tennessee lesson plans - mcdougal · pdf filecontents unit 1 american beginnings to 1783...

Tennessee Lesson Plans

Reconstruction to the 21st Century

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ISBN 13: 978-0-618-98285-1ISBN 10: 0-618-98285-X

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Contents

Unit 1 American Beginnings to 1783

Chapter 1 Exploration and the Colonial Era (Beginnings to 1763)Section 1 Lesson Plan: The Americas, West Africa, and Europe . . . . . . . . . . . . . . . . . . . . . . . . . .1Section 2 Lesson Plan: Spanish North America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Section 3 Lesson Plan: Early British Colonies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Section 4 Lesson Plan: The Colonies Come of Age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Chapter 2 Revolution and the Early Republic (1763-1800)Section 1 Lesson Plan: Colonial Resistance and Rebellion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9Section 2 Lesson Plan: The War of Independence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Section 3 Lesson Plan: Confederation and the Constitution . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Section 4 Lesson Plan: Launching the New Nation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

The Living ConstitutionLesson Plan: Preamble and Article I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Lesson Plan: Articles II and III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Lesson Plan: Articles IV-VII . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Lesson Plan: The Bill of Rights and Amendments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Chapter 3 The Growth of a Young Nation (1800–1877)Section 1 Lesson Plan: The Jeffersonian Era . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25Section 2 Lesson Plan: The Age of Jackson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Section 3 Lesson Plan: Manifest Destiny . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Section 4 Lesson Plan: The Market Revolution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Section 5 Lesson Plan: Reforming American Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Chapter 4 The Union in Peril (1850–1877)Section 1 Lesson Plan: The Divisive Politics of Slavery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35Section 2 Lesson Plan: The Civil War Begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37Section 3 Lesson Plan: The North Takes Charge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39Section 4 Lesson Plan: Reconstruction and Its Effects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .41

Unit 2 A New Nation, 1781–1848Chapter 5 Changes on the Western Frontier (1877–1900)

Section 1 Lesson Plan: Cultures Clash on the Prairie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43Section 2 Lesson Plan: Settling on the Great Plains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45Section 3 Lesson Plan: Farmers and the Populist Movement . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Chapter 6 A New Industrial Age (1877–1900)Section 1 Lesson Plan: The Expansion of Industry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49Section 2 Lesson Plan: The Age of the Railroads . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51Section 3 Lesson Plan: Big Business and Labor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53

Chapter 7 Immigrants and Urbanization (1877–1914)Section 1 Lesson Plan: The New Immigrants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55Section 2 Lesson Plan: The Challenges of Urbanization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57Section 3 Lesson Plan: Politics in the Gilded Age (includes Political Machine) . . . . . . . . . . . . .59

Chapter 8 Life at the Turn of the Century (1877–1917)Section 1 Lesson Plan: Science and Urban Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61Section 2 Lesson Plan: Expanding Public Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63Section 3 Lesson Plan: Segregation and Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65Section 4 Lesson Plan: Dawn of Mass Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67

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Unit 3 Modern America Emerges, 1890–1920Chapter 9 The Progressive Era (1890–1920)

Section 1 Lesson Plan: The Origins of Progressivism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69Section 2 Lesson Plan: Women in Public Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71Section 3 Lesson Plan: Teddy Roosevelt’s Square Deal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73Section 4 Lesson Plan: Progressivism Under Taft . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75Section 5 Lesson Plan: Wilson’s New Freedom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77

Chapter 10 America Claims an Empire (1890–1920)Section 1 Lesson Plan: Imperialism and America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79Section 2 Lesson Plan: The Spanish–American War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81Section 3 Lesson Plan: Acquiring New Lands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83Section 4 Lesson Plan: America as a World Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

Chapter 11 The First World War (1914–1920)Section 1 Lesson Plan: World War I Begins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87Section 2 Lesson Plan: American Power Tips the Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89Section 3 Lesson Plan: The War at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91Section 4 Lesson Plan: Wilson Fights for Peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93

Unit 4 The 1920s and the Great Depression, 1920–1940Chapter 12 Politics of the Roaring Twenties (1920–1929)

Section 1 Lesson Plan: Americans Struggle with Postwar Issues . . . . . . . . . . . . . . . . . . . . . . . . .95Section 2 Lesson Plan: The Harding Presidency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97Section 3 Lesson Plan: The Business of America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99

Chapter 13 The Roaring Life of the 1920s (1920–1929)Section 1 Lesson Plan: Changing Ways of Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .101Section 2 Lesson Plan: The Twenties Woman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103Section 3 Lesson Plan: Education and Popular Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105Section 4 Lesson Plan: The Harlem Renaissance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107

Chapter 14 The Great Depression Begins (1929–1933)Section 1 Lesson Plan: The Nation’s Sick Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109Section 2 Lesson Plan: Hardship and Suffering During the Depression . . . . . . . . . . . . . . . . .111Section 3 Lesson Plan: Hoover Struggles with the Depression . . . . . . . . . . . . . . . . . . . . . . . . .113

Chapter 15 The New Deal (1933–1940)Section 1 Lesson Plan: A New Deal Fights the Depression . . . . . . . . . . . . . . . . . . . . . . . . . . .115Section 2 Lesson Plan: The Second New Deal Takes Hold . . . . . . . . . . . . . . . . . . . . . . . . . . . .117Section 3 Lesson Plan: The New Deal Affects Many Groups . . . . . . . . . . . . . . . . . . . . . . . . . .119Section 4 Lesson Plan: Culture in the 1930s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121Section 5 Lesson Plan: The Impact of the New Deal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123

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Unit 5 World War II and its Aftermath (1931–1960)Chapter 16 World War Looms (1931–1941)

Section 1 Lesson Plan: Dictators Threaten World Peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .125Section 2 Lesson Plan: War in Europe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .127Section 3 Lesson Plan: The Holocaust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .129Section 4 Lesson Plan: America Moves Toward War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .131

Chapter 17 The United States in World War II (1941–1945)Section 1 Lesson Plan: Mobilizing for Defense . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .133Section 2 Lesson Plan: The War for Europe and North Africa . . . . . . . . . . . . . . . . . . . . . . . . .135Section 3 Lesson Plan: The War in the Pacific . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .137Section 4 Lesson Plan: The Home Front . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139

Chapter 18 Cold War Conflicts (1945–1960)Section 1 Lesson Plan: Origins of the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .141Section 2 Lesson Plan: The Cold War Heats Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143Section 3 Lesson Plan: The Cold War at Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145Section 4 Lesson Plan: Two Nations Live on the Edge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147

Chapter 19 The Postwar Boom (1946–1960)Section 1 Lesson Plan: Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149Section 2 Lesson Plan: The American Dream in the Fifties . . . . . . . . . . . . . . . . . . . . . . . . . . .151Section 3 Lesson Plan: Popular Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153Section 4 Lesson Plan: The Other America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .155

Unit 6 Living with Great Turmoil (1945–1975)Chapter 20 The New Frontier and the Great Society (1960–1968)

Section 1 Lesson Plan: Kennedy and the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157Section 2 Lesson Plan: The New Frontier . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159Section 3 Lesson Plan: The Great Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161

Chapter 21 Civil Rights (1954–1970)Section 1 Lesson Plan: Taking on Segregation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163Section 2 Lesson Plan: The Triumphs of a Crusade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165Section 3 Lesson Plan: Challenges and Changes in the Movement . . . . . . . . . . . . . . . . . . . . .167

