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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






❑ Geography Transparency:GT23, Early Sites of the French Revolution, 1789

❑ World Art and Cultures Transparency:AT50, Portrait of Marie Antoinette

ASSESS

Content Assessment










RETEACH


Struggling Readers

❑ Reviewing the Start of the Revolution, TE p. 654

IDR Unit 5




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 5


❑ 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


RSG (Spanish)


❑ RSG Audio CD




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Revolution Brings Reform and Terror


Name Date

23



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.


Struggling Readers

❑ Depicting the Revolution’s Early Years, TE p. 660

IDR Unit 5





Reading Study Guide


On-level

IDR Unit 5



❑ 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


❑ Science & Technology, p. 67

English Learners

❑ Charting the Revolution, TE p. 658

IDRS


❑ Geography Application, 166

RSG (Spanish)


❑ RSG Audio CD


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


2.2, 4.1, 4.2, 5.1, 5.5, 5.7, 5.8, 5.9, 5.10, 5.11, 6.1, 6.2


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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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





Different Perspectives

❑ The French Revolution, PE p. 662


❑ Science & Technology: The Guillotine, PE p. 659


❑ Literature: from A Tale of Two Cities, Unit 5 IDR, p. 61

❑ Science & Technology, Unit 5 IDR, p. 67

ASSESS

Content Assessment









RETEACH



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Napoleon Forges an Empire


Name Date

23



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.


Struggling Readers

❑ Examining a Primary Source, TE p. 665

IDR Unit 5




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 5


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


❑ Geography Application: Catal Huyuk, p. 15

RSG (Spanish)


❑ RSG Audio CD

Modified Lesson Plansfor English Learners

TENNESSEE PLANNER

Process Standards

P1, P2, P8, P10, P20, P32, P33, P34, P37


3.2, 4.1, 5.5, 5.8, 5.10, 6.2, 5.12


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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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









RETEACH


REVIEW AND ENRICH






❑ World Art and Cultures Transparency:AT51, Napoleon Crossing the St. Bernard Pass


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Napoleon’s Empire Collapses


Name Date

23



Struggling Readers

IDR Unit 5



❑ Skillbuilder Practice: Interpreting Maps, p. 54


Reading Study Guide


❑ RSG Audio CD

On-level

❑ Skillbuilder Practice: Interpreting Maps, TE p. 670

IDR Unit 5



Above-level

ELPS

❑ “The Battle of Waterloo: The Finale”

English Learners

❑ Causes of Napoleon’s Defeat, TE p. 669

IDRS



RSG (Spanish)


❑ RSG Audio CD




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


3.1, 3.2, 5.5, 5.8, 5.10, 6.2


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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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







ASSESS

Content Assessment









RETEACH



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The Congress of Vienna


Name Date

23



Students will

• List the results of the Congress of Vienna.• Show how the ideas of the French Revolution

continued to influence people.


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.


Struggling Readers

❑ Understanding the Balance of Power, TE p. 673

IDR Unit 5




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 5



❑ 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


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P3, P8, P10, P15, P20, P32, P33


3.2, 5.1, 5.5, 5.8, 5.10, 6.2


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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Struggling Readers


On-level


Above-level


English Learners



All Students

❑ TAKING NOTES: Recognizing Effects, PE p. 672 ❑ Critical Thinking Transparency:CT59, Chapter 23 Visual Summary

ASSESS

Content Assessment









RETEACH


REVIEW AND ENRICH









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CHAPTER OBJECTIVE: Examine the great shifts in thinking that altered politics and the arts during the period 1789–1900.





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.


Primary Sources

Latin American Peoples Win Independence


Name Date

24

NATIONALIST REVOLUTIONS SWEEP THE WEST 177

FOCUS AND MOTIVATE



❑ 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


3.2, 4.1, 5.1, 5.5, 5.7, 5.8, 5.10, 6.2


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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Struggling Readers

❑ Understanding Class Structure, TE p. 682

IDR Unit 5




Reading Study Guide


❑ RSG Audio CD

On-level

❑ Skillbuilder Practice: Hypothesizing, TE p. 683

IDR Unit 5


❑ 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


❑ Skillbuilder Practice: Hypothesizing, p. 172

RSG (Spanish)


❑ RSG Audio CD


All Students

❑ TAKING NOTES: Clarifying, PE p. 681 ❑ World Art and Cultures Transparency:AT52, Father Miguel Hidalgo Crowns Mexico

