chapter 7 lesson plan india’s first empires section 2 lesson plan ... building vocabulary, p. 54...
TRANSCRIPT
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Compare the establishment and development of empires in India and China.
❑ Previewing Main Ideas, PE/TE p. 186
❑ Time Line Discussion, TE p. 186
❑ Interpreting the Map, TE p. 187
SECTION CONTENT OBJECTIVES
Students will• Trace the rise and fall of India’s first unified
kingdom.• Compare events in India’s three regions after the
fall of the Mauryan Empire.• Describe the rise of the Gupta Empire.
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Asoka—The Buddhist King of India
❑ Interact with History, PE/TE p. 188
❑ Discuss MAIN IDEA: The Mauryas and the Guptas established empires, but neither unified India permanently.
❑ Discuss WHY IT MATTERS NOW: The diversity of peoples, cultures, beliefs, and languages in India continues to pose challenges to Indian unity today.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
CHAPTER Section 1 Lesson Plan
India’s First Empires
Name Date
7
INDIA AND CHINA ESTABLISH EMPIRES 51
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.04, 3.01
Skills Competency Goals
1.01, 1.02, 1.06, 1.08, 2.01, 2.02, 4.05
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DIFFERENTIATING INSTRUCTION
All Students
❑ TAKING NOTES: Comparing, PE p. 189
❑ More About Nonviolence, Asoka, TE p. 190; Hindu Musical Instruments, TE p. 192
❑ Geography Transparency: GT7, India Under the Mauryan Dynasty
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Geography Transparency:GT7, India Under the Mauryan Dynasty
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 192
❑ Section Quiz, FA, p. 108
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT26
❑ Strategies for Test preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 2 IDR, p. 68
52 CHAPTER 7, SECTION 1
Struggling Readers
❑ Connecting Ideas, TE p. 190
IDR Unit 2
❑ Guided Reading, p. 51
❑ Building Vocabulary, p. 54
❑ Reteaching Activity, p. 68
Reading Study Guide
❑ Section 1, p. 67
❑ RSG Audio CD
On-level
IDR Unit 2
❑ Guided Reading, p. 51
❑ History Makers: Chandra Gupta II, p. 65
Above-level
❑ Literature During the Gupta Empire: The Panchatantra, TE p. 191
IDR Unit 2
❑ Primary Source: from Arthasastra, p. 58
❑ Literature: from the Panchatantra, p. 62
ELPS
❑ from the Code of Manu
❑ from the Arthasastra
English Learners
IDRS
❑ Guided Reading, p. 54
RSG (Spanish)
❑ Section 1, p. 67
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
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INDIA AND CHINA ESTABLISH EMPIRES 53
CHAPTER Section 2 Lesson Plan
Trade Spreads Indian Religions and Culture
Name Date
7
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Identifying Supporting Details, TE p. 196
IDR Unit 2
❑ Guided Reading, p. 52
❑ Building Vocabulary, p. 54
❑ Reteaching Activity, p. 69
Reading Study Guide
❑ Section 2, p. 69
❑ RSG Audio CD
On-level
IDR Unit 2
❑ Guided Reading, p. 52
World Art and Cultures Transparencies
❑ AT15, Subjugation of the Furious Elephant, Buddhist cave painting
Above-level
❑ Aryabhata’s Achievements, TE p. 195
IDR Unit 2
❑ Primary Source: from the Puranas, p. 59
❑ Literature: from Shakuntala by Kalidasa, p. 63
ELPS
❑ from the Ramayana
English Learners
❑ Examining a Primary Source, TE p. 194
IDRS
❑ Guided Reading, p. 55
RSG (Spanish)
❑ Section 2, p. 69
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
SECTION CONTENT OBJECTIVES
Students will• Explain why and how religion changed in India.• Describe achievements in Indian literature, art,
science, and mathematics.• Summarize Indian trade and its effects on India and
other Asian cultures.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Indian religions, culture, and science evolved and spread to other regions through trade.