Chapter 22 The Vietnam War Years (1954–1975)Section 1 Lesson Plan: Moving Toward Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .169Section 2 Lesson Plan: U.S. Involvement and Escalation . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171Section 3 Lesson Plan: A Nation Divided . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .173Section 4 Lesson Plan: 1968: A Tumultuous Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175Section 5 Lesson Plan: The End of the War and Its Legacy . . . . . . . . . . . . . . . . . . . . . . . . . . .177

Chapter 23 An Era of Social Change (1960–1975)Section 1 Lesson Plan: Latinos and Native Americans Seek Equality . . . . . . . . . . . . . . . . . . . .179Section 2 Lesson Plan: Women Fight for Equality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181Section 3 Lesson Plan: Culture and Counterculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .183

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Unit 7 Passage to a New Century (1968–2001)Chapter 24 An Age of Limits (1968–1980)

Section 1 Lesson Plan: The Nixon Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185Section 2 Lesson Plan: Watergate: Nixon’s Downfall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187Section 3 Lesson Plan: The Ford and Carter Years . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189Section 4 Lesson Plan: Environmental Activism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .191

Chapter 25 The Conservative Tide (1980–1992)Section 1 Lesson Plan: A Conservative Movement Emerges. . . . . . . . . . . . . . . . . . . . . . . . . . .193Section 2 Lesson Plan: Conservative Policies Under Reagan and Bush . . . . . . . . . . . . . . . . . .195Section 3 Lesson Plan: Social Concerns in the 1980s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .197Section 4 Lesson Plan: Foreign Policy After the Cold War . . . . . . . . . . . . . . . . . . . . . . . . . . . .199

Chapter 26 The United States in Today’s World (1992–2003)Section 1 Lesson Plan: The 1990s and the New Millennium . . . . . . . . . . . . . . . . . . . . . . . . . . .201Section 2 Lesson Plan: The New Global Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203Section 3 Lesson Plan: Technology and Modern Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .205Section 4 Lesson Plan: The Changing Face of America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .207

Tennessee Social Studies Curriculum Standards for United States History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .209

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Section 1 Objectives 1. Describe the ancient cultures in the Americas. 2. Identify the diverse Native American groups in

North America. 3. Describe West African societies of the 1400s. 4. Understand European societies of the 1400s and

the forces that led them to undertake exploration.

Introduce the Chapter__ Interpreting the Painting: Arrival of European Ships

PE, pp 2–3__ Chapter Time Line

PE, pp 2–3TE, p. 2 Time Line Discussion

__ Interact With HistoryPE, p. 3

Focus & Motivate__ Discuss Main Idea and Terms & Names

PE, p. 4

Instruct__ Read the section

PE, pp. 4–13Unit 1 In-Depth Resources: Guided Reading, p. 9Building Vocabulary, p. 13

__ Discuss key questionsTE, pp. 4, 6, 8, 10

__ Map: North American Cultures in the 1400sPE, p. 7

__ Historical Spotlight: IslamPE, p. 9

__ History Through Art: June, from Tres Riches Heures Du Duc de BerryPE, p. 11

__ Science & Technology: The CaravelPE, p. 12

__ More About: Essie Parrish; The Power of Dreams; West African Society; The RenaissanceTE, pp. 5, 8–9, 11

__ Tracing ThemesTE, pp. 5, 6, 9

__ Connections Across Time: Native American BusinessTE, p. 7

__ Cooperative Learning: Planning and ItineraryTE, p. 9

__ Critical Thinking: Inventions: 1190–1500Critical Thinking Transparencies CT35

Exploration and the Colonial Era 1

CHAPTER Opener; Interact with History; Section 1 (pages 2–13) Lesson Plan

Name Date

1

The Americas, West Africa, and Europe

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Process Standards

P1, P2, P3, P6, P8, P11, P15, P19, P22, P23, P29, P32, P33, P36, P37

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2 Chapter 1, Section 1

Lesson Plan for The Americas, West Africa, and Europe continued

Homework Assignments Other Teaching Materials

Cross-Curricular Links__ Art: Ritual Cache Figure

Humanities Transparency HT2

Differentiating Instruction__ Less Proficient Readers: Clarifying Ideas; Cause-and-Effect Chart; Summarizing

TE, pp. 5, 10, 12Reading Study Guide, pp. 5–6

__ Gifted and Talented Students: A Virtual Field Trip; Researching the CrusadesTE, pp. 8, 11

__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 13–17Spanish Reading Study Guide, pp. 5–6

Integrate Technology__ Electronic Teacher Tools__ Test Generator

Section 1 Quiz__ America’s Music CD

Track 1, “Agbekor,“ traditional__ Using the Internet

classzone.com

Assess & Reteach__ Section 1 Assessment

PE, p. 13__ Section 1 Quiz

Formal Assessment, p. 5__ Reteaching Activity

TE, p. 13Unit In-Depth Resources, p. 17

Block Scheduling Options__ Cooperative Learning: Illustrating Native American Cultures

TE, p. 6Integrated Assessment Book

__ Skillbuilder Lesson: Interpreting MapsTE, p. 7Unit 1 In-Depth Resources: Skillbuilder Practice

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Section 2 Objectives 1. Describe the Spanish exploration of the Americas

and its effects on Native Americans, Africans, and Europeans.

2. Describe the pattern of conquest that the Spanish used to subdue Native American peoples.

3. Summarize the goals of Spanish explorers and settlers who pushed into what is now the United States and to understand why Native Americans resisted.


PE, p. 14



__ Discuss key questionsTE, pp. 14, 16, 18

__ Infographic: The Columbian ExchangePE, p. 15

__ Key Player: Hernándo CortésPE, p. 16

__ Map: European Exploration of the Americas, 1492–1682PE, p. 17

__ Infographic: Spanish Missions in the SouthwestPE, p. 19

__ More About: Christopher Columbus; The Conquistadors; European Explorers; Native American ResistanceTE, pp. 15, 16–17, 20

__ Tracing ThemesTE, p. 18

__ Connections Across Time: San AntonioTE, p. 19

__ Cooperative Learning: Writing About Popé’s RebellionTE, p. 19

__ Critical Thinking: Exploration of the AmericasCritical Thinking Transparency CT1

Cross-Curricular Links__ Literature: from Memoirs of Christopher Columbus

Unit 1 In-Depth Resources, pp. 30–31__ Geography: Voyages of Discovery and Exploration, 1271–1580

Geography Transparency GT1


CHAPTER Section 2 (pages 14–20) Lesson Plan

Name Date

1

Spanish North America

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Process Standards

P3, P7, P8, P11, P12, P15, P18, P19, P21, P22, P23, P29, P32, P33, P34, P36, P37



Lesson Plan for Spanish North America continued


Differentiating Instruction__ Proficient Readers: Taking Notes

TE, p. 18Reading Study Guide, pp. 7–8

__ Gifted and Talented Students: Researching the ExplorersTE, p. 17

__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 14, 18, 22–23Spanish Reading Study Guide, pp. 7–8


Section 2 Quiz__ Electronic Library of Primary Sources

Christopher Columbus, from A Letter to the Treasurer of Spain, 1493Álvar Náñez Cabeza De Vaca, from La Relación, 1530s

__ America’s Music CDTrack 2, “Contredanse,” traditional

__ Using the Internetclasszone.com




TE, p. 20Unit 1 In-Depth Resources, p. 18

Block Scheduling Options__ Cooperative Learning: Designing Storyboards

TE, p. 15Unit 1 In-Depth Resources: Outline Map: Spain Explores North America, pp. 23–24

__ Skillbuilder Lesson: Using the InternetTE, p. 16Unit 1 In-Depth Resources: Skillbuilder Practice, p. 15

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Section 3 Objectives 1. Describe the English settlement at Jamestown. 2. Identify the motives that led Puritans to New

England and the colonies they founded. 3. Explain the pattern at New Netherland and

Pennsylvania. 4. Understand the economic relationship between

England and its North American colonies.