REVIEW AND ENRICH





Global Impact

❑ Struggling Toward Democracy, PE p. 684



❑ World Art and Cultures Transparency:AT52, Father Miguel Hidalgo Crowns Mexico

ASSESS

Content Assessment









RETEACH




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Europe Faces Revolutions


Name Date

24



Students will

• Identify three schools of political thought.• Trace the development of nationalism.• Describe nationalism in the Balkans.• Analyze reform in France and Russia


Struggling Readers

❑ Role Playing Political Positions, TE p. 690

IDR Unit 5




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 5


Above-level

IDR Unit 5

❑ Primary Source: Letter to Thomas Moore, p. 82

English Learners

❑ Nationalist Revolutions: Key Terms, TE p. 689

IDRS


RSG (Spanish)


❑ RSG Audio CD



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


4.1, 4.2, 4.3, 5.1, 5.5, 5.7, 5.8, 5.10, 6.2


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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All Students

❑ TAKING NOTES: Summarizing, PE p. 687 ❑ More About Nationalism, TE p. 688

REVIEW AND ENRICH






ASSESS

Content Assessment









RETEACH



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Nationalism Case Study: Italy and Germany


Name Date

24



Struggling Readers

❑ Images Related to Nationalism, TE p. 696

IDR Unit 5





Reading Study Guide


On-level

❑ Connections Across Time and Cultures, TE p. 693

IDR Unit 5


❑ Geography Application: Languages Fuel Nationalism, p. 79


❑ 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


ELPS

❑ from “Duties of Country”

English Learners

❑ Understanding Italian and Germany Unification, TE p. 695

IDRS



RSG (Spanish)


❑ RSG Audio CD


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


3.2, 4.3, 5.5, 5.8, 5.10, 6.2


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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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





Analyzing Political Cartoons

❑ “Right Leg in the Boot at Last,” PE p. 695



❑ Geography Transparency:GT24, Ethnic Groups of Austria-Hungary, 1867

ASSESS

Content Assessment









RETEACH



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Revolutions in the Arts


Name Date

24



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.


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.


Struggling Readers

❑ Understanding Art Movements, TE p. 700

IDR Unit 5




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 5


❑ 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


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P6, P9, P10, P21, P26, P32, P36


1.1, 1.2, 5.5, 5.8, 5.10, 6.2


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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Struggling Readers


On-level


Above-level


English Learners



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









RETEACH


REVIEW AND ENRICH






Analyzing Photographs

❑ Motion Studies, PE p. 700


❑ History Through Art: Revolutions in Painting, PE p. 702

❑ World Art and Cultures Transparency:AT53, Couturiere


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CHAPTER OBJECTIVE: Trace key events of the industrial revolution and analyze how these affected economics and politics.





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.


Primary Sources

The Beginnings of Industrialization


Name Date

25

THE INDUSTRIAL REVOLUTION 185

FOCUS AND MOTIVATE



❑ 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


2.2, 2.3, 2.5, 5.5, 5.8, 5.9, 5.10, 5.11, 6.1, 6.2


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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Struggling Readers

❑ Understanding Technological Advances, TE p. 718

IDR Unit 6




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 6


❑ 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


RSG (Spanish)


❑ RSG Audio CD



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


❑ Patterns of Interaction Video: The Industrial and Electronic Revolutions




Global Impact

❑ Textiles Industrialize First, PE p. 719



ASSESS

Content Assessment









RETEACH




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Industrialization Case Study: Manchester


Name Date

25



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.


Struggling Readers

❑ Creating a Political Cartoon, TE p. 724

IDR Unit 6




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 6


❑ Geography Application: British Population Moves to the Cities, p. 7


❑ 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



RSG (Spanish)


❑ RSG Audio CD


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


1.1, 1.3, 2.2, 2.3, 2.4, 2.5, 5.5, 5.8, 5.10, 5.11, 6.1, 6.2


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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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






❑ Industrialization, PE p. 727



❑ World Art and Cultures Transparency:AT54, Arkwright’s Cotton Mill at Cromford, Derbyshire, England

ASSESS

Content Assessment









RETEACH



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Industrialization Spreads


Name Date

25



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.


Struggling Readers

❑ Understanding Obstacles to Industrial Growth, TE p. 732

IDR Unit 6




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 6



❑ 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


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P8, P10, P14, P20, P29, P32, P33, P37


1.1, 2.2, 2.3, 2.4, 3.2, 5.5, 5.8, 5.10, 5.11, 6.2, 6.3


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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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






❑ World Art and Cultures Transparency:AT55, Monet’s Arrival of the Normandy Train, Gare Saint-Lazare

ASSESS

Content Assessment









RETEACH



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Reforming the Industrial World


Name Date

25



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.


