pacing guide unit aand t asian republics - mcdougal littell · block schedule: week 10 (of 12...

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PACING GUIDE

Unit 4 / Russia and the EurasianRepublics

REGULAR SCHEDULE: WEEK 34 (of 36 weeks)

DayChapterSection

Engage Explore Explain ExtendEvaluate(Reteach)

1

Chapter 13Review

InteractiveReview,PE/TE p. 411ClassZone.com

Make It FunActivity, TE p.411

InterdisciplinaryActivities, TEp. 377d

ChapterAssessment,PE/TE pp.412–413;McDougalLittellAssessmentSystem

2

IntroduceChapter 14The EurasianRepublics

EssentialQuestionPE/TE p. 414;Time LineDiscussion,PE/TE p. 414

AnimatedGeography,PE/TE p. 415ClassZone.com

3

Section 14.1Center of aLandmass

Reading forUnderstanding,PE/TE p. 416

Connectingto YourWorld, PE/TEp. 417;Three MinuteWarm-Ups,TE p. 417

Section 1,PE/TE pp.417–423

4


ConnectGeography&Economics,PE/TE p. 421

TieredActivities,TE p. 422;InterdisciplinaryActivities, TEp. 420

5


ConnectGeography&Economics,PE/TE p. 421


SectionReview,PE/TE p. 423;McDougalLittellAssessmentSystem

World Cultures and Geography: South America and Europe Lesson Plans 41Unit 4: Russia and the Eurasian Republics Pacing Guide

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PACING GUIDE



DayChapterSection


1

Section 14.2HistoricCrossroads




2


Worldster:A Day inZuhura’sLife, PE/TEp. 430


3




4

Section14.3 A TheChallenge ofIndependence




5

Section14.3 A TheChallenge ofIndependence

HistoryMakers,PE/TEp. 434;AnalyzingPrimarySources,PE/TE p. 435


42 Lesson Plans World Cultures and Geography: South America and EuropePacing Guide Unit 4: Russia and the Eurasian Republics

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PACING GUIDE



DayChapterSection


1

Chapter 14Review

InteractiveReview,PE/TE p. 437ClassZone.com

Make It FunActivity, TE p.437

TechnologyProject; TeamTeachingActivities,BestPracticesToolkit, pp. 16,25

ChapterAssessment,PE/TE pp.438–439;McDougalLittellAssessmentSystem

2

UNIT 1REVIEW

Test Practiceand ReviewWorkbook,pp. 15–40

3

UNIT 2REVIEW


4

UNIT 3REVIEW


5

UNIT 4REVIEW


World Cultures and Geography: South America and Europe Lesson Plans 43Unit 4: Russia and the Eurasian Republics Pacing Guide

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PACING GUIDE


BLOCK SCHEDULE: Week 10 (of 12 weeks)

Day Chapter/Section PE/TE Page Numbers

1

2

3Introduce Unit 4: Russia and the Eurasian RepublicsIntroduce Chapter 13: Russia

pp. 369–379

4 Section 13.1 Sweeping Across Eurasia pp. 380–387

5 Section 13.2 Governing a Vast Land pp. 388–393



1 Animated Geography: The Trans-Siberian Railroad pp. 394–395

2 Section 13.3 Blending Europe and Asia pp. 396–405

3 Section 13.4 The Struggle for Reform pp. 406–410

4 Chapter 13 Review pp. 411–413

5 Introduce Chapter 14: The Eurasian Republics pp. 414–415



1 Section 14.1 Center of a Landmass pp. 416–423

2 Section 14.2 First Peoples to a Modern Nation pp. 424–431

3 Worldster: A Day in Zuhura’s Life p. 430

4 Section 14.3 A Nation of Immigrants pp. 432–436

5 Chapter 14 Review pp. 437–439

44 Lesson Plans World Cultures and Geography: South America and EuropePacing Guide Unit 4: Russia and the Eurasian Republics

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SECTION

1NORTH CAROLINA CORE LESSON PLAN

Themes and Elements ofGeography

North Carolina Skills Competency Goals

1.01, 1.02, 2.05, 2.06

Competency Goals and Objectives

PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.01, 1.02, 12.02

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

CHAPTER OPENER:

Connect Geography & History, PE/TEpp. 2–3; and @ ClassZone.comWorld Cultures & Geography VideoDVD and on Power PresentationsDVD-ROMTime Line Discussion, TE p. 2Read for the Essential Question, TE p. 4Interactive Reading/Vocabulary, PE/TEp. 4; BPTK TT9–TT16, TT28

Section Objectives

1. Identify different ways of thinking aboutgeography

2. Explain the five themes of geography3. Describe the six essential elements of

geography

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

SECTION OPENER:

3-Minute Warm-Up TE pp. 5; UTB TT1Connecting to Your World, PE/TE p. 5Think, Pair, Share: Pair Activity–Ways of Thinking About Geography, TE p. 5Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards

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

Struggling Readers &Inclusion

Oral Terms andNames Definitions,TE p. 4

RSG w/ Support,URB pp. 7–8

On-level

Section 1:Themes andElements ofGeography, PE/TEpp. 4–9

RSG, URBpp. 1–2

Gifted and Talented &Pre-AP

Create a BoardGame, TE p. 7

History Makers:Ptolemy, URB p. 31

DifferentiationActivity Bank:Strategies forPre-AP, BPTKpp. 195–200

English Learners

Pronounce andPreview, TE p. 4

Key AcademicVocabulary, TEp. 7

RSG Spanish, URBpp. 13–14

RSG w/ Support,Spanish, URBpp. 19–20

eEdition with audio

World Cultures and Geography: South America and Europe Lesson Plans 45Chapter 1: Understanding the Earth and Its Peoples North Carolina Core Lesson Plan, Sec. 1

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SECTION 1: THEMES AND ELEMENTS OF GEOGRAPHY, CONTINUED

All Students

Reader, Recorder, Reporter: Small Group Activity—The Five Themes of Geography, TE p. 6Talk About It: Small Group Discussion—Six Essential Elements, TE p. 7More About: California’s Geography, TE p. 5; Gobi Desert, TE p. 6; Tea Picking in South Asia,TE p. 7; Rivers and Dams, TE p. 8Connect to Geography: Chicago, PE/TE p. 8

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

Integrated Technology

Essential Question Transparency, UTBTT2Critical Thinking Transparency, UTBTT3Cultures Transparency: Rock Climbing,UTB TT8After-Reading Activities: BPTKTT49–TT62; and @ ClassZone.comAnimated Geography, PowerPresentations DVD-ROM; and @ClassZone.comMap Center, Activity Center, andResearch & Writing Center @ClassZone.comEasyPlanner DVD-ROM; Resources2GoUSB drive: All worksheets and editablelesson material

Interdisciplinary and Tiered Activities

Connect to Art: Make a Geography Collage,TE p. 6Connect to Language Arts: Write aParagraph, TE p. 7Tiered Activity: Five Themes and SixElements, TE p. 8Interdisciplinary Project: Related Words,URB pp. 33, 35Technology Project: Five Themes WebPages, BPTK p. 15Team Teaching, BPTK p. 24

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

Core Assessment

Section Assessment, PE/TE p. 9;Interactive Review @ ClassZone.comSection Quiz, URB p. 38McDougal Littell Assessment System:Test Generator CD-ROM; Section QuizStudent Products—Guidelines andRubrics, BPTK pp. 1–14

Reteaching

Reteaching Activity, URB p. 41

Test Practice & Review

Daily Test Practice Transparency, DTPT TT1Test Practice and Review Workbook,pp. 15–16

46 Lesson Plans World Cultures and Geography: South America and EuropeNorth Carolina Core Lesson Plan, Sec. 1 Chapter 1: Understanding the Earth and Its Peoples

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SECTION

1STRATEGIES FOR ENGLISH LEARNERS


1 Activate Prior KnowledgeTo introduce the concept of location, have students do a Pair-Share activity from theBest Practices Toolkit. Each partner should give the other directions to his or her home.Then discuss what kind of information they used, such as street names and landmarks.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look carefully at the charts on the FiveThemes of Geography and the Six Essential Elements. Have them explain in their ownwords what each of the themes and elements means. Ask: How does the photograph thataccompanies the theme “Movement” illustrate that theme? (It shows cars on a highwayinterchange, and reflects the human ability to move from one area to another.)