❑ Discuss WHY IT MATTERS NOW: The influence of Indian culture and religions is very evident throughout South Asia today.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.02, 1.04, 2.04, 8.02, 8.05
Skills Competency Goals
1.03, 1.04,1.06, 1.08, 2.01, 2.02, 4.06
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54 CHAPTER 7, SECTION 2
RETEACH
❑ Reteaching Activity, Unit 2 IDR, p. 69
All Students
❑ TAKING NOTES: Categorizing, PE p. 193
❑ More About Kalidasa, TE p. 194; Lakshana, TE p. 198; Ganesha, TE p. 199
❑ World Art and Cultures Transparency: AT15, Subjugation of the Furious Elephant, Buddhist cave painting
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ History Through Art: Hindu and Buddhist Art, PE p. 198
❑ Literature: from Shakuntala by Kalidasa, Unit 2 IDR, p. 63
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 197
❑ Section Quiz, FA, p. 109
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT27
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
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CHAPTER Section 3 Lesson Plan
Han Emperors in China
Name Date
7
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe the rise and rule of the Han Dynasty and
the structure of the Han government.• Characterize Han technology, commerce, and
culture.• Analyze the fall and return of the Han.
INDIA AND CHINA ESTABLISH EMPIRES 55
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The Han Dynasty expanded China’s borders and developed a system of government that lasted for centuries.
❑ Discuss WHY IT MATTERS NOW: The pattern of a strong central government has remained a permanent part of Chinese life.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Wudi’s Reign, TE p. 202
IDR Unit 2
❑ Guided Reading, p. 53
❑ Building Vocabulary, p. 54
❑ Reteaching Activity, p. 70
Reading Study Guide
❑ Section 3, p. 71
❑ RSG Audio CD
On-level
❑ Connections Across, TE p. 204
❑ Skillbuilder Practice: Determining Main Ideas, TE p. 206
IDR Unit 2
❑ Guided Reading, p. 53
❑ Geography Application: The Great Wall of China, p. 56
❑ History Makers: Wudi, p. 66
Above-level
❑ Examining Wudi, TE p. 201
IDR Unit 2
❑ Primary Source: Ban Zhao, p. 60
❑ Connections Across Time and Cultures, p. 67
English Learners
❑ Understanding the Civil Service System, TE p. 203
IDRS
❑ Guided Reading, p. 56
❑ Skillbuilder Practice, p. 57
❑ Geography Application, p. 58
RSG (Spanish)
❑ Section 3, p. 71
❑ RSG Audio CD
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.04, 2.04, 2.05, 8.03
Skills Competency Goals
1.01, 1.03, 1.04, 1.06, 2.01, 3.05
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56 CHAPTER 7, SECTION 3
Struggling Readers
❑ Test Form A, FA pp. 111–114
On-level
❑ Test Form B, FA pp. 115–118
Above-level
❑ Test Form C, FA pp. 119–122
English Learners
❑ Test Form A, FA pp. 111–114
❑ Form A (Spanish), classzone.com
RETEACH
❑ Reteaching Activity, Unit 2 IDR, p. 70
All Students
❑ TAKING NOTES: Outlining, PE p. 200
❑ More About Empress Lu, TE p. 201; Confucianism, TE p. 203; Silk Production, TE p. 204; Sima Qian, TE p. 205
❑ Critical Thinking Transparencies: CT7, The Technological Revolution in Han China;CT43, Chapter 7 Visual Summary
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 207
❑ Section Quiz, FA, p. 110
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT28
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
REVIEW AND ENRICH
Integrate Technology
❑ Patterns of Interaction Video: Silk Roads and the Pacific Rim
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
Global Impact: Trade Networks
❑ Silk Roads, TE p. 204
Cross-Curricular Connections
❑ Geography Application: The Great Wall of China, Unit 2 IDR, p. 56
❑ World Art and Cultures Transparency:AT16, Chinese tomb rubbing
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Analyze ways that ancient African cultures adapted to their harsh environments, established powerful kingdoms, and spread cultures through major migrations.
❑ Previewing Main Ideas, PE/TE p. 210
❑ Time Line Discussion, TE p. 210
❑ Interpreting the Map, TE p. 211
SECTION CONTENT OBJECTIVES
Students will• Identify the different geographic regions of Africa
and explain how early Africans adapted to their environments.
• Summarize the achievements of early West African societies.
• Trace growth of African ironworking.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
CHAPTER Section 1 Lesson Plan
Diverse Societies in Africa
Name Date
8
AFRICAN CIVILIZATIONS 57
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Griots—Oral Historians of West Africa
❑ Interact with History, PE/TE p. 212
❑ Discuss MAIN IDEA: African peoples developed diverse societies as they adapted to varied environments.