PE, p. 21


PE, pp. 21–30Unit 1 In-Depth Resources: Guided Reading, p. 11Building Vocabulary, p. 13TE, pp. 21, 24, 26, 28


__ Infographic: Rediscovering Fort JamesUnit 1 In-Depth Resources

__ Historical Spotlight: Early Representative GovernmentPE, p. 23

__ Maps: New England Colonies to 1675; Middle Colonies to 1700PE, p. 25

__ World Stage: The English Civil War and RestorationPE, p. 26

__ History Through Architecture: Colonial MeetinghousesPE, p. 27

__ Map: The Thirteen Colonies to the 1700sPE, p. 29

__ More About: The Mystery of Roanoke; The First Africans in Virginia; Quaker Services, Mercantilism; Shipbuilding; Self-DeterminationTE, pp. 22–23, 27–30

__ Connections Across TimeTE, pp. 23–24


__ Cooperative Learning: Mapping Colonial Economic ActivitiesTE, p. 29

__ Map of North America from Florida to Chesapeake BayHumanities Transparency HT1

Cross-Curricular Links__ Science: Archaeology at Jamestown




Name Date

1

Early British Colonies

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P8, P9, P14, P15, P16, P27, P31, P32, P33, P35

Performance Indicator Teacher

7.1



Lesson Plan for Early British Colonies continued


__ Civics: Challenges to Puritan LeadersTE, p. 24

__ Art/Language Arts: Advertising the ColoniesTE, p. 28Integrated Assessment Book

__ Geography: The European Colonies, 1650Geography Transparency GT2

Differentiating Instruction__ Less Proficient Readers

Reading Study Guide, pp. 9–10__ Gifted and Talented Students: Conducting a Mock Trial; Metacom

TE, pp. 23, 25__ Students Acquiring English/ESL: Using Proper Nouns

TE, p. 26Access for Students Acquiring English, p. 15Spanish Reading Study Guide, pp. 9–10



Thomas Jones, from The Journal of the Ship May-Flower, 1620Inhabitants of New-Plymouth, from The Book of General Laws, 1685

__ America’s Music CDTrack 3, Eskanye Songs, traditional






Block Scheduling Options__ Cooperative Learning: Investigating Puritan Life

TE, p. 27__ Critical Thinking: Puritan Migration

Critical Thinking Transparency CT2C

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Section 4 Objectives 1. Characterize the plantation economy in the South. 2. Recognize the varied economy in the North. 3. Summarize the impact of Enlightenment thinking

and the influence of the Great Awakening on people in the colonies.

4. Understand the French and Indian War.


PE, p. 31



__ Discuss key questionsTE, pp. 31, 33–34, 37, 41

__ Infographic: Daily Urban Life in Colonial TimesPE, p. 34

__ Key Players: Benjamin Franklin and Jonathan EdwardsPE, p. 36Unit 1 In-Depth Resources: Primary Source: The Autobiography by Benjamin Franklin, p. 29

__ Map: European Claims in North AmericaPE, p. 38

__ More About: The Middle Passage; Slavery in the Americas; Olaudah Equiano; The Enlightenment; George Whitefield; The Fur Trade; George Washington; William Pitt; Pontiac; The Puritans; Colonial CourtshipTE, pp. 32, 33, 35, 37–41Unit 1 In-Depth Resources: American Lives: Olaudah Equiano, p. 34

__ Connections Across TimeTE, p. 33

__ Tracing ThemesTE, pp. 34, 36

__ Cooperative Learning: Comparing and ContrastingTE, p. 36

__ Critical Thinking: Africans in the ColoniesCritical Thinking Transparency CT37

Cross-Curricular Links__ Geography: The Triangular Trade

Unit 1 In-Depth Resources, pp. 21–22



Name Date

1

The Colonies Come of Age

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TENNESSEE PLANNER

Process Standards

P1, P7, P8, P10, P11, P12, P14, P15, P17, P18, P19, P22, P23, P32, P33, P36, P37



Lesson Plan for The Colonies Come of Age continued


Differentiating Instruction__ Less Proficient Readers: Contrasting; Clarifying Concepts; Comparing Colonies

TE, pp. 34–35, 37Reading Study Guide, pp. 11–12

__ Gifted and Talented Students: Wealthy British and Southern LandownersTE, p. 33

__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 16, 20–21Spanish Reading Study Guide, pp. 11–12


Section 4 QuizChapter Test

__ Electronic Library of Primary SourcesOlaudah Equiano, from The Interesting Narrative of the Life of Olaudah Equiano, 1750sJonathan Edwards, from Sinners in the Hands of an Angry God, 1741

__ America’s Music CDTrack 5, “The Girl I Left Behind Me,” 1758






__ Chapter 1 AssessmentPE, pp. 42–43

__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 9–20

Block Scheduling Options__ Cooperative Learning: Annotated Maps

TE, p. 38

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Section 1 Objectives 1. Summarize colonial resistance to British taxation. 2. Trace the mounting tension in Massachusetts. 3. Examine efforts made to avoid war between the

colonies and the British. 4. Summarize the historical background of the

Declaration of Independence.

Introduce the Chapter__ Interpreting the Painting: Sons of Liberty

PE, pp. 44–45__ Chapter Time Line

PE, pp. 44–45TE, p. 44 Time Line Discussion

__ Interact with HistoryPE, p. 45


PE, p. 46




__ Now & Then: Proposition 13PE, p. 47

__ Time Line: British Actions and Colonial Reactions, 1765–1775PE, pp. 48–49

__ History Through Art: The Boston MassacrePE, p. 48


__ More About: The Intolerable Acts; Lexington and Concord; General Washington; Bunker Hill; Thomas PaineTE, pp. 49–52

__ The Declaration of IndependencePE, pp. 54–57

__ Historical Spotlight: Independence and SlaveryPE, p. 55

__ Cooperative Learning: Creating a Political PamphletTE, p. 52Integrated Assessment Book

__ Connections Across TimeTE, pp. 53, 54

__ Another Perspective: “All Men Would Be Tyrants if They Could”PE, p. 56

__ Key Player: John HancockPE, p. 57

Revolution and the Early Republic 9


Name Date

2

Colonial Resistance and Rebellion

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TENNESSEE PLANNER

Process Standards

P3, P6, P7, P12, P15, P29, P32, P37



Lesson Plan for Colonial Resistance and Rebellion continued


Cross-Curricular Links__ Art: The Battle of Bunker Hill; Bunker’s Hill or America’s Headdress

Humanities Transparencies HT5, HT31__ Government: Paraphrasing the Declaration

TE, p. 55

Differentiating Instruction__ Less Proficient Readers: Guided Reading; Analyzing Cause and Effect; The Colonists’ Responses

TE, pp. 47, 48, 56Reading Study Guide, pp. 15–16

__ Gifted and Talented Students: Create a Political Cartoon; Researching a SignerTE, p. 50, 57Integrated Assessment Book

__ Students Acquiring English/ESL: Social Studies VocabularyTE, p. 51Access for Students Acquiring English, p. 26Spanish Reading Study Guide, pp. 15–16



Paul Revere, from An Account of a Late Military Massacre, 1770__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Letters from Committees of Correspondence


__ Critical Thinking: War for IndependenceCritical Thinking Transparency CT4

__ Primary Source: The Boston Tea PartyUnit 1 In-Depth Resources, pp. 49–50

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Section 1 Objectives 1. Trace the war through the winter at Valley Forge. 2. Examine civilian life during the Revolution. 3. Trace the war in the South through the siege of

Yorktown. 4. Recognize the symbolic value of the Revolution.