BUILD VOCABULARY Have pairs of students create a flash card for each of thefive themes and six elements. Ask them to use the Flash Card Game from the BestPractices Toolkit to take turns “testing” each other.

3 Make Objectives ExplicitRead each objective and write it on the board. Define words that confuse students. Askstudents to name the most important word in each objective.

• List the five themes of geography.• Explain what place and region mean and tell how they are related.• Understand how people move in the world and how they interact with their

environment.

4 Support Student ReadingCOOPERATIVE WORK To help students understand the Five Themes of Geography,model a Reciprocal Questioning activity from the Best Practices Toolkit. Then havegroups of students continue the activity for the Six Elements.

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

1. Which of the five themes focuses on the question, “How do people, goods, andideas move from one location to another?”

2. What would geographers learn by looking at the characteristics of places orregions?

5 Prepare for AssessmentTo check comprehension, review the questions on TT1 of the Daily Test PracticeTransparencies. To assess comprehension, use the Section Quiz on page 38 of UnitResource Book: Introduction to World Geography.

World Cultures and Geography: South America and Europe Lesson Plans 47Chapter 1: Understanding the Earth and Its Peoples Strategies for English Learners, Sec. 1

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SECTION

1STRATEGIES FOR INCLUSION


Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the Vocabulary: Knowledge Rating activityin the Best Practices Toolkit to determine how well students know the key terms in thissection. Write the terms on the transparency. Give individual students a copy and have themrate their familiarity with the terms. Work with the class to develop definitions.

1. environment: The physical surroundings of a location

2. geography: The study of people, places, and environments

3. spatial: Relating to space and where a place is located

4. place: A geographical term that describes the physical and human characteristics of alocation

5. region: An area that has one or more common characteristics that unite or connect it

During Reading

FOCUSED READING Use a Listening/Reading Guide activity in the Best PracticesToolkit to help students understand Section 1. Using the transparency, create questions on keyideas. Give each student sticky notes to mark the locations of the answers in the text. Readthe text aloud while students use the notes to mark the locations of the answers. Afterwards,have students return to their tabs to find and write the answers.

EXAMPLES: QUESTIONS

• What are the Five Themes of Geography?

• Why are the themes and elements of geography useful to geographers?

After Reading

ASSESSING COMPREHENSION Have students use a Frayer Model activity from theBest Practices Toolkit to summarize key ideas. Display the transparency and have pairs ofstudents fill in the center space with one of the Five Themes or Six Elements. Then have themfill in the four sections of the graphic: 1) Definition of the term or topic; 2) Characteristicsof the term or topic; 3) Examples; and 4) Non-examples. Suggest that students use theirtextbooks if needed.

48 Lesson Plans World Cultures and Geography: South America and EuropeStrategies for Inclusion, Sec. 1 Chapter 1: Understanding the Earth and Its Peoples

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SECTION


Technology Tools forGeographers


1.01, 1.02, 1.03, 1.06, 2.01, 2.02, 2.03, 2.06, 3.01, 4.06, 5.04




CHAPTER OPENER:

Three-Column Journal, BPTK TT21Read for the Essential Question, TEp. 10Interactive Reading/Vocabulary, PE/TEp. 10; BPTK TT9–TT16, TT28

Section Objectives

1. Describe the current science of mapmaking2. Explain how Geographic Information

Systems work


SECTION OPENER:

3-Minute Warm-Up, TE p. 11; UTB TT1Connecting to Your World, PE/TE p. 11Reader, Recorder, Reporter: Small Group Activity—The Science of Mapmaking, TE p. 11Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Match Terms andDefinitions, TEp. 10


On-level

Section 2:Technology Toolsfor Geographers,PE/TE pp. 10–15

RSG URB pp. 3–4


Create a MapScrapbook, TE p. 13

Map and GraphSkills, URB p. 27


English Learners


Comprehension:Self-Monitor, TEp. 13

RSG Spanish,URB pp. 15–16


eEdition withaudio


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SECTION 2: TECHNOLOGY TOOLS FOR GEOGRAPHERS, CONTINUED

All Students

Think, Pair, Share—Pair Activity: Geographic Information Systems, TE p. 14More About: Weather Satellites, TE p. 12; GPS, TE p. 13Analyzing Primary Sources, PE/TE p. 12Comparing Mapping Styles, PE/TE p. 13Connect Geography & Technology, PE/TE p. 14Fun Facts: How Tall Is Mt. Everest?, PE/TE p. 15



Critical Thinking Transparency, UTB TT4Map Transparencies, UTB TT6, TT7After-Reading Activities: BPTKTT49–TT62; and @ ClassZone.comAnimated Geography, Power PresentationsDVD-ROM; and @ ClassZone.comMap Center, Activity Center, and Research& Writing Center @ ClassZone.comEasyPlanner DVD-ROM, Resources2GoUSB drive: All worksheets and editablelesson material


Connect to Art: Make an Image Chart, TEp. 12Connect to Science: Be a Surveyor, TEp. 12Tiered Activity: GIS, TE p. 14Student Products, BPTK pp. 1–14


Core Assessment

Section Assessment, PE/TE p. 15;Interactive Review @ ClassZone.comSection Quiz, URB p. 39McDougal Littell Assessment System:Test Generator CD-ROM; Section Quiz

Reteaching



Daily Test Practice Transparency, DTPTTT2Test Practice and Review Workbook,pp. 17–18


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SECTION



1 Activate Prior KnowledgeShow students a map of the world and a globe. Use a Venn Diagram from the BestPractices Toolkit to identify similarities and differences between the two. (Map—Flat,easy to carry around; Globe—Round, same shape as Earth, hard to carry around;Both–Show where things are) Emphasize the meaning of “distortion.”

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look through the illustrations in this section,asking them questions to help them recognize details. List what they see on the board.

BUILD VOCABULARY In class, preview the three technology tools for geographers:Landsat, GPS, and GIS. After students finish reading, model a Comparison Matrixfrom the Best Practices Toolkit. Then have small groups complete a ComparisonMatrix on technology tools.

3 Make Objectives ExplicitIntroduce the section objectives and use Signals from the Best Practices Toolkit tocheck comprehension. If students signal “thumbs down,” give paraphrases or definitionsas needed.

• Describe the current science of mapmaking• Explain how Geographic Information Systems work

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about thetechnology tools that geographers use, have groups do a Jigsaw Reading activity fromthe Best Practices Toolkit.


1. What types of information do satellites collect?2. How do geographers use GIS technology?



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SECTION



Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and keyterms. Using the transparency, model the recording process as students follow. Enter“Technology Tools for Geographers” in the center. Put the two subheads into the surroundingcircles. Instruct students to scan for visuals and boldfaced terms, adding them to theappropriate subheads.