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.


Struggling Readers

IDR Unit 6




Reading Study Guide


❑ RSG Audio CD

On-level

❑ Skillbuilder Practice: Developing Historical Perspective, PE p. 736

IDR Unit 6



❑ History Makers: Henri de Saint-Simon, p. 17


❑ 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


ELPS

❑ from The Communist Manifesto

❑ from “How I Served My Apprenticeship”

English Learners

❑ Analyzing Key Terms, TE p. 737

IDRS



RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P5, P7, P10, P11, P12, P13, P16, P20, P22, P26, P32, P36, P37


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


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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Struggling Readers


On-level


Above-level


English Learners



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









RETEACH


REVIEW AND ENRICH







❑ Capitalism vs. Socialism, PE p. 737




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CHAPTER OBJECTIVE: Trace the spread of democratic ideals and industrial and scientific progress in the 19th century.





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.


Primary Sources

Democratic Reform and Activism


Name Date

26

AN AGE OF DEMOCRACY AND PROGRESS 193

FOCUS AND MOTIVATE



❑ 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


1.3, 4.1, 4.2, 5.5, 5.8, 5.10, 6.2


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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Struggling Readers

❑ Creating Campaign Materials, TE p. 748

IDR Unit 6




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 6


❑ 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


RSG (Spanish)


❑ RSG Audio CD



All Students

❑ TAKING NOTES: Evaluating Courses of Action, ❑ More About The Dreyfus Affair, TE p. 750PE p. 747

REVIEW AND ENRICH







ASSESS

Content Assessment









RETEACH




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Self-Rule for British Colonies


Name Date

26



Students will

• Describe how Canada achieved self-rule. • Explain how Australia and New Zealand became

democracies• Describe British domination of Ireland.


Struggling Readers

❑ Causes and Effects of the Great Famine, TE p. 754

IDR Unit 6




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 6


❑ Geography Application: The British Settle Australia and New Zealand, p. 29


❑ 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



RSG (Spanish)


❑ RSG Audio CD


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


1.1, 3.2, 4.2, 5.3, 5.5, 5.8, 5.10, 5.12, 6.2, 6.3


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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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


❑ Patterns of Interaction Video: The Geography of Food




Analyzing Primary Sources

❑ Starvation in Ireland, PE p. 754



❑ Geography Transparency:GT26, Canada: Growth of the Dominion

❑ World Art and Cultures Transparency:AT57, Maori pigment container

ASSESS

Content Assessment









RETEACH



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War and Expansion in the United States


Name Date

26



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.


Struggling Readers

❑ The Chronology of the Civil War, TE p. 759

IDR Unit 6




Reading Study Guide


❑ RSG Audio CD

On-level

IDR Unit 6


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


RSG (Spanish)


❑ RSG Audio CD



TENNESSEE PLANNER

Process Standards

P1, P2, P8, P10, P20, P32, P33, P34, P37


2.4, 3.2, 5.5, 5.8, 5.10, 6.2


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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All Students

❑ TAKING NOTES: Following Chronological Order, PE p. 758

REVIEW AND ENRICH







ASSESS

Content Assessment









RETEACH



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Nineteenth-Century Progress


Name Date

26



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.


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.


Struggling Readers

IDR Unit 6





Reading Study Guide


❑ RSG Audio CD

On-level

❑ Skillbuilder Lesson: Analyzing Issues, TE p. 765

IDR Unit 6


❑ Skillbuilder Practice: Analyzing Issues, p. 28

❑ History Makers: Marie and Pierre Curie, p. 41


❑ 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


ELPS

❑ from Journal of the Voyage of HMS Beagle

English Learners

❑ Understanding the Germ Theory of Disease, TE p. 764

IDRS



RSG (Spanish)


❑ RSG Audio CD

Modified Lesson Plansfor English Learners


TENNESSEE PLANNER

Process Standards

P1, P2, P10, P20, P22, P26, P32, P36


1.1, 1.3, 2.2, 2.4, 5.5, 5.8, 5.9, 5.10, 6.2


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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Struggling Readers


On-level


Above-level


English Learners



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









RETEACH


REVIEW AND ENRICH







❑ Science & Technology: Edison’s Inventions, PE p. 763

❑ Literature: from The Origin, Unit 6 IDR, p. 37


21 lesson plan the reign of louis xiv - mcdougal · pdf filethe reign of louis xiv chapter...

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