PE, p. 58



__ Discuss key questionsTE, pp. 58, 60, 61, 63, 65

__ Map: Revolutionary War, 1775–1778PE, p. 59

__ Key Player: George WashingtonPE, p. 60

__ Historical Spotlight: John Paul JonesPE, p. 61

__ Map: Revolutionary War, 1778–1781PE, p. 62

__ Tracing Themes: Women and Political PowerPE, pp. 64–65TE, p. 61

__ More About: The Opposing Armies; The Treaty of Paris; Women in Political Power; Women in CongressTE, pp. 59, 62, 64, 65

__ Skillbuilder Lesson: Analyzing Causes and EffectsTE, p. 60Unit 1 In-Depth Resources: Skillbuilder Practice, p. 40

__ Critical Thinking: The War for IndependenceCritical Thinking Transparency CT4

__ Primary Source: Political Cartoon; Valley Forge DiaryUnit 1 In-Depth Resources, pp. 51–52

Cross-Curricular Links__ Geography: Displaying Claims to North America

TE, p. 62Geography Transparency GT4



Name Date

2

The War for Independence

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P8, P10, P11, P15, P17, P18, P19, P22, P23, P29, P32, P36, P37



Lesson Plan for The War for Independence continued


__ Geography: The Siege of YorktownUnit 1 In-Depth Resources, pp. 47–48TE, p. 61

Differentiating Instruction__ Less Proficient Readers: Learning Visually

Reading Study Guide, pp. 17–18__ Students Acquiring English/ESL

Access for Students Acquiring English, pp. 27, 30, 33–34Spanish Reading Study Guide, pp. 17–18


Section 2 Quiz__ America’s Music CD

Track 4, “Barbara Allen,” 1622Track 6, “Yankee Doodle,” 1755/1763

__ America Stories VideosVideocassette Volume 1






Block Scheduling Options__ Cooperative Learning: Reporting on the Revolution


__ Art: Signing the Treaty of Paris; Mrs. General Washington Bestowing Stripes on BritanniaHumanities Transparencies HT6, HT32

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Section 1 Objectives 1. Describe the political and economic problems faced

by the Constitution. 2. Describe the form of government established by

the Constitution. 3. Explain how and why the Bill of Rights was added

to the Constitution. 4. Recognize that the structure of the Constitution

helps to make it a document capable of meeting changing needs.


PE, p. 66




__ Chart: Weaknesses of the Articles of ConfederationPE, p. 67

__ Key Player: James MadisonPE, p. 68

__ Chart: Key Conflicts in the Constitutional ConventionPE, p. 69

__ Geography Spotlight: The Land Ordinance of 1785PE, pp. 72–73

__ More About: Western Land Claims; Daniel Shays; The Constitutional Convention; The Northwest OrdinanceTE, pp. 67, 69, 72

__ Skillbuilder Lesson: Interpreting Charts TE, p. 69Unit 1 In-Depth Resources: Skillbuilder Practice, p. 41



__ Primary Source: U.S. Constitution First DraftUnit 1 In-Depth Resources, p. 53

__ American Lives: Patrick HenryUnit 1 In-Depth Resources, p. 58

__ Critical Thinking: Constitutional ConventionCritical Thinking Transparency CT5



Name Date

2

Confederation and the Constitution

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TENNESSEE PLANNER

Process Standards

P6, P7, P8, P12, P18, P19, P22, P23, P32, P33, P36, P37



Lesson Plan for Confederation and the Constitution continued


Cross-Curricular Links__ Literature: from Legacy

Unit 1 In-Depth Resources, pp. 54–56__ Geography: Land Ceded by States


Differentiating Instruction__ Less Proficient Readers: Paired Reading


__ Gifted and Talented Students: Analyzing a Primary Source DocumentTE, p. 68

__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 28, 31Spanish Reading Study Guide, pp. 19–20



Publius, from Federalist 51, 1788__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Letters to the Editor


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Section 4 Objectives 1. Explain how the United States confronted the

difficult task of forming a new government. 2. Summarize America’s developing foreign policy with

France, Great Britain, and Spain. 3. Identify some of the deep divisions between

Federalists and Republicans.


PE, p. 74




__ One American’s Story: George WashingtonPE, p. 74

__ Key Players: Alexander Hamilton and Thomas JeffersonPE, p. 75

__ Chart: Contrasting Views of the Federal GovernmentPE, p. 76

__ Analyzing Political CartoonsPE, p. 78

__ Tracing ThemesPE, pp. 75, 77

__ More About: The Whiskey Rebellion; The Battle of Fallen Timbers; John AdamsTE, pp. 76, 77, 78

__ Skillbuilder Lesson: Comparing and ContrastingTE, p. 76Unit 1 In-Depth Resources: Skillbuilder Practice, p. 42


Cross-Curricular Links__ Art: The Republican Court




Name Date

2

Launching the New Nation

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P6, P7, P12, P14, P15, P32, P37



Lesson Plan for Launching the New Nation continued


Differentiating Instruction__ Less Proficient Readers: Activating Prior Knowledge; Making Connections

TE, pp. 75, 78Reading Study Guide, pp. 21–22




__ Electronic Library of Primary SourcesTrack 7, “Chester,” 1775

__ America’s Music CD__ Using the Internet

classzone.com







Block Scheduling Options__ Cooperative Learning: Negotiating a Treaty


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Objectives 1. Explain the purpose for establishing the

Constitution. 2. Identify the powers of the legislature.

Introduce the Constitution__ Interact with History

PE, p. 83

Focus & Motivate__ Discuss the question in the TE

TE, p. 84

Instruct__ Read the Preamble and Article I

PE, pp. 84–89Unit 1 In-Depth Resources: Guided Reading, p. 59Building Vocabulary, p. 63Projects for Citizenship, pp. 73–76

__ Discuss key questionsTE, pp. 84, 85

__ Chart: Requirements for Holding Federal OfficePE, p. 84

__ More About: A Dream for All; Congressional Record; Congressional Salaries; Overriding a Veto; The Elastic Clause; Habeas Corpus; Bill of AttainderTE, pp. 84, 86–89

__ Chart: How a Bill in Congress Becomes a LawPE, p. 87


__ Now & Then: Modern MoneyPE, p. 88

__ Critical Thinking: The Federal SystemCritical Thinking Transparency CT39

Cross-Curricular Links__ Government: Images on Money

TE, p. 88

The Living Constitution 17

The Living Constitution: Preamble and Article I (pages 82–89) Lesson Plan

Name Date

Preamble and Article I

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P15, P32


18 Preamble and Article I

Lesson Plan for The Living Constitution continued


Differentiating Instruction__ Less Proficient Readers: Finding Main Ideas; Understanding Economic Terms


__ Students Acquiring English/ESL: Studying VocabularyTE, p. 86Access for Students Acquiring English, p. 35Spanish Reading Study Guide, pp. 25–26Projects for Citizenship, pp. 42–45


Preamble and Article 1 Quiz__ Using the Internet

classzone.com

Assess & Reteach__ Preamble and Article I Quiz


Unit 1 In-Depth Resources, p. 65

Block Scheduling Options__ Cooperative Learning: Proposing Laws

TE, p. 87

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Article II Objective 1. Explain the powers and duties of the president.