During Reading

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

EXAMPLES: SATELLITES

• Main Ideas: Landsat

• Visuals: Image of Landsat orbiting the Earth

• Supporting Details: Provides visible and infrared views of Earth

After Reading

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

I. The Science of Mapmaking

A. The definition and function of a globeB. The cartographer’s job

1. Create maps from data collected by surveyors2. Use technological tools to create detailed and accurate pictures of the world


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SECTION


Careers in Geography


1.01, 1.02, 1.06, 2.04, 2.06




CHAPTER OPENER:

Three-Column Journal, BPTK TT21Read for the Essential Question, TE p. 16Interactive Reading/Vocabulary, PE/TEp. 16; BPTK TT9–TT16, TT28

Section Objectives

1. Identify the jobs that process geographicdata

2. Describe how geographers advise businessand government

3. Explain the available jobs in physical andhuman geography


SECTION OPENER:

3-Minute Warm-Up, TE p. 17; UTB TT1Connecting to Your World, PE/TE p. 17Talk About It: Small Group Discussion—Processing Geography Data, TE p. 17Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Spell and DefineVocabulary, TE p. 16

Categorize, TEp. 18


VocabularyPractice, URBp. 25

On-level

Section 3: Careersin Geography, PE/TEpp. 16–20

RSG URB pp. 5–6


History Makers:The Urban Planner,URB p. 32

DifferentiationActivity Bank:Strategies forPre-AP, BPTK pp.195–200

English Learners




eEdition withaudio


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SECTION 3: CAREERS IN GEOGRAPHY, CONTINUED

All Students

Think, Pair, Share—Pair Activity: Advising Business and Government, TE p. 18Reader, Recorder, Reporter—Small Group Activity: Physical and Human Geography, TE p. 20More About: Geography and Jobs, TE p. 17; Urban Planning, TE p. 19Connect Geography & Culture: Cancún Then and Now, PE/TE p. 18Connect to Your World: Geography Competitions, PE/TE p. 19Make It Fun: Teacher-Tested Activity, TE p. 18



Critical Thinking Transparency, UTB TT5Essential Question Transparency, UTBTT2After-Reading Activities: BPTKTT49–TT62; and @ ClassZone.comAnimated Geography, Power PresentationsDVD-ROM; and @ ClassZone.comMap Center, Activity Center, and Research& Writing Center @ ClassZone.comEasyPlanner DVD-ROM, Resources2GoUSB drive: All worksheets and editablelesson material


Tiered Activity: Planning a Playground,TE p. 19Student Products, BPTK pp. 1–14Geography Simulation: Town Meeting ona Public Park, BPTK pp. 63–68


Core Assessment

Section Assessment, PE/TE p. 20;Interactive Review @ ClassZone.comSection Quiz, URB p. 40Interactive Review, PE/TE p. 21; and @ClassZone.comChapter Assessment, PE/TE pp. 22–23Chapter Tests (Forms A, B, C) URBpp. 45–56McDougal Littell Assessment System:Test Generator CD-ROM• Section Quiz• Chapter Tests: Forms A, B, & C (andSpanish A, B, & C)

Reteaching





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SECTION



1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generate asmany facts, ideas, and questions as they can about careers for geographers. Have groupsof students spend five minutes discussing the topic. Ask them to draw on what they mayhave learned from television documentaries or magazines such as National Geographic.After you call time, have the groups share their ideas. Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students use Interpreting Visual Sources from theBest Practices Toolkit to describe what they see in the photographs in the section. Havestudents speculate about whether they would enjoy the job of urban planner or surveyor.Then ask: What personal characteristics should a person in one of these jobs have?(Answers might include curiosity, patience, and intelligence.)

BUILD VOCABULARY Model a Word Square from the Best Practices Toolkit forgeomorphology. Then have student partners do a Word Square for climatologist anddiscuss it in class.

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

• Describe the jobs that involve processing geographic data• Explain how geographers advise business and government• Discuss the job opportunities in physical and human geography

4 Support Student ReadingCOOPERATIVE WORK To help students understand the content under the firstheading of the section, have student groups do a Reciprocal Questioning activity fromthe Best Practices Toolkit in class. Then assign the groups the remaining headingsin the section.


1. What are the main activities that geographers do?2. How do geographers help businesses and government?3. What jobs are available in the field of geography?

5 Prepare for AssessmentTo check comprehension, review the questions on TT3 of the Daily Test PracticeTransparencies. To assess comprehension, use the Section Quiz on page 40 of UnitResource Book: Introduction to World Geography. To assess comprehension of thechapter, have students complete Chapter Test, Form A, on pp. 45–48.


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SECTION



Before Reading

ACTIVATING PRIOR KNOWLEDGE Lead a discussion of what students think theymay be interested in doing as a future career. Ask them if they had ever considered a job thatwould involve fieldwork. For example, what might appeal to them about helping to plan thelayout for a new community project? What might be some drawbacks to that kind of career?Ask students to raise their hands if they think they might enjoy a career as a geographer,and call on them to explain their thinking. Ask the same of those who don’t indicate aninterest in such a career.

During Reading


EXAMPLES: QUESTIONS

• What kind of tasks does a surveyor do?

• How might a climatologist help a business or government?

After Reading

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activityfrom the Best Practices Toolkit to summarize information about each of the subtopics in thissection. Give each group a copy of the transparency and ask them to list the two or three mostimportant ideas in the subtopic they have been assigned. Here are examples for “ProcessingGeographic Data.”

• The geographer’s main activity is analyzing data to answer geographic questions.• Surveyors map and measure the land.• Geographic Information Systems (GIS) use high-tech equipment to supply complex

geographic data.


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SECTION


The Earth and Its Forces


1.01, 2.05, 2.06, 3.01, 4.06


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 3.04


CHAPTER OPENER:

Connect Geography & History, PE/TEpp. 24–25; and @ ClassZone.comWorld Cultures & Geography Video, DVDand on Power Presentations DVD-ROMTime Line Discussion, TE p. 24Read for the Essential Question, TE p. 26Interactive Reading/Vocabulary, PE/TEp. 26; BPTK TT9–TT16, TT20

Section Objectives

1. Identify the internal forces shaping theEarth

2. Describe two extreme events caused byinternal forces

3. Summarize the external forces shaping theEarth


SECTION OPENER:

3-Minute Warm-Up, TE p. 27; UTB TT9Connecting to Your World, PE/TE p. 27Talk About It: Small Group Discussion—Internal Forces Shaping the Earth, TE p. 27Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards




RSG w/Support,URB pp. 65–66

On-level

Section 1: TheEarth and Its Forces,PE/TE pp. 26–33

RSG, URBpp. 57–58


Create a BoardGame, TE p. 28

Compile a Listof Earthquakes andVolcanic Eruptions,TE p. 30

Map and GraphSkills, URB p. 91

English Learners


Vocabulary:Multiple-MeaningWords, TE p. 30



World Cultures and Geography: South America and Europe Lesson Plans 57Chapter 2: Earth’s Interlocking Systems North Carolina Core Lesson Plan, Sec. 1