❑ Discuss WHY IT MATTERS NOW: Differences among modern societies are also based on people’s interactions with their environments.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.07, 8.03, 8.06
Skills Competency Goals
1.03, 1.06
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Comparing Maps, TE p. 214
IDR Unit 2
❑ Guided Reading, p. 71
❑ Building Vocabulary, p. 74
❑ Reteaching Activity, p. 88
Reading Study Guide
❑ Section 1, p. 75
❑ RSG Audio CD
On-level
❑ Skillbuilder Practice: Identifying Problems and Solutions, TE p. 215
IDR Unit 2
❑ Guided Reading, p. 71
❑ Skillbuilder Practice: Identifying Problems, p. 75
❑ History Makers: The Nok Culture, p. 85
Above-level
❑ Exploring Oral Traditions, TE p. 216
IDR Unit 2
❑ Primary Source: Nok Sculpture, p. 78
❑ History Makers: The Nok Culture, p. 85
ELPS
❑ “Tracking Father Elephant”
English Learners
❑ Understanding Artifacts, TE p. 217
IDRS
❑ Guided Reading, p. 60
❑ Skillbuilder Practice, p. 63
RSG (Spanish)
❑ Section 1, p. 75
❑ RSG Audio CD
All Students
❑ TAKING NOTES: Outlining, PE p. 213
❑ More About Savanna Vegetation, TE p. 214; Animism, TE p. 216; Ironworking, TE p. 218
❑ World Art and Cultures Transparency: AT17, Nok Sculpture
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Art
❑ Nok Sculpture, PE p. 217
Cross-Curricular Connections
❑ Science & Technology: African Ironworking, TE p. 218
❑ World Art and Cultures Transparency:AT17, Nok Sculpture
❑ Geography Transparency:GT5, Greek View of the World, 494 B.C.
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 219
❑ Section Quiz, FA, p. 123
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT29
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 2 IDR, p. 88
58 CHAPTER 8, SECTION 1
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AFRICAN CIVILIZATIONS 59
CHAPTER Section 2 Lesson Plan
Migration Case Study: Bantu-Speaking Peoples
Name Date
8
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Summarize the causes and effects of human
migration.• Describe the Bantu migrations into the southern
half of Africa.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Recognizing Causes and Effects, TE p. 223
IDR Unit 2
❑ Guided Reading, p. 72
❑ Building Vocabulary, p. 74
❑ Reteaching Activity, p. 89
Reading Study Guide
❑ Section 2, p. 79
❑ RSG Audio CD
On-level
IDR Unit 2
❑ Guided Reading, p. 72
❑ Geography Application: Desertification and Migration in Africa, p. 76
Above-level
❑ Relating Climate to Migration Patterns, TE p. 222
IDR Unit 2
❑ Connections Across Time and Cultures: Migrations—Bantu and Indo-European, p. 87
ELPS
❑ from “Hunters of Modern Africa”
English Learners
❑ Evaluating Migration Factors, TE p. 221
IDRS
❑ Guided Reading, p. 61
❑ Geography Application, p. 76
RSG (Spanish)
❑ Section 2, p. 79
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Relocation of large numbers of Bantu-speaking people brings cultural diffusion and change to southern Africa.
❑ Discuss WHY IT MATTERS NOW: Migration continues to shape the modern world.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.06, 2.07
Skills Competency Goals
1.03, 1.04, 1.06, 3.02
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60 CHAPTER 8, SECTION 2
RETEACH
❑ Reteaching Activity, Unit 2 IDR, p. 89
All Students
❑ TAKING NOTES: Analyzing Causes and Recognizing Effects, PE p. 220
❑ More About The BaMbuti, TE p. 224
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Geography Application: Desertification and Migration in Africa, Unit 2 IDR, p. 76
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 224
❑ Section Quiz, FA, p. 124
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT30
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
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CHAPTER Section 3 Lesson Plan
The Kingdom of Aksum
Name Date
8
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Explain how maritime trade led to Aksum’s growth.• Give examples of Aksum’s achievements.• Explain the effects of the Muslim invasion of
Aksum.
AFRICAN CIVILIZATIONS 61
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The kingdom of Aksum became an international trading power and adopted Christianity.