Article III Objective 2. Explain how judicial review expands the power of

the judiciary.

Focus & Motivate__ Discuss the questions in the TE

TE, pp. 90, 92

Instruct__ Read Articles II and III



__ More About: The Electoral College; The Power of the President; Presidential Duties; Federal Courts; TreasonTE, pp. 90–93

__ Critical Thinking: The Federal SystemCritical Thinking Transparency CT39

Cross-Curricular Links__ Math: The Electoral College

TE, p. 90Unit 1 In-Depth Resources: Geography Application, pp. 69–70

Differentiating Instruction__ Less Proficient Readers: Organizing Information


__ Gifted and Talented Students: Researching Nixon’s Offenses; Examining TreasonTE, pp. 92–93

__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 36, 40–41Spanish Reading Study Guide, pp. 27–28Projects for Citizenship, pp. 42–45


The Living Constitution: Articles II and III (pages 90–94) Lesson Plan

Name Date

Articles II and III

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TENNESSEE PLANNER

Process Standards

P32


20 Articles II and III




Articles II and III Quiz__ Using the Internet

classzone.com

Assess & Reteach__ Articles II and III Quiz



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Articles IV and V Objectives 1. Describe how the states are interdependent and

subject to the federal government. 2. Cite ways of proposing and ratifying amendments.

Articles VI and VII Objectives 1. Explain the authority of federal law. 2. Describe how the Constitution was ratified.

Focus & Motivate__ Discuss the questions in the TE

TE, pp. 94, 95

Instruct__ Read Articles IV–VII



__ More About: “Domestic Violence”; The SignersTE, pp. 94, 95

__ Cooperative Learning: Examining the Flexibility of the ConstitutionTE, p. 95

__ American Lives: James MadisonUnit 1 In-Depth Resources, p. 71



Access for Students Acquiring English, p. 37Spanish Reading Study Guide, pp. 29–30Projects for Citizenship, pp. 42–45


Articles IV–VIII Quiz__ Using the Internet

classzone.com


The Living Constitution: Articles IV–VII (pages 94–95) Lesson Plan

Name Date

Articles IV-VII

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TENNESSEE PLANNER

Process Standards

P32


22 Articles IV–VII



Assess & Reteach__ Articles IV–VII Quiz



Block Scheduling Options__ Cooperative Learning: Proposing and Ratifying Amendments

TE, p. 94

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The Bill of Rights Objective 1. Identify basic freedoms guaranteed by the first

ten amendments.

Amendments 11–27 Objective 1. Summarize Amendments 11–27.

Focus & Motivate__ Discuss the activity in the TE

TE, p. 96

Instruct__ Read the Preamble and Article I



__ Analyzing Political Cartoons: “The Federal Edifice”PE, p. 96

__ More About: The Miranda Case; Cruel and Unusual Punishment; Thurgood Marshall; Income Tax; Prohibition and Bootlegging; Roosevelt’s Four Terms; The Twenty-Fifth Amendment; Susan B. AnthonyTE, pp. 97, 99, 100, 102, 103, 105

__ Skillbuilder Lesson: ClarifyingTE, p. 96Unit 1 In-Depth Resources: Skillbuilder Practice, p. 64

__ Now & Then: Election Reform; Congressional Term LimitsPE, pp. 98, 102

__ Tracing ThemesTE, pp. 99, 101, 104–105

__ Cooperative Learning: Debating Terms LimitsTE, p. 102

Cross-Curricular Links__ Art: Creating a Mural


__ World History: Researching Suffrage MovementsTE, p. 100Integrated Assessment Book


The Living Constitution: The Bill of Rights and Amendments (pages 96–105) Lesson Plan

Name Date

The Bill of Rights and Amendments

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TENNESSEE PLANNER

Process Standards

P6, P8, P17, P18, P19, P22, P23, P26, P29, P32, P33, P36, P37


24 The Bill of Rights and Amendments



Differentiating Instruction__ Less Proficient Readers: Restating the Bill of Rights; Summarizing Main Ideas


__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 38, 39Spanish Reading Study Guide, pp. 31–32Projects for Citizenship, pp. 42–45


The Bill of Rights and Amendments QuizThe Living Constitution Test


Assess & Reteach__ The Bill of Rights and Amendments Quiz


Unit 1 In-Depth Resources, p. 68__ The Living Constitution Assessment

PE, pp. 106–107__ The Living Constitution Test, Forms A, B, and C

Formal Assessment, pp. 47–55

Block Scheduling Options__ Cooperative Learning: Preparing Voting Requirements

TE, p. 101__ Cooperative Learning: Reviewing the Constitution

TE, p. 103

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Section 1 Objectives 1. Identify significant changes that occurred during

Jefferson’s presidency. 2. Explain the causes and consequences of the War

of 1812. 3. Summarize the ways in which nationalism shaped

American foreign policy.

Introduce the Chapter__ Interpreting the Painting: Port of New Orleans





PE, p. 112




__ One American’s Story: Patrick GassPE, p. 112

__ Infographic: Lewis and Clark Expedition, 1804–1806PE, p. 115

__ Map: U.S. Boundary Settlements, 1803–1819PE, p. 116

__ Historic Decisions of the Supreme Court: Marbury v. Madison (1803)PE, pp. 118–119

__ More About: Thomas Jefferson; Judicial Review; Impressment; Sacajawea; The Monroe Doctrine; Marbury v. Madison; Judicial ReviewTE, pp. 113–116, 118, 119



__ Skillbuilder Lesson: Making Inferences; SynthesizingTE, pp. 113, 116Unit 1 In-Depth Resources, pp. 83–84

The Growth of a Young Nation 25


Name Date

3

The Jeffersonian Era

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P8, P9, P15, P16, P32, P33, P35



Lesson Plan for The Jeffersonian Era continued


Cross-Curricular Links__ Geography: Taking Part in an Expedition

TE, p. 115

Differentiating Instruction__ Less Proficient Readers: Clarifying





Thomas Jefferson, from A Letter to Meriwether Lewis, 1803Meriwether Lewis, from List of Requirements, 1803U.S. Government, from Louisiana Purchase Treaty, 1803James Monroe, from First Inaugural Address, 1817

__ America’s Music CD__ American Stories Videos

Videocassette Volume 1__ Using the Internet

classzone.com





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Section 2 Objectives 1. Describe the regional economic differences in the

early United States. 2. Summarize tensions between national and sectional

interests. 3. Examine the crucial issues and events of Andrew

Jackson’s presidency. 4. Identify the presidents that followed Jackson and

the challenges they faced.