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SECTION 1: THE EARTH AND ITS FORCES, CONTINUED

All Students

Reader, Recorder, Reporter: Small Group Activity—Extreme Events, TE p. 30Think, Pair, Share: Pair Activity—External Forces Shaping the Earth, TE p. 32More About: The San Francisco Earthquake, TE p. 27; Earth’s Atmosphere, TE p. 28; TectonicPlates, TE p. 29; Tsunamis, TE p. 31; The Grand Canyon, TE p. 32Comparing Tectonic Plate Movements, PE/TE p. 29Connect to Science, PE/TE p. 31Comparing Regions, TE p. 28Make It Fun: Teacher-Tested Activity, TE p. 29



Essential Question Transparency, UTBTT10Critical Thinking Transparency, UTBTT11Map Transparency, UTB TT15After-Reading Activities: BPTKTT49–TT62; and @ ClassZone.comAnimated Geography, Power PresentationsDVD-ROM; and @ ClassZone.comMap Center, Activity Center, and Research& Writing Center @ ClassZone.comEasyPlanner DVD-ROM; Resources2GoUSB drive: All worksheets and editablelesson material


Connect to Science: Chart How TectonicPlates Move, TE p. 29Connect to Math: Calculate VolcanicEruptions in the United States, TE p. 31Tiered Activity: Understand Weathering,TE p. 32


Core Assessment


Reteaching




58 Lesson Plans World Cultures and Geography: South America and EuropeNorth Carolina Core Lesson Plan, Sec. 1 Chapter 2: Earth’s Interlocking Systems

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SECTION



1 Activate Prior KnowledgeTo introduce the concept of the internal and external forces that affect the Earth, havestudents do a Pair-Share activity from the Best Practices Toolkit. Have students recallany extreme events such as earthquakes that they or a friend may have experienced.Record their ideas on the board. Tell students that less dramatic processes such aserosion also have a powerful effect on the Earth.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the illustrations of Earth’s layers andtypes of tectonic plate movements in the section. Have them explain each illustration intheir own words. Ask: What are the four types of tectonic plate movement? (spreading,diving, colliding, and sliding)

BUILD VOCABULARY In class, discuss and provide background for the key termcontinent. Tell students that several of the other key terms in the section are related tocontinents. After they finish reading the section, model a Comparison Matrix from theBest Practices Toolkit. Then have small groups of students complete a ComparisonMatrix on the continents.


• Identify the internal forces shaping the Earth• Describe two extreme events caused by internal forces• Summarize the external forces shaping the Earth

4 Support Student ReadingCOOPERATIVE WORK Model a Venn Diagram from the Best Practices Toolkit.Have students use a Venn Diagram to compare internal and external forces that shapethe Earth.


1. How many continents do geographers identify on the Earth’s surface?2. What is the relationship between earthquakes and volcanoes?


World Cultures and Geography: South America and Europe Lesson Plans 59Chapter 2: Earth’s Interlocking Systems Strategies for English Learners, Sec. 1

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Before Reading


1. continent: One of seven huge landmasses on the Earth’s surface

2. tectonic plate: Large rigid section of the Earth’s crust that is in constant motion

3. earthquake: A sudden movement of the Earth’s crust followed by a series of shocks

4. weathering: The gradual physical and chemical breakdown of rocks on the surface

5. erosion: The movement of materials to new locations by water, wind, or ice

During Reading


EXAMPLES: QUESTIONS

• What are the four types of tectonic plate movement?

• What is a volcano?

After Reading

ASSESSING COMPREHENSION Have students use a Frayer Model activity from theBest Practices Toolkit to summarize key ideas. Display the transparency and have pairs ofstudents fill in the center space with one of the forces that affect the Earth. Then have themfill in the four sections of the graphic: 1) Definition of the term or topic; 2) Characteristicsof the term or topic; 3) Examples; and 4) Non-examples. Suggest that students use theirtextbooks if needed.

60 Lesson Plans World Cultures and Geography: South America and EuropeStrategies for Inclusion, Sec. 1 Chapter 2: Earth’s Interlocking Systems

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SECTION


Bodies of Water and Landforms


1.01, 1.02, 1.06, 2.01, 2.03, 2.05, 2.06, 3.01, 5.04




CHAPTER OPENER:

Spider Map, BPTK TT32Read for the Essential Question, TEp. 34Interactive Reading/Vocabulary, PE/TEp. 34; BPTK TT9–TT16, TT28

Section Objectives

1. Identify the different bodies of waterfound on Earth

2. Explain the hydrologic cycle3. Describe how landforms are created


SECTION OPENER:

3-Minute Warm-Up, TE p. 35; UTB TT9Connecting to Your World, PE/TE p. 35Think, Pair, Share: Pair Activity—Bodies of Water, TE p. 35Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards




Clarify theLocation of the GreatSalt Lake and OtherBodies of Water, TEp. 36


On-level

Section 2: Bodiesof Water andLandforms, PE/TEpp. 34–39

RSG, URBpp. 59–60


Outline MapActivities, URBp. 93

Primary Source:from The Origins ofthe Continents andOceans, URB p. 101


English Learners


Vocabulary:Key AcademicVocabulary, TEp. 36



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SECTION 2: BODIES OF WATER AND LANDFORMS, CONTINUED

All Students

Reader, Recorder, Reporter—Small Group Activity: Hydrologic Cycle, TE p. 37Talk About It—Small Group Discussion: Landforms, TE p. 38More About: Iguacu Falls, TE p. 35; The Mediterranean Sea, TE p. 36; Underground WaterTables, TE p. 37Connect Geography & History, PE/TE p. 36Hydrologic Cycle, PE/TE p. 37Comparing Regions, PE/TE p. 38



Critical Thinking Transparency, UTBTT12Map Transparency, UTB TT16After-Reading Activities: BPTKTT49–TT62; and @ ClassZone.comAnimated Geography, Power PresentationsDVD-ROM; and @ ClassZone.comMap Center, Activity Center, and Research& Writing Center @ ClassZone.comEasyPlanner DVD-ROM, Resources2GoUSB drive: All worksheets and editablelesson material


Connect to Science: Chart How theHydrologic Cycle Works, TE p. 37Tiered Activity: Landforms Chart, TEp. 38Student Products, BPTK pp. 1–14


Core Assessment


Reteaching





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1 Activate Prior KnowledgeBegin a class discussion about the bodies of water and landforms on Earth. Model aT-Chart from the Best Practices Toolkit. Label the first column “Bodies of Water;”label the second, “Landforms.” Write students’ ideas under the appropriate columns.Tell students that they will learn more about the bodies of water and landforms onEarth when they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the illustration on the hydrologic cyclein this section, asking them questions to make sure they understand the processesinvolved. List key words they use to describe what they see on the board.

BUILD VOCABULARY Explain and discuss the following key terms from thesection: drainage basin, ground water, and relief. Then have partners use Peer Tutoringand the Flash Card Game from the Best Practices Toolkit to check their understandingof the terms.


• Identify the different bodies of water found on Earth• Explain the hydrologic cycle• Describe how landforms are created

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about the bodiesof water and landforms on Earth, have groups do a Jigsaw Reading activity from theBest Practices Toolkit.


1. What two types of water supply are found on Earth?2. What are the steps of the hydrologic cycle?



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Before Reading

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

During Reading


EXAMPLES: QUESTIONS

• Where is fresh water generally found?

• How are the terms plateau and relief connected?