❑ Discuss WHY IT MATTERS NOW: Ancient Aksum, which is now Ethiopia, is still a center of the Ethiopian Orthodox Christian Church.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Understanding Primary Sources, TE p. 226
IDR Unit 2
❑ Guided Reading, p. 73
❑ Building Vocabulary, p. 74
❑ Reteaching Activity, p. 90
Reading Study Guide
❑ Section 3, p. 79
❑ RSG Audio CD
On-level
IDR Unit 2
❑ Guided Reading, p. 73
❑ History Makers: Ezana, p. 86
Geography Transparencies
❑ GT8, Empires of Ancient Africa
Critical Thinking Transparencies
❑ CT8, Facts and Opinions in the Kingdom of Aksum
❑ CT44, Chapter 8 Visual Summary
Above-level
❑ Investigating Ethiopian Art, TE p. 227
IDR Unit 2
❑ Primary Sources: from Natural History, p. 79
❑ from Periplus, p. 80
❑ from History of the Sudan, p. 81
❑ Literature: from the Kebra Negast, p. 82
English Learners
❑ Distinguishing Facts from Opinions, TE p. 228
IDRS
❑ Guided Reading, p. 62
RSG (Spanish)
❑ Section 3, p. 79
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.01, 1.02, 1.04, 2.07, 8.02
Skills Competency Goals
1.04, 1.06, 2.01, 3.01
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62 CHAPTER 8, SECTION 3
Struggling Readers
❑ Test Form A, FA pp. 126–129
On-level
❑ Test Form B, FA pp. 130–133
Above-level
❑ Test Form C, FA pp. 134–137
English Learners
❑ Test Form A, FA pp. 126–129
❑ Form A (Spanish), classzone.com
RETEACH
❑ Reteaching Activity, Unit 2 IDR, p. 90
All Students
❑ TAKING NOTES: Summarizing, PE p. 225
❑ Critical Thinking Transparencies: CT44, Chapter 8 Visual Summary
❑ World Art and Cultures Transparencies: AT18, Aksum stele
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 229
❑ Section Quiz, FA, p. 125
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT31
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT44
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Architecture
❑ Pillars of Aksum, PE p. 228
Cross-Curricular Connections
❑ Geography Transparencies:GT8, Empires of Ancient Africa
❑ World Art and Cultures Transparencies:AT18, Aksum stele
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Examine how early American civilizations influenced future societies and cultures.
❑ Previewing Main Ideas, PE/TE p. 232
❑ Time Line Discussion, TE p. 232
❑ Interpreting the Map, TE p. 233
SECTION CONTENT OBJECTIVES
Students will• Trace the route of the first inhabitants’ migration to
the Americas.• Explain the origins and impact of agriculture in the
Americas.
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 234
❑ Discuss MAIN IDEA: The cultures of the first Americans, including social organization, developed in ways similar to other early cultures.
❑ Discuss WHY IT MATTERS NOW: The Americas’ first inhabitants developed the basis for later American civilizations.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
CHAPTER Section 1 Lesson Plan
The Earliest Americans
Name Date
9
THE AMERICAS: A SEPARATE WORLD 63
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.01, 8.03
Skills Competency Goals
1.01, 1.02, 1.04, 1.06, 4.01, 4.08
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Migration Routes of the First Americans, TE p. 236
IDR Unit 2
❑ Guided Reading, p. 91
❑ Building Vocabulary, p. 94
❑ Geography Application, p. 96
❑ Reteaching Activity, p. 109
Reading Study Guide
❑ Section 1, p. 83
On-level
IDR Unit 2
❑ Guided Reading, p. 91
❑ Geography Application: The Mystery of Poverty Point, p. 96
Above-level
❑ Researching Other Migration Theories, TE p. 237
IDR Unit 2
❑ Primary Source: Monte Verde, p. 98
❑ Science and Technology, p. 108
ELPS
❑ “Coming to America”
❑ from “The Olsen-Chubbock Site: A Paleo-Indian Bison Kill”
English Learners
❑ Locating the Tropics, TE p. 238
IDRS
❑ Guided Reading, p. 66
❑ Geography Application, p. 70
RSG (Spanish)
❑ Section 1, p. 83
❑ RSG Audio CD
Modified Lesson Plans for English Learners
All Students