PE, p. 120




__ Science & Technology: The Cotton GinPE, p. 121

__ Historical Spotlight: The Supreme Court Boosts National PowerPE, p. 122

__ Key Player: Andrew JacksonPE, p. 123

__ Infographic: Effects of the Indian Removal Act, 1830s–1840sPE, p. 125


__ Analyzing Political Cartoons: “King Andrew the First”TE, p. 126

__ Tracing Themes: States’ RightsPE, pp. 128–129


__ More About: The Cotton Gin; John Quincy Adams; Jackson and Native Americans; The Webster-Hayne Debates; The Bank of the United States; States’ Rights; Little RockTE, pp. 121, 123, 124, 126, 128, 129

__ Primary Source: from The Webster-Hayne DebatesUnit 1 In-Depth Resources, pp. 96–97

__ American Lives: Henry ClayUnit 1 In-Depth Resources, p 105

__ Humanities: General Jackson Slaying the Many Headed MonsterHumanities Transparency HT33

Cross-Curricular Links__ Civics: Creating a Political Advertisement




Name Date

3

The Age of Jackson

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TENNESSEE PLANNER

Process Standards

P3, P6, P8, P15, P25, P28, P29, P32, P33



Lesson Plan for The Age of Jackson continued


__ Language Arts: Expressing a Point of ViewTE, p. 125Integrated Assessment Book

__ Geography: Outline Map: Indian Removal ActUnit 1 In-Depth Resources, pp 94–95

Differentiating Instruction__ Less Proficient Readers: Clarifying


__ Gifted and Talented Students: Creating Political CartoonsTE, p. 126Integrated Assessment Book




Andrew Jackson from Proclamation to the People of the United States, 1832John C. Calhoun, from Address to the People of the United States, 1832

__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Discussing States’ Rights

TE, p. 124C

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Section 3 Objectives 1. Summarize the reasons settlers headed West. 2. Describe Texas settlement, struggle for

independence, and annexation. 3. Analyze the California gold rush.


PE, p. 130




__ Historical Spotlight: Jim BeckwourthPE, p. 131

__ Map: American Trails West, 1860PE, p. 132

__ Map: War for Texas Independence, 1835–1836PE, p. 134

__ Key Players: Sam Houston and Santa AnnaPE, p. 135

__ Map: War with Mexico, 1846–1848TE, p. 136

__ More About: Traveling the Santa Fe Trail; Life on the Oregon Trail; The Westward Settlers; Davy Crockett at the Alamo; The Election of 1844; Stephen Kearny; Foreign Miners; San Francisco in the Gold Rush DaysTE, pp. 131, 132, 134–138

__ Primary Source: from Polk’s Speech on War with MexicoUnit 1 In-Depth Resources, p. 98

__ Skillbuilder Lesson: Analyzing AssumptionsTE, p. 131Unit 1 In-Depth Resources: Skillbuilder Practice, p. 85

__ Cooperative Learning: Creating a Pictorial Essay of the AlamoTE, p. 134Integrated Assessment Book

__ Critical Thinking: Westward Movement; Growth of U.S. Population and Area, 1790–1850Critical Thinking Transparencies CT9, CT43

__ Art: General Winfield ScottHumanities Transparency HT9



Name Date

3

Manifest Destiny

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P15, P16, P26, P27, P29, P31, P32

Performance Indicator Teacher

6.5



Lesson Plan for Manifest Destiny continued


Cross-Curricular Links__ Literature: from Roughing It by Mark Twain


Differentiating Instruction__ Less Proficient Readers: Clarifying; Summarizing


__ Gifted and Talented Students: Exploring Different ViewpointsTE, p. 136Integrated Assessment Book



Section 3 Quiz__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Interviewing Settlers


__ Cooperative Learning: Creating a Newspaper about the Gold RushTE, p. 137Integrated Assessment Book

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Section 4 Objectives 1. Describe the impact of new markets, entrepreneurs,

and inventions on the 19th-century American economy.

2. Explain the ways in which workplaces changed during the market revolution.

3. Summarize the efforts of workers to improve their economic security.


PE, p. 139




__ One American’s Story: Samuel YoungPE, p. 139

__ Now & Then: From Telegraph to InternetPE, p. 140

__ More About: Samuel F. B. Morse; Robert Fulton; The Erie Canal; Factory Life; Irish ImmigrantsTE, pp. 140–143

__ Cooperative Learning: Researching the Electronics RevolutionTE, p. 140Integrated Assessment Book

__ Geography: American Cities, 1820 and 1860Geography Transparency GT9

Cross-Curricular Links__ Journalism: Writing Sports History



Reading Study Guide, pp. 41–42__ Gifted and Talented Students: Researching an Inventor


__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 51Spanish Reading Study Guide, pp. 41–42



Name Date

3

The Market Revolution

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TENNESSEE PLANNER

Process Standards

P1, P7, P28, P32, P34



Lesson Plan for The Market Revolution continued




Sarah Bagley, from Pleasures of Factory Life, 1840__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Writing a List of Demands

TE, p. 142

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Section 5 Objectives 1. Explain how reform movements were inspired by

the spiritual awakening of the 19th century. 2. Describe the institution of slavery and the

abolitionist movement. 3. Discuss the central role that women played in

19th-century reform movements.


PE, p. 144




__ One American’s Story: James FortenPE, p. 144

__ Infographic: Southern PlantationsPE, p. 147

__ Graph: African Americans in the South, 1860PE, p. 147

__ Key Player: Elizabeth Cady StantonPE, p. 148

__ Geography Spotlight: Mapping the Oregon TrailPE, pp. 150–151

__ More About: Ralph Waldo Emerson; The African-American Church; Frederick Douglass; Women Abolitionists; Elizabeth Blackwell; Sojourner Truth; The Oregon TrailTE, pp. 145–150


__ Skillbuilder Lesson: Identifying ProblemsTE, p. 148Unit 1 In-Depth Resources: Skillbuilder Practice, p. 86

__ Primary Sources: Propaganda Images; from The Seneca Falls “Declaration of Sentiments”Unit 1 In-Depth Resources, pp. 99–100

__ Critical Thinking: Increasing School EnrollmentsCritical Thinking Transparency CT42

Cross-Curricular Links__ Geography: Distribution of Slaves

Geography Transparency GT8__ Art: Religious Camp Meeting




Name Date

3

Reforming American Society

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TENNESSEE PLANNER

Process Standards

P7, P8, P10, P11, P12, P17, P18, P19, P22, P23, P27, P31, P32, P33, P36, P37

Performance Indicators State

6.6

Learning Expectations

Era 10, 1.2



Lesson Plan for Reforming American Society continued



Reading Study Guide, pp. 43–44__ Gifted and Talented Students: Researching the African Methodist Episcopal Church;

Writing an Article for The LiberatorTE, pp. 145, 146Integrated Assessment Book




__ Electronic Library of Primary SourcesLucy Stone, Disappointment is the Lot of Women, 1855

__ America’s Music CDTrack 8, “Calinda,” ca.1800








Block Scheduling Options__ Cooperative Learning: Interviewing Women Reformers


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Section 1 Objectives 1. Identify differences between the North and the

South. 2. Describe the operation of the Underground Railroad

and other forms of protest against slavery. 3. Explain the political conditions that gave rise to the

Republican Party and divided the Whigs.