After Reading

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection ofSection 2. Have students share their outlines in class to create a complete outline of thesection. Here is a partial example for the first major heading:

I. Bodies of Water

A. Fresh Water

1. Found in glaciers, rivers, streams, and lakes2. Drainage basin: a region drained by a river and its tributaries

B. Salt Water


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Climate and Vegetation


1.01, 1.02, 2.01, 2.02, 2.05, 2.06, 3.01, 3.02




CHAPTER OPENER:


Section Objectives

1. Describe the Earth’s rotation andrevolution

2. Explain the difference between weatherand climate

3. Compare and contrast the Earth’s climateand vegetation regions


SECTION OPENER:

3-Minute Warm-Up, TE p. 41; UTB TT9Connecting to Your World, PE/TE p. 41Think, Pair, Share: Pair Activity—The Earth’s Rotation and Revolution, TE p. 41Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Vocabulary: WordSort/Word Splash,TE p. 40

Create anIllustration, TEp. 42


On-level

Section 3: Climateand Vegetation,PE/TE pp. 40–47

RSG, URBpp. 61–62


InterdisciplinaryProjects, URBpp. 96–98


English Learners


Vocabulary: KeyAcademic Terms, TEp. 42



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SECTION 3: CLIMATE AND VEGETATION, CONTINUED

All Students

Reader, Recorder, Reporter—Small Group Activity: Weather and Climate, TE p. 42Talk About It—Small Group Discussion: Climate and Vegetation Regions, TE p. 43More About: The Inupiat, TE p. 41Seasons: Northern Hemisphere, PE/TE p. 42Fun Facts, PE/TE p. 43Comparing World Climate Regions, PE/TE p. 44Animated Geography: Amazon Rain Forest, PE/TE pp. 46–47Comparing Regions, TE pp. 42, 44



Critical Thinking Transparency, UTBTT13Cultures Transparency: UTB TT17After-Reading Activities: BPTKTT49–TT62; and @ ClassZone.comAnimated Geography, Power PresentationsDVD-ROM; and @ ClassZone.comMap Center, Activity Center, and Research& Writing Center @ ClassZone.comEasyPlanner DVD-ROM, Resources2GoUSB drive: All worksheets and editablelesson material


Connect to Language Arts: Write aParagraph, TE p. 43Connect to Art: Make a PrecipitationChart, TE p. 43Tiered Activity: Climate Glossary, TEp. 44Tiered Activity: Rain Forest Impact, TEpp. 46–47Student Products, BPTK pp. 1–14


Core Assessment


Reteaching





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1 Activate Prior KnowledgeHave students do a Brainstorming activity from the Best Practices Toolkit about theclimate and vegetation of their region. Ask them to describe the climate where they live,but help them distinguish between climate and weather. List the students’ ideas on theboard. Then tell them that they will learn about the variety of climates and vegetationaround the world when they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the chart comparing world climateregions in this section. Clarify any questions they may have about how to interpretthe chart.

BUILD VOCABULARY Model a Word Square from the Best Practices Toolkit forthe term solstice. Then have student pairs do a Word Square for equinox. Brieflydiscuss the Word Square in class.


• Describe the Earth’s rotation and revolution• Explain the difference between weather and climate• Compare and contrast the Earth’s climate and vegetation regions

4 Support Student ReadingCOOPERATIVE WORK To help students understand the information under thefirst heading of the section, have student groups do a Reciprocal Questioning activityfrom the Best Practices Toolkit in class. Then, after students have finished reading thesection, assign the groups the remaining headings in the section.


1. What is the difference between the Earth’s rotation and its revolution?2. What is the difference between weather and climate?



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Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and key terms.Using the transparency, model the recording process as students follow. Enter “The Earth’sRotation and Revolution” in the center. Put the subheads into the surrounding circles. Instructstudents to scan for visuals and boldfaced terms, adding them to the appropriate subheads.

During Reading


Main Ideas Visuals Supporting Details

solstice Seasons illustration Describes the point whenthe sun’s rays shine directlyoverhead at noon at the furthestpoints north and south

After Reading

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activityfrom the Best Practices Toolkit to summarize information about each of the subtopics in thissection. Give each group a copy of the transparency and ask them to list the two or three mostimportant ideas in the subtopic they have been assigned Here are examples for “Weather.”

• Weather is the condition of the Earth’s atmosphere at a given time and place.• Climate is the term for the typical weather conditions of a certain region over a long

period of time.• Weather extremes include hurricanes, tornadoes, blizzards, and droughts.


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SECTION


Environmental Challenges


1.01, 1.02, 1.04, 2.01, 2.02, 2.03, 2.05, 2.06, 3.02


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 2.01, 3.04, 1.01, 1.02, 2.01, 3.01, 3.02


CHAPTER OPENER:

Spider Map, BPTK TT32Read for the Essential Question, TE p. 48Interactive Reading/Vocabulary, PE/TEp. 48; BPTK TT9–TT16, TT20

Section Objectives

1. Explain the relationship between globalwarming and the greenhouse effect, andtheir effects on the Earth’s climate

2. Identify the causes and effects ofdesertification


SECTION OPENER:

3-Minute Warm-Up, TE p. 49; UTB TT9Connecting to Your World, PE/TE p. 49Think, Pair, Share: Pair Activity—Global Warming, TE p. 49Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Create Audio orVisual Vocabulary,TE p. 48

Compare andContrast, TE p. 50


On-level

Section 4:EnvironmentalChallenges, PE/TEpp. 48–52

RSG, URBpp. 63–64


History Makers:Wangari Maathai,URB p. 95

Economics in theWorld, URB p. 99


English Learners




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SECTION 4: ENVIRONMENTAL CHALLENGES, CONTINUED

All Students

Reader, Recorder, Reporter—Small Group Activity: Desertification, TE p. 51More About: Burkina Faso, TE p. 49; Greenhouse Effect, TE p. 50; Kyoto Protocol, TE p. 50Analyzing Primary Sources, PE/TE p. 51Connect Geography & Culture, PE/TE p. 52Make It Fun: Teacher-Tested Activity, TE p. 53Comparing Regions, TE p. 50



Critical Thinking Transparency, UTBTT14Essential Question Transparency, UTBTT10After-Reading Activities: BPTKTT49–TT62; and @ ClassZone.comAnimated Geography, Power PresentationsDVD-ROM; and @ ClassZone.comMap Center, Activity Center, and Research& Writing Center @ ClassZone.comEasyPlanner DVD-ROM, Resources2GoUSB drive: All worksheets and editablelesson material


Tiered Activity: Causes and Effects ofDesertification, TE p. 51Student Products, BPTK pp. 1–14


Core Assessment

Section Assessment, PE/TE p. 52;Interactive Review @ ClassZone.comSection Quiz, URB p. 106Interactive Review, PE/TE p. 53; and @ClassZone.comChapter Assessment, PE/TE pp. 54–55Chapter Tests (Forms A, B, C) URB pp.111–122McDougal Littell Assessment System:Test Generator CD-ROM• Section Quiz• Chapter Tests: Forms A, B, & C (andSpanish A, B, & C)

Reteaching





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1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generateas many facts, ideas, and questions as they can about challenges to the environment.Have groups of students spend five minutes discussing the topic. Ask them to drawon what they may have learned from television documentaries or magazines such asNational Geographic. After you call time, have the groups share their ideas. Write theirresponses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students use Interpreting Visual Sources from theBest Practices Toolkit to describe what they see in the photographs and illustrations inthe section. Then ask: What is the greenhouse effect? (the trapping of the sun’s heat bygases in the Earth’s atmosphere)

BUILD VOCABULARY Model a Word Square from the Best Practices Toolkit fordesertification. Then have student partners do a Word Square for sustainable anddiscuss it in class.