❑ TAKING NOTES: Analyzing Causes and Recognizing Effects, PE p. 235
❑ More About Monte Verde, TE p. 236; Early Farming Methods, TE p. 239
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Artifacts
❑ A Bison Kill Site, PE p. 238
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 2 IDR, p. 94
❑ Geography Application: The Mystery of Poverty Point, Unit 2 IDR, p. 96
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 239
❑ Section Quiz, FA, p. 138
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT32
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 2 IDR, p. 109
64 CHAPTER 9, SECTION 1
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THE AMERICAS: A SEPARATE WORLD 65
Early Mesoamerican Civilizations
CHAPTER Section 2 Lesson Plan
Name Date
9
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Jaguar Artifacts of the Olmec, TE p. 241
IDR Unit 2
❑ Guided Reading, p. 92
❑ Building Vocabulary, p. 94
❑ Reteaching Activity, p. 110
Reading Study Guide
❑ Section 2, p. 85
❑ RSG Audio CD
On-level
IDR Unit 2
❑ Guided Reading, p. 92
❑ History Makers: The Zapotec Culture, p. 105
World Art and Cultures Transparencies
❑ AT19 Zapotec Bat God mask
Above-level
IDR Unit 2
❑ Primary Source: Zapotec Urn, p. 99
❑ Literature: from Mexico by James A. Michener, p. 103
ELPS
❑ from “New Light on the Olmec”
English Learners
❑ Persuading Tourists to Visit Monte Albán, TE p. 242
IDRS
❑ Guided Reading, p. 67
RSG (Spanish)
❑ Section 2, p. 85
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
SECTION CONTENT OBJECTIVES
Students will• Describe the achievements of Olmec civilization.• Trace the rise and fall of the Zapotec.• Identify contributions to later Mesoamerican
cultures.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The Olmec created the Americas’ first civilization, which in turn influenced later civilizations.
❑ Discuss WHY IT MATTERS NOW: Later American civilizations relied on the technology and achievements of earlier cultures to make advances.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.01, 1.04, 2.08, 8.06
Skills Competency Goals
1.06, 2.01, 2.02, 3.05, 4.01, 4.08
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66 CHAPTER 9, SECTION 2
RETEACH
❑ Reteaching Activity, Unit 2 IDR, p. 110
All Students
❑ TAKING NOTES: Comparing, PE p. 240
❑ More About Olmec Sites, TE p. 241; Monte Albán, TE p. 242; Hieroglyphics, TE p. 243
❑ World Art and Cultures Transparency: AT19, Zapotec Bat God mask
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ History Through Art: Olmec Sculpture, PE p. 244
❑ Literature: from Mexico by James A. Michener, Unit 2 IDR, p. 103
❑ World Art and Cultures Transparency: AT19, Zapotec Bat God mask
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 243
❑ Section Quiz, FA, p. 139
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT33
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
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CHAPTER Section 3 Lesson Plan
Early Civilizations of the Andes
Name Date
9
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe the first people of the Andes and the
Chavín civilization.• Explain the rise of the Nazca and Moche societies.
THE AMERICAS: A SEPARATE WORLD 67
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: In the Andes Mountains, various groups created flourishing civilizations.
❑ Discuss WHY IT MATTERS NOW: Like the early Andean civilizations, people today must adapt to their environment in order to survive.
DIFFERENTIATING INSTRUCTION
Struggling Readers
IDR Unit 2
❑ Guided Reading, p. 93
❑ Building Vocabulary, p. 94
❑ Reteaching Activity, p. 111
Reading Study Guide
❑ Section 3, p. 87
❑ RSG Audio CD
On-level
❑ Skillbuilder Practice: Distinguishing Fact from Opinion, TE p. 247
IDR Unit 2
❑ Guided Reading, p. 93
❑ History Makers: The Chavín Culture, p. 106
Geography Transparencies
❑ GT9, Chavín de Huáner, 900–200 B.C.