Introduce the Chapter__ Interpreting the Painting: John Brown’s arrest





PE, p. 156




__ Map: The Underground Railroad, 1850–1860PE, p. 159

__ Maps: Free and Slave States and Territories, 1820–1854PE, p. 160

__ Political CartoonPE, p. 161

__ History Through Art: John Brown Going to His HangingPE, p. 164

__ Historical Spotlight: Secession and the Border StatesPE, p. 165

__ Historic Decisions of the Supreme Court: Dred Scott v. Sandford (1857)TE, pp. 167–168


__ Skillbuilder Lesson: Creating DatabasesTE, p. 161Unit 1 In-Depth Resources: Skillbuilder Practice, p. 111

__ Primary Sources: Lincoln-Douglas DebatesUnit 1 In-Depth Resources, pp. 122–123

__ Critical Thinking: The Compromise of 1850Critical Thinking Transparency CT10

The Union in Peril 35


Name Date

4

The Divisive Politics of Slavery

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P6, P7, P12, P15, P24, P32, P34, P37


6.3



Lesson Plan for The Divisive Politics of Slavery continued


Cross-Curricular Links__ Government: The Debate on the Compromise of 1850; The Election of 1860

TE, pp. 157, 164Integrated Assessment Book

__ Civics: Considering Slavery and DemocracyTE, p. 160

__ Geography: Presidential Elections 1856, 1860Integrated Assessment BookGeography Transparency GT10

Differentiating Instruction__ Less Proficient Readers: Identifying Cause and Effect





Harriet Tubman, On Slavery, 1850s__ America’s Music CD

Track 9, “Steal Away,” ca.1800__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Responding to Uncle Tom’s Cabin


__ Cooperative Learning: Writing a Newspaper AccountTE, p. 163Integrated Assessment Book

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Section 2 Objectives 1. Analyze the strengths and strategies of both sides

at the beginning of the Civil War. 2. Identify the key political issues that affected the

conduct of the war. 3. Describe aspects of military and civilian life during

wartime.


PE, p. 168




__ Graphs: Northern and Southern Resources, 1861PE, p. 169

__ Map: Civil War, 1861–1862PE, pp. 170–171

__ Historical Spotlight: Boys in WarPE, p. 171

__ Key Players: Abraham Lincoln and Jefferson DavisPE, p. 172

__ Cooperative Learning: Designing a Military StrategyTE, p. 169


__ More About: Military Strategy of the Confederacy; Slavery and Lincoln’s Policy; Lincoln and Dissent; Clara BartonTE, pp. 170, 172–174

__ Link to Science: Civil War Medicine and HealthTE, p. 173Integrated Assessment Book

__ Critical Thinking: The Civil War; North vs. SouthCritical Thinking Transparencies CT11, CT45

Cross-Curricular Links__ Geography: Naval Blockade; Union and Confederacy, 1861

TE, p. 171Geography Transparency GT11



Name Date

4

The Civil War Begins

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TENNESSEE PLANNER

Process Standards

P8, P10, P11, P17, P18, P19, P22, P23, P23, P32, P33, P36, P37



Lesson Plan for The Civil War Begins continued


__ Government: Tracing the Roots of the Emancipation ProclamationTE, p. 172Unit 1 In-Depth Resources: Primary Sources: Emancipation Proclamation, p. 128






George Fowle, from Letters to Eliza from a Union Soldier, 1864John s. Jackman, from Diary of a Confederate Soldier, 1862–1863

__ America’s Music CDTrack 10, “Battle Hymn of the Republic” 1861Track 11, “We Are Coming Father Abra’am,” 1862






Block Scheduling Options__ Skillbuilder Lesson: Following Chronological Order

TE, p. 170Unit 1 In-Depth Resources: Skillbuilder Practice, p. 112

__ Outline Map: The States Choose SidesUnit 1 In-Depth Resources, pp. 124–125

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Section 3 Objectives 1. Explain how decisive battles, such as Gettysburg

and Vicksburg, changed the tide of the war. 2. Describe instances of total war waged by Grant

and Sherman. 3. Explain how the war changed the nation and

people’s lives.


PE, p. 175




__ One American’s Story: Mary ChesnutPE, p. 175

__ Map: Battle of Gettysburg, July, 1863PE, p. 176

__ History Through Photojournalism: Mathew Brady’s PhotographsPE, p. 178

__ Map: Vicksburg Campaign, April–July 1863PE, p. 179

__ Key Players: Ulysses S. Grant and Robert E. LeeTE, p. 180

__ More About: Stonewall Jackson; Little Round Top; The Gettysburg Address; Mathew Brady; The Naval Hero of Vicksburg; William Tecumseh Sherman; The Election of 1864; Wartime Economics; Lincoln’s Last Working DayTE, pp. 176–183

__ Graphs: The Costs of the Civil WarPE, p. 182

__ Cooperative Learning: Evaluating the Ethics of Total WarTE, p. 180Integrated Assessment Book

__ Critical Thinking: The Civil WarCritical Thinking Transparency CT11

__ Primary Sources: On the Burning of South CarolinaUnit 1 In-Depth Resources, p. 122

Cross-Curricular Links__ Civics: ”Government of the People, by the People, for the People”

TE, p. 177__ Humanities: Examining the Images of War

TE, p. 178



Name Date

4

The North Takes Charge

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P6, P7, P8, P9, P10, P12, P14, P15, P18, P19, P22, P23, P32, P33, P35, P36, P37



Lesson Plan for The North Takes Charge continued


Differentiating Instruction__ Less Proficient Readers: Tracking Sequence


__ Gifted and Talented Students: Researching the Election of 1864TE, p. 181Integrated Assessment Book

__ Students Acquiring English/ESL: Rereading PhrasesTE, p. 182Access for Students Acquiring English, p. 65Spanish Reading Study Guide, pp. 51–52


Section 3 Quiz__ Electronic Library of Primary Sources__ America’s Music CD

Track 12, “When Johnny Comes Marching Home,” 1863__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Researching the Battles of Vicksburg and Gettysburg


__ Art: Abraham Lincoln riding into Richmond, VirginiaHumanities Transparency HT11

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Section 4 Objectives 1. Describe various Reconstruction plans and analyze

the political consequences of the plans. 2. Describe how Reconstruction affected life in the

South for white Southerners and former slaves. 3. Explain the reasons for the end of Reconstruction.


PE, p. 184





__ Key Player: Hiram RevelsPE, p. 188

__ More About: Johnson and Presidential Succession; The Impeachment of President Johnson; Suffrage, African Americans, and Reconstruction; The Freedmen’s BureauTE, pp. 185, 186, 187

__ Tracing ThemesTE, pp. 185, 186

__ Skillbuilder Lesson: Making GeneralizationsTE, 186Unit 1 In-Depth Resources: Skillbuilder Practice,p. 113

__ Education: Researching African-American CollegesTE, p. 187


__ Primary Sources: An Inquiry on the Condition of the SouthUnit 1 In-Depth Resources, p. 123

__ American Lives: Thaddeus StevensUnit 1 In-Depth Resources, p. 137

__ Art: The Fifteenth AmendmentHumanities Transparency HT12

Cross-Curricular Links__ Government: Comparing Reconstruction Plans


__ Economics: Analyzing Sharecropping and Tenant FarmingTE, p. 188



Name Date

4

Reconstruction and Its Effects

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TENNESSEE PLANNER

Process Standards

P1, P6, P9, P21, P32, P35


Era 6, 4.1



Lesson Plan for Reconstruction and Its Effects continued


__ Geography: Slave Populations in the U.S.; The Barrow PlantationUnit 1 In-Depth Resources, pp. 118–120Geography Transparency GT12






__ Electronic Library of Primary SourcesAnnie Ruth Davis, from An Interview with a Former Slave, 1870’s

__ America’s Music CD__ American Stories Videos

Videocassette Volume 1__ Using the Internet

classzone.com







Block Scheduling Options__ Critical Thinking: Reconstruction

Critical Thinking Transparency CT12C

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Section 1 Objectives 1. Contrast the cultures of Native Americans and white

settlers and explain why white settlers moved West. 2. Identify restrictions imposed by the government on

Native Americans and describe the consequences. 3. Identify the government’s policy of assimilation

as well as continuing conflicts between Native Americans and settlers.