• Explain the relationship between global warming and the greenhouse effect, andtheir effects on the Earth’s climate

• Identify the causes and effects of desertification

4 Support Student ReadingCOOPERATIVE WORK To help students learn about challenges to the environment,use a Carousel Report activity from the Best Practices Toolkit. Assign each studentgroup one of the following terms: global warming, greenhouse effect, fossil fuels, andgreenhouse gas. Have groups gather information and present it to the class.


1. How is possible global warming threatening to the Earth?2. What is desertification?



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Before Reading

ACTIVATING PRIOR KNOWLEDGE Lead a discussion of what students know aboutpossible threats to the environment. Ask volunteers to describe what they’ve read about suchthreats in the current news media. Ask: Are there any local environmental problems thatyou know about? What agencies or community organizations exist to help deal with thoseproblems? Record students’ comments on the board.

During Reading

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

After Reading

ASSESSING COMPREHENSION Work with students on a Collaborative Rereadingactivity from the Best Practices Toolkit. Show students the transparency. Make sure theReader is writing down questions and that the Listener is noting the main ideas. Encouragepairs to discuss each section of text. Here is an example for the subhead “Desertification.”

EXAMPLE: QUESTION

• What are the causes of desertification?

EXAMPLE: MAIN IDEAS

• Desertification is the process in which farmland becomes less productive because theland is degraded.


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SECTION


The Geography of Population


1.01, 1.03, 1.06, 2.01, 2.02, 2.03, 2.05, 2.06, 3.01, 3.02


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 1.03, 2.02, 3.01, 3.02


CHAPTER OPENER:

Connect Geography & History, PE/TE pp.56–57; and @ ClassZone.comWorld Cultures & Geography VideoSeries, DVD and on Power PresentationsDVD-ROMTime Line Discussion, TE p. 56Read for the Essential Question, TE p. 58Interactive Reading/Vocabulary, PE/TEp. 58; BPTK TT9–TT16, TT28

Section Objectives

1. Explain population growth, how it ismeasured, and the challenges it presents

2. Identify the factors that influencepopulation distribution and density


SECTION OPENER:

3-Minute Warm-Up, TE p. 59; UTB TT18Connecting to Your World, PE/TE p. 59Think, Pair, Share: Pair Activity—Population Growth, TE p. 59Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Vocabulary:Definition Mapping,TE p. 58


On-level

Section 1: TheGeography ofPopulation, PE/TEpp. 58–65

RSG, URB pp.123–124


Illustrate theAmount of HabitableLand on Earth, TE p.61

Connect to Math,URB p. 167

Primary Sources,URB p. 168

English Learners


Key AcademicVocabulary, TE p. 61


RSG w/ Support,Spanish, URB pp.147–148

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World Cultures and Geography: South America and Europe Lesson Plans 73Chapter 3: Human Geography North Carolina Core Lesson Plan, Sec. 1

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SECTION 1: THE GEOGRAPHY OF POPULATION, CONTINUED

All Students

Reader, Recorder, Reporter: Small Group Activity—Population Distributions and Density,TE p. 61Talk About It: Small Group Discussion—Population Distribution, TE p. 64More About: Factoring U.S. Population Growth, TE p. 59; Squatter Settlements, TE p. 60;Clean Water and Sanitation, TE p. 60; The World’s Largest Cities, TE p. 61; Countries with theLargest and Smallest Population Densities, TE p. 62; Outback and the Environment, TE p. 64Comparing Urban Populations, PE/TE p. 61Connect to Math, PE/TE p. 62Comparing Regions, TE p. 65



Essential Question Transparency, UTBTT19Critical Thinking Transparency, UTBTT20Map Transparency, UTB TT25After-Reading Activities: BPTK TT49–62;and @ ClassZone.comAnimated Geography, Power PresentationsDVD-ROM; and @ ClassZone.comMap Center, Activity Center, and Research& Writing Center @ ClassZone.comEasyPlanner DVD-ROM; Resources2GoUSB drive: All worksheets and editablelesson material


Connect to Math: Compare Rates ofNatural Increase, TE p. 60Connect to Science: Describe LocalSources of Clean Water, TE p. 60Tiered Activity: World Population, TEp. 62; Travel Agency Advertisement, TEp. 64Connect to Language Arts: Daily JournalEntries, TE p. 65Connect to Economics: Challenges FacingIndonesia and Australia, TE p. 65


Core Assessment


Reteaching




74 Lesson Plans World Cultures and Geography: South America and EuropeNorth Carolina Core Lesson Plan, Sec. 1 Chapter 3: Human Geography

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1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generate asmany facts, ideas, and questions as they can about the world’s population or populationdensity. Write the topic on the board and have groups of students spend five minutesdiscussing it. Encourage them to draw on what they know from the broadcast newsmedia, newspapers, or magazines. After you call time, have the groups share theirideas. Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look carefully at the chart comparing urbanpopulations. Have them explain in their own words what the data on the chart shows.Ask: Which city listed in the chart has the greatest population? (Tokyo) Which city inIndia has the greatest population? (Mumbai) Have students think about the size of thecity or town where they live as compared to the cities shown on the chart.

BUILD VOCABULARY Have pairs of students create a flash card for each of theterms and names in the section. Ask them to use the Flash Card Game from the BestPractices Toolkit to take turns “testing” each other.


• Explain population growth, how it is measured, and the challenges it presents• Identify the factors that influence population distribution and density

4 Support Student ReadingCOOPERATIVE WORK To help students understand the concept of birth rate, modela Reciprocal Questioning activity from the Best Practices Toolkit. Then have groups ofstudents continue the activity for the concept of death rate.


1. What is the rate of natural increase?2. What are the challenges created by the world’s expanding population?3. What is the difference between population and population density?


World Cultures and Geography: South America and Europe Lesson Plans 75Chapter 3: Human Geography Strategies for English Learners, Sec. 1

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Before Reading


Term Definition

population The number of people who live in a specified area

birth rate The number of births per 1,000 people

population density The average number of people who live in a certain area

urbanization Growth of the number of people living in urban areas; the process of citydevelopment

During Reading


EXAMPLES: QUESTIONS

• How do geographers measure population growth?

• What two geographic features make land habitable?

After Reading

ASSESSING COMPREHENSION Have students use a Frayer Model activity from theBest Practices Toolkit to summarize key ideas. Display the transparency and have pairs ofstudents fill in the center space with “population density.” Then have them fill in the foursections of the graphic: 1) Definition of the term or topic; 2) Characteristics of the term ortopic; 3) Examples; and 4) Non-examples. Suggest that students use their textbooks if needed.