Above-level
IDR Unit 2
❑ Primary Source: Excavation of a Moche Tomb, p. 100
❑ Connections Across Time and Cultures, p. 107
Critical Thinking Transparencies
❑ CT9, Mother Cultures of Mesoamerican Civilization
English Learners
IDRS
❑ Guided Reading, p. 68
❑ Skillbuilder Practice, p. 69
RSG (Spanish)
❑ Section 3, p. 87
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.02, 2.08, 8.06
Skills Competency Goals
1.06, 4.06
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68 CHAPTER 9, SECTION 3
Struggling Readers
❑ Test Form A, FA pp. 141–144
On-level
❑ Test Form B, FA pp. 145–148
Above-level
❑ Test Form C, FA pp. 149–152
English Learners
❑ Test Form A, FA pp. 141–144
❑ Form A (Spanish), classzone.com
RETEACH
❑ Reteaching Activity, Unit 2 IDR, p. 111
All Students
❑ TAKING NOTES: Determining Main Ideas, PE p. 246
❑ More About Chavín Gods, TE p. 247; Moche Tombs, TE p. 249
❑ Critical Thinking Transparency: CT45, Chapter 9 Visual Summary
❑ World Art and Cultures Transparencies: AT20, Nazca Lines
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 249
❑ Section Quiz, FA, p. 140
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT34
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT45
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Geography Transparencies: GT9, Chavín de Huáner, 900–200 B.C.
❑ World Art and Cultures Transparencies:AT20, Nazca Lines
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Analyze the spread of Islam and achievements of the Muslim world between 600 and 1250.
❑ Previewing Main Ideas, PE/TE p. 260
❑ Time Line Discussion, TE p. 260
❑ Interpreting the Map, TE p. 261
SECTION CONTENT OBJECTIVES
Students will• Describe Arabia before the rise of Islam.• Explain how Muhammad began to unify the Arabian
Peninsula under Islam.• Identify Islamic beliefs and practices.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
The Rise of Islam
CHAPTER Section 1 Lesson Plan
Name Date
10
THE MUSLIM WORLD 69
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Al-Razi—Great Physician of the Muslim Empire
❑ Interact with History, PE/TE p. 262
❑ Discuss MAIN IDEA: Muhammad unified the Arab people both politically and through the religion of Islam.
❑ Discuss WHY IT MATTERS NOW: As the world’s fastest-growing major religion, Islam has a strong impact on the lives of millions today.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.04, 2.06, 8.02
Skills Competency Goals
1.01, 1.06
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DIFFERENTIATING INSTRUCTION
All Students
❑ TAKING NOTES: Synthesizing, PE p. 263
❑ More About The Prophet Muhammad, Ramadan, TE p. 265; The Ulama, The Qur’an, p. 267
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Architecture
❑ The Dome of the Rock, PE p. 266
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 3 IDR, p. 4
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 268
❑ Section Quiz, FA, p. 153
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT35
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 19
70 CHAPTER 10, SECTION 1
Struggling Readers
❑ Understanding the Five Pillars of Islam, TE p. 267
IDR Unit 3
❑ Guided Reading, p. 1
❑ Building Vocabulary, p. 4
❑ Skillbuilder Practice: Making Predictions, p. 5
❑ Reteaching Activity, p. 19
Reading Study Guide
❑ Section 1, p. 91
❑ RSG Audio CD
On-level
❑ Skillbuilder Practice: Making Predictions, TE p. 264
IDR Unit 3
❑ Guided Reading, p. 1
❑ Skillbuilder Practice: Making Predictions, p. 5
❑ History Makers: Muhammad, p. 15
Above-level
❑ Dramatizing Muhammad’s Return to Mecca, TE p. 265
IDR Unit 3
❑ Primary Sources: from the Qur’an, p. 8
ELPS
❑ from the Qur’an
❑ “Pilgrimage to Mecca”
English Learners
❑ Using Descriptive Language: The Dome of the Rock, TE p.266
IDRS
❑ Guided Reading, p. 72
❑ Skillbuilder Practice, p. 75
RSG (Spanish)
❑ Section 1, p. 91
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
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THE MUSLIM WORLD 71
Islam Expands
CHAPTER Section 2 Lesson Plan
Name Date
10
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe how Muhammad’s successors spread
Islam.• List conflicts within the Umayyad state.• Explain how rivalries split Islam.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Producing a Newscast, TE p. 271
IDR Unit 3
❑ Guided Reading, p. 2
❑ Building Vocabulary, p. 4
❑ Geography Application: Rule and Taxation Under the Umayyads, p. 6
❑ Reteaching Activity, p. 20
Reading Study Guide
❑ Section 2, p. 93
❑ RSG Audio CD
On-level
IDR Unit 3
❑ Guided Reading, p. 2
❑ Geography Application: Rule and Taxation Under the Umayyads, p. 6
Geography Transparencies
❑ GT10, Baghdad During Its Golden Age, 765–950
Above-level
❑ Debating Terms of Surrender, TE p. 270
IDR Unit 3
❑ Primary Source: The Duties of the Caliph, p. 9
Critical Thinking Transparencies
❑ CT10, The Spread of Islam
English Learners
IDRS
❑ Guided Reading, p. 73
❑ Geography Application, p. 76
RSG (Spanish)
❑ Section 2, p. 93
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: In spite of internal conflicts, the Muslims created a huge empire that included lands on three continents.