4. Trace the development of the cattle industry. 5. Describe both the myth and the reality of the American

cowboy and explain the end of the open range.

Introduce the Chapter__ Interpreting the Photograph: Blackfeet Indians

TE, pp. 200–201__ Chapter Time Line




PE, p. 202



__ Discuss key questionsTE, pp. 203–204, 206, 208, 210, 213

__ Tracing ThemesTE, pp. 203, 209, 210

__ Key Player: Sitting BullPE, p. 204

__ Connections Across Time TE, pp. 205, 207

__ Infographic: Importance of the BuffaloPE, p. 207

__ Now & Then: Nez Perce in OregonPE, p. 208

__ History Through Art: Stampeded by LightningPE, p. 210

__ Historical Spotlight: The Wild West ShowPE, p. 211

__ More About: George Armstrong Custer; The Battle of Little Bighorn; The Cowboy Hat; Placer Mining, Mining HazardsTE, pp. 206, 208, 212–213Unit 2 In-Depth Resources: Primary Source, p. 12

__ Skillbuilder Lesson: Creating ModelsTE, p. 213Unit 2 In-Depth Resources: Skillbuilder Practice, p. 6

Changes on the Western Frontier 43


Name Date

5

Cultures Clash on the Prairie

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TENNESSEE PLANNER

Process Standards

P3, P4, P6, P7, P8, P9, P10, P11, P12, P15, P18, P19, P20, P21, P22, P23, P25, P32, P33, P35, P35, P36, P37


Era 6, 3.2; Era 6, 5.1; Era 6, 5.2


6.2, 6.7

Performance Indicators Teacher

6.1, 6.4



Lesson Plan for Cultures Clash on the Prairie continued


Cross-Curricular Links__ Civics: Conflict on the Plains


Differentiating Instruction__ Gifted and Talented Students: Creating a Storyboard

TE, p. 207__ Students Acquiring English/ESL: Spanish Words, English Translations

TE, p. 208Access for Students Acquiring English, pp. 77, 81Spanish Reading Study Guide, pp. 57–58

Integrate Technology__ American Stories Video Series: “A Walk in Two Worlds”

Videocassette Volume 1__ Electronic Teacher Tools__ Test Generator


Andy Adams, from The Log of a Cowboy, 1903__ America’s Music CD

Track 13, “Oh! My Darling Clementine,” 1884__ Using the Internet

classzone.com




TE, p. 211

Block Scheduling Options__ Cooperative Learning: Cross-Cultural Debate


__ Cooperative Learning: Researching Cowboy MusicTE, p. 209

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Section 2 Objectives 1. Explain the rapid settlement of the Great Plains due

to homesteading. 2. Describe how early settlers survived on the plains

and transformed them into profitable farm land.


PE, p. 214




__ One American Story: Esther Clark HillPE, p. 214

__ Science & Technology: Inventions That Tamed the PrairiePE, p. 217

__ More About: Building the Railroads; The Exodusters; Yellowstone National Park; Women of the Plains; Bonanza FarmsTE, pp. 215–218

__ Critical Thinking: Transcontinental Railroad; Population Changes in the West, 1850–1900Critical Thinking Transparencies CT13, CT47

__ Geography Application: The Regions of the WestUnit 2 In-Depth Resources, p. 10

__ Primary Source: Letter from a Woman HomesteaderUnit 2 In-Depth Resources, p. 13

Cross-Curricular Links__ Geography: Railroad Land Grants, 1871

Geography Transparency GT13__ Literature: from My Antonia




Name Date

5

Settling on the Great Plains

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TENNESSEE PLANNER

Process Standards

P32, P34


Era 6, 2.1; Era 6, 3.2; Era 6, 5.1; Era 6, 5.2


6.7, 6.12


6.1, 6.2, 6.5, 6.6, 6.11



Lesson Plan for Settling on the Great Plains continued


Differentiating Instruction__ Less Proficient Readers: Previewing and Visualizing


__ Gifted and Talented Students: Exploring and InventionTE, p. 216



Section 2 Quiz__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Advertising Agricultural Inventions


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Section 3 Objectives 1. Identify the problems farmers faced and their

cooperative efforts to solve them. 2. Explain the rise and fall of the Populist Party.


PE, p. 219





__ Historical Spotlight: The Colored Farmers’ National AlliancePE, p. 221

__ Key Player: William Jennings BryanPE, p. 222

__ Chart: Gold Bugs and SilveritesPE, p. 222

__ More About: U.S. Currency; Richard Parks Bland; The Diverse Literature of the West; Chief SatantaTE, pp. 220, 224–225


__ Cooperative Learning: Researching Populist ReformsTE, p. 221

__ Primary Source: Cross of Gold SpeechUnit 2 In-Depth Resources, p. 14

__ American Lives: Mary Elizabeth LeaseUnit 2 In-Depth Resources, p. 19

Cross-Curricular Links__ Language Arts: Reacting to Farm Problems




Name Date

5

Farmers and the Populist Movement

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TENNESSEE PLANNER

Process Standards

P6, P7, P10, P11, P12, P14, P15, P17, P18, P19, P22, P23, P32, P36, P37


Era 6, 2.1; Era 6, 2.2; Era 6, 4.2; Era 6, 5.1; Era 6, 6.2


6.10


6.1, 6.2, 6.8



Lesson Plan for Farmers and the Populist Movement continued




Access for Students Acquiring English, pp. 79–80Spanish Reading Study Guide, pp. 61–62



__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet

classzone.com







Block Scheduling Options__ Skillbuilder Lesson: Creating Written Presentations

TE, p. 222Unit 2 In-Depth Resources: Skillbuilder Practice, p. 5

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Section 1 Objectives 1. Explain how the abundance of natural resources,

new recovery and refining methods, and new uses for them led to intensive industrialization.

2. Identify inventions that changed the way people lived and worked.

Introduce the Chapter__ Interpreting the Photograph: Railroad workers





PE, p. 230




__ Map: Natural Resources and the Birth of a Steel Town, 1886–1906PE, p. 231

__ Time Line: The Technological Explosion, 1826–1903PE, p. 232

__ Historical Spotlight: Illuminating the Light BulbPE, p. 232

__ Geography Spotlight: Industry Changes the EnvironmentPE, pp. 234–235

__ Critical Thinking: Industrial GrowthCritical Thinking Transparency CT14

__ Primary Source: Birth of the TelephoneUnit 2 In-Depth Resources, p. 30

__ More About: Iron vs. Steel; Alexander Graham Bell; Cleveland, OhioTE, pp. 231, 233–234

__ The Gun FoundryHumanities Transparency HT14

A New Industrial Age 49


Name Date

6

The Expansion of Industry

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TENNESSEE PLANNER

Process Standards

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


Era 6, 3.1


6.1, 6.7, 6.8, 6.12



Lesson Plan for The Expansion of Industry continued


Cross-Curricular Links__ Geography: Mining and Industry


Differentiating Instruction__ Less Proficient Readers: Using a Chronological Chart


__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 86Spanish Reading Study Guide, pp. 65–66

Integrate Technology__ American Stories Video Series: Gusher!

Videocassette Volume 1__ Electronic Teacher Tools__ Test Generator

Section 1 Quiz__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Tracking the Growth of Steel


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tennessee lesson plans - mcdougal · pdf filecontents unit 1 american beginnings to 1783...

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