76 Lesson Plans World Cultures and Geography: South America and EuropeStrategies for Inclusion, Sec. 1 Chapter 3: Human Geography

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SECTION


Why People Move


1.01, 1.02, 1.04, 2.05, 2.06, 3.01, 3.02


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 1.03, 2.02, 2.03, 4.01


CHAPTER OPENER:


Section Objectives

1. Describe push and pull factors thatencourage people to migrate

2. Define internal and external migration,and give examples of each

3. Summarize the cultural, economic, andpolitical effects of migration


SECTION OPENER:

3-Minute Warm-Up, TE p. 67; UTB TT18Connecting to Your World, PE/TE p. 67Think, Pair, Share: Pair Activity—Causes of Migration, TE p. 67Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Reading andDefining TermsVerbally, TE p. 66


On-level

Section 2: WhyPeople Move, PE/TEpp. 66–71

RSG, URBpp. 125–126


List Examplesof Push and PullFactors, TE p. 68


English Learners


Vocabulary:Suffixes, TE p. 68

RSG Spanish,URBpp. 141–142


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SECTION 2: WHY PEOPLE MOVE, CONTINUED

All Students

Talk About It—Small Group Discussion: Where People Migrate, TE p. 69Think, Pair, Share—Pair Activity: The Effects of Migration, TE, p. 70More About: Moving Within the United States, TE p. 67; The Earliest Migrations, TE p. 68;The Treatment of Refugees, TE p. 70Comparing Mirgration Factors, PE/TE p. 68Connect Geography & Culture, PE/TE p. 70



Critical Thinking Transparency, UTBTT21After-Reading Activities: BPTK TT49–62;and @ ClassZone.comAnimated Geography, Power PresentationsDVD-ROM; and @ ClassZone.comMap Center, Activity Center, and Research& Writing Center @ ClassZone.comEasyPlanner DVD-ROM, Resources2GoUSB drive: All worksheets and editablelesson material


Connect to Art: Illustrate InternalMigration, TE p. 69Connect to Language Arts: Write aJournal Entry for a New Immigrant’s FirstDay, TE p. 69Tiered Activity: Immigrant’s Narrative,TE p. 70Student Products, BPTK pp. 1–14


Core Assessment


Reteaching



Daily Test Practice Transparency, DTPTTT9Test Practice and Review Workbook, pp.31–32


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SECTION


Why People Move

1 Activate Prior KnowledgeDraw a Cluster Diagram from the Best Practices Toolkit. Write “Why People Move” inthe center oval. Then have students discuss the factors that cause people to move fromone location to another. To get them started, point out that there are two kinds of factors:push factors and pull factors. As the discussion continues, add new subtopics to thediagram. Tell students that the movement of people affects life around the world.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look through the illustrations in this section,asking them questions to help them recognize details. List what they see on the board.

BUILD VOCABULARY Write migration on the board and discuss the word in class.Ask students what words have the same root. (immigrant, migrant, immigration) Listthe words on the board. Then have students use a Roundtable activity from the BestPractices Toolkit to explain what they know about the word.


• Describe push and pull factors that encourage people to migrate• Define internal and external migration, and give examples of each• Summarize the cultural, economic, and political effects of migration

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about the humanmigration, have groups do a Jigsaw Reading activity from the Best Practices Toolkit.


1. What are some examples of push factors in human migration?2. What are some examples of pull factors?3. What is the difference between internal migration and external migration?



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Why People Move

Before Reading

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

During Reading


Example: Satellites

Main Ideas Visuals Supporting Details

Push Factors Chart Provides examples ofenvironmental and politicalpush factors

After Reading

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

I. Causes of Migration

A. An immigrant is a person who leaves one area to settle in another.B. Push Factors

1. Environmental: includes climate changes2. Political: includes war or persecution of a group of people.


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Resources and Economics


1.01, 1.02, 1.06, 2.01, 2.02, 2.03, 2.05, 2.06, 3.01, 3.02, 5.04


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 1.03, 5.01, 5.02, 5.03, 5.04, 6.01, 6.02, 11.02, 11.03


CHAPTER OPENER:

Comparison Matrix, BPTK TT19Read for the Essential Question, TE p. 72Interactive Reading/Vocabulary, PE/TEp. 72; BPTK TT9–TT16, TT21

Section Objectives

1. Identify the different types of naturalresources and their importance

2. Explain how the four basic economicsystems work

3. Summarize the ways economicdevelopment is measured and thedifferences between developing anddeveloped nations

4. Describe the need for world trade andhow it can lead to interdependence andcompetition


SECTION OPENER:

3-Minute Warm-Up, TE p. 73; UTB TT18Connecting to Your World, PE/TE p. 73Talk About It: Small Group Discussion—Natural Resources, TE p. 73Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Illustrate Termsand Names, TE p. 72

List Local andRegional Resources,TE p. 74


On-level

Section 3:Resources andEconomics, PE/TEpp. 72–77



InterdisciplinaryProjects, pp. 163,165

Economics in theWorld, URB p. 166

DifferentiationActivity Bank:Strategies forPre-AP, BPTK pp.195–200

English Learners




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SECTION 3: RESOURCES AND ECONOMICS, CONTINUED

All Students

Think, Pair, Share—Pair Activity: Economic Systems, TE p. 75Reader, Recorder, Reporter—Small Group Activity: Measuring Economic Development, TEp. 76Think, Pair, Share—Pair Activity: World Trade, TE p. 77More About: U.S. Coins and Copper, TE p. 73; A Barter Economy in Argentina, TE p. 75Connect Geography & Economics, PE/TE p. 74Comparing Regions: Distribution and Use of Oil Reserves, PE/TE p. 74Comparing Economic Development, PE/TE p. 76Fun Facts: How Tall Is Mt. Everest?, PE/TE p. 15



Critical Thinking Transparency, UTBTT22Cultures Transparency, UTB TT26After-Reading Activities: BPTK TT49–62;and @ ClassZone.comAnimated Geography, Power PresentationsDVD-ROM; and @ ClassZone.comMap Center, Activity Center, and Research& Writing Center @ ClassZone.comEasyPlanner DVD-ROM, Resources2GoUSB drive: All worksheets and editablelesson material


Connect to Economics: Roleplay a BarterEconomy, TE p. 75Connect to Art: Illustrate Relationships ina Command or Market Economy, TE p. 75Tiered Activity: Measures of EconomicDevelopment, TE p. 76Student Products, BPTK pp. 1–14


Core Assessment


Reteaching





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1 Activate Prior KnowledgeTo introduce the concept of how the resources of a region affect its economy, havestudents do a Pair-Share activity from the Best Practices Toolkit. Have students identifythe natural and human resources that can be found in the city or state where they live.To help them get started, remind them that even a city may have convenient naturalresources such as a lake or river near them. And a city has a great deal of humanresources available. Record their ideas on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the map and chart on natural resources.Have them explain each type of natural resource in their own words. Ask: What type ofresources are always available, no matter what amount is used? (unlimited)

BUILD VOCABULARY Model a Word Square from the Best Practices Toolkit forthe term export. Then have student partners do a Word Square for import. Brieflydiscuss the Word Squares in class.


• Identify the different types of natural resources and their importance• Explain how the four basic economic systems work• Summarize the ways economic development is measured and the differences

between developing and developed nations• Describe the need for world trade and how it can lead to interdependence and

competition

4 Support Student ReadingCOOPERATIVE WORK Model a Venn Diagram from the Best Practices Toolkit.Have students use a Venn Diagram to compare a command economy and a marketeconomy.


1. What are the three types of natural resources?2. What is an economic system?3. What does Gross Domestic Product measure?



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Before Reading

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

1. Natural resources are something found in nature that is necessary or useful to humans.

2. Resources are distributed equally around the world.

3. Technology is often necessary to make a natural resource useable by humans.

4. A command economy is one in which consumers determine the supply and demandof a particular product.

5. A developing nation generally has low Gross Domestic Product and few economicactivities.

6. Specialization occurs when a country chooses to focus on producing many differentproducts.

During Reading

FOCUSED READING Use the SQ3R activity in the Best Practices Toolkit for takingnotes on Section 3. First survey the text and make predictions about the reading. Then use thetransparency to model summarizing key points. Have student partners finish the activity.

EXAMPLES: SURVEY

• Natural resources are somehow connected to a region’s economy.

• The world has a variety of economic systems.

• Geographers need to measure economic development.

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

EXAMPLES: QUESTIONS

• What are natural resources?

• What kinds of economic systems exist?