❑ Discuss WHY IT MATTERS NOW: Muslims’ influence on three continents produced cultural blending that has continued into the modern world.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.06, 8.02, 8.04, 8.05
Skills Competency Goals
1.04, 1.06
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72 CHAPTER 10, SECTION 2
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 20
All Students
❑ TAKING NOTES: Summarizing, PE p. 269
❑ More About Elephant Diplomacy, TE p. 272
❑ Geography Application: Rule and Taxation Under the Umayyads, p. 6
❑ Critical Thinking Transparency: CT10, The Spread of Islam
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Geography Application: Unit 3 IDR, p. 6
❑ Geography Transparency:GT10, Baghdad During Its Golden Age, 765–950
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 272
❑ Section Quiz, FA, p. 154
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT36
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
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Muslim Culture
CHAPTER Section 3 Lesson Plan
Name Date
10
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe society under the Abbasids.• Identify Muslim accomplishments in art and
science.• Describe Muslim attitudes toward philosophy and
religion.
THE MUSLIM WORLD 73
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Muslims combined and preserved the traditions of many peoples and also advanced learning in a variety of areas.
❑ Discuss WHY IT MATTERS NOW: Many of the ideas developed during this time became the basis of today’s scientific and academic disciplines.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Creating a Brochure About Baghdad, TE p. 277
IDR Unit 3
❑ Guided Reading, p. 3
❑ Building Vocabulary, p. 4
❑ Reteaching Activity, p. 21
Reading Study Guide
❑ Section 3, p. 95
❑ RSG Audio CD
On-level
❑ Connections to Mathematics: Muslim Mathematics, TE p. 278
IDR Unit 3
❑ Guided Reading, p. 3
❑ History Makers: Al-Razi, p. 16
Above-level
❑ Writing a Baghdad Newspaper Advice Column, TE p. 274
IDR Unit 3
❑ Primary Sources: On Mental Discipline, p. 10
❑ from The Life of Ibn Sina, p. 11
❑ Literature: from The Thousand and One Nights, p. 12
❑ Connections Across Time and Cultures, p. 17
❑ Science & Technology, p. 18
English Learners
❑ Analyzing and Appreciating Muslim Art, TE p. 276
IDRS
❑ Guided Reading, p. 74
RSG (Spanish)
❑ Section 3, p. 95
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.04, 2.06, 8.01, 8.06
Skills Competency Goals
1.02, 1.03, 1.06, 2.01, 2.02, 3.02, 3.05, 4.06
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74 CHAPTER 10, SECTION 3
Struggling Readers
❑ Test Form A, FA pp. 156–159
On-level
❑ Test Form B, FA pp. 160–163
Above-level
❑ Test Form C, FA pp. 164–167
English Learners
❑ Test Form A, FA pp. 156–159
❑ Form A (Spanish), classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 21
All Students
❑ TAKING NOTES: Clarifying, PE p. 273
❑ Critical Thinking Transparencies: CT46, Chapter 10 Visual Summary
❑ World Art and Cultures Transparencies: AT21, Egyptian Qur’an AT22, Interior Dome in Great Mosque of Córdoba
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 279
❑ Section Quiz, FA, p. 155
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT37
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT46
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Art
❑ Muslim Art, PE p. 277
Cross-Curricular Connections
❑ Science & Technology: Astronomy, PE p. 275
❑ Literature: from The Thousand and One Nights, p. 12
❑ World Art and Cultures Transparencies:AT21, Egyptian Qur’anAT22, Interior Dome in Great Mosque of Córdoba
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Examine the rise and interaction of Byzantine, Russian, and Turkish civilizations in Central Asia.
❑ Previewing Main Ideas, PE/TE p. 298
❑ Time Line Discussion, TE p. 298
❑ Interpreting the Map, TE p. 299
SECTION CONTENT OBJECTIVES
Students will• Describe Byzantine politics and the rise of Emperor
Justinian.• Describe Justinian’s achievements and life in
Constantinople.• Identify causes of the Byzantine