• How do humans measure economic development?

• Why is world trade important?

After Reading

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


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Why We Need Government


1.01, 1.03, 1.06, 2.06, 3.02, 4.02, 4.06


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 9.02, 10.02, 11.03


CHAPTER OPENER:


Section Objectives

1. Identify the main types of government andtheir characteristics

2. Summarize the role of an active citizen ina democracy

3. Describe some international organizationsand their goals


SECTION OPENER:

3-Minute Warm-Up, TE p. 79; UTB TT18Connecting to Your World, PE/TE p. 79Think, Pair, Share: Pair Activity—Types of Government, TE p. 79Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Vocabulary:Student VOCStrategy, TE p. 78

Create Symbols ofGovernment, TEp. 80


On-level

Section 4:Why We NeedGovernment, PE/TEpp. 78–82

RSG, URBpp. 129–130


Report onDifferences inMonarchies, TEp. 80

History Makers:The EuropeanUnion, URB p. 79


English Learners




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SECTION 4: WHY WE NEED GOVERNMENT, CONTINUED

All Students

Reader, Recorder, Reporter—Small Group Activity: Being an Active Citizen, TE p. 81Talk About It—Small Group Discussion: International Organizations, TE p. 82More About: U.S. Passports, TE p. 79Comparing Governments, PE/TE p. 80Make It Fun: Teacher-Tested Activity, TE p. 83



Critical Thinking Transparency, UTBTT23Essential Question Transparency, UTBTT19After-Reading Activities: BPTK TT49–62;and @ ClassZone.comAnimated Geography, Power PresentationsDVD-ROM; and @ ClassZone.comMap Center, Activity Center, and Research& Writing Center @ ClassZone.comEasyPlanner DVD-ROM, Resources2GoUSB drive: All worksheets and editablelesson material


Tiered Activity: Responsibilities ofCitizenship, TE p. 81Student Products, BPTK pp. 1–14


Core Assessment

Section Assessment, PE/TE p. 82;Interactive Review @ ClassZone.comSection Quiz, URB p. 172Interactive Review, PE/TE p. 83; and @ClassZone.comChapter Assessment, PE/TE pp. 84–85Chapter Tests (Forms A, B, C) URB pp.177–188McDougal Littell Assessment System:Test Generator CD-ROM• Section Quiz• Chapter Tests: Forms A, B, & C (andSpanish A, B, & C)

Reteaching





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1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generate asmany facts, ideas, and questions as they can about the United States government. Havegroups of students spend five minutes discussing the topic. Ask them to draw on whatthey may have learned from newspapers or magazines or from other classes. After youcall time, have the groups share their ideas. Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students use Interpreting Visual Sources from theBest Practices Toolkit to describe what they see in the photographs in the section. Havestudents speculate about whether they would like to work in the government. Then ask:How do you think the U.S. government might be different from other governmentsaround the world? (Answers will vary, but most students will know that kings andqueens still exist in certain countries, such as England. Others may be aware that afew communist governments still operate.)

BUILD VOCABULARY Explain and discuss the following key terms from thesection: government, citizen, representative democracy, monarchy, and dictatorship.Then have student partners use the Flash Card Game from the Best Practices Toolkit totake turns quizzing each other.


• Identify the main types of government and their characteristics• Summarize the role of an active citizen in a democracy• Describe some international organizations and their goals

4 Support Student ReadingCOOPERATIVE WORK To help students understand the content under the firstheading of the section, have student groups do a Reciprocal Questioning activity fromthe Best Practices Toolkit in class. Then assign the groups the remaining headingsin the section.


1. What types of government operate around the world?2. What are some of the responsibilities of being a U.S. citizen?3. How does the United Nations help countries across the world?



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Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and keyterms. Using the transparency, model the recording process as students follow. Enter “WhyWe Need Government” in the center. Put the subheads into the surrounding circles. Instructstudents to scan for visuals and boldfaced terms, adding them to the appropriate subheads.

During Reading

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

After Reading

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activityfrom the Best Practices Toolkit to summarize information about each of the subtopics inthis section. Give each group a copy of the transparency and ask them to list the two orthree most important ideas in the subtopic they have been assigned. Here are examples for“Being an Active Citizen:”

• People have personal responsibilities and community responsibilities as citizens ina democracy.

• Knowing right from wrong is an example of a personal responsibility.• People need to be informed citizens.


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SECTION


What Is Culture?


1.01, 1.02, 2.06, 3.01, 3.02, 4.06


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 4.01, 11.01, 11.02, 11.03, 12.01, 12.03


CHAPTER OPENER:

Connect Geography & History, PE/TE pp.86–87; and @ ClassZone.comWorld Cultures & Geography Video , DVDand on Power Presentations DVD-ROMTime Line Discussion, TE p. 86Read for the Essential Question, TE p. 88Interactive Reading/Vocabulary, PE/TE p.88; BPTK TT9–TT16, TT28

Section Objectives

1. Describe culture and its elements2. Identify the major religions in the world

and how they spread3. Summarize the roles language plays in

culture and identify some families oflanguages and how they have spread


SECTION OPENER:

3-Minute Warm-Up, TE p. 89; UTB TT27Connecting to Your World, PE/TE p. 89Talk About It: Small Group Discussion—Culture: A Way of Life, TE p. 89Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Vocabulary:Student VOCStrategy, TE p. 88

Define TermsUsed to ExplainReligion, TE p. 92


On-level

Section 1: What isCulture? PE/TE pp.88–95



Chart Elements ofLocal Culture TE p.90

Prepare anInterview onAnother Religion,TE p. 92

History Makers:Siddhartha Gautama,URB p. 211

English Learners


Key AcademicVocabulary, TE p. 90


RSG w/ Support,Spanish, URB pp.201–202

eEdition withaudio

World Cultures and Geography: South America and Europe Lesson Plans 89Chapter 4: People and Culture North Carolina Core Lesson Plan, Sec. 1

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SECTION 1: WHAT IS CULTURE?, CONTINUED

All Students

Think, Pair, Share: Pair Activity—World Religions and Culture, TE p. 92Reader, Recorder, Reporter: Small Group Activity—World Languages and Culture, TE p. 94More About: Newspaper Rock, TE p. 89; Ethnic Groups and Political Boundaries, TE p. 90; TheMedia and Youth Culture Today, TE p. 91; U.S. Immigration and Religion, TE p. 93; Religionin the U.S., TE p. 93Analyzing Primary Sources, PE/TE p. 90Worldster: Culture and Your World, TE p. 91Comparing Regions, TE p. 91Comparing World Religions, TE pp. 92–93



Essential Question Transparency, UTBTT28Critical Thinking Transparency, UTBTT29Map Transparency, UTB TT32Cultures Transparency, UTB TT33After-Reading Activities: BPTK TT49–62;and @ ClassZone.comAnimated Geography, Power PresentationsDVD-ROM; and @ ClassZone.comEasyPlanner DVD-ROM; Resources2GoUSB drive: All worksheets and editablelesson material


Tiered Activity: Visual Display onAmerican Culture, TE p. 91Connect to Math: Graph Religions in theUnited States, TE p. 93Tiered Activity: Time Capsule, TE p. 94Interdisciplinary Project, URB pp. 213,215


Core Assessment


Reteaching




90 Lesson Plans World Cultures and Geography: South America and EuropeNorth Carolina Core Lesson Plan, Sec. 1 Chapter 4: People and Culture

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pacing guide unit aand t asian republics - mcdougal littell · block schedule: week 10 (of 12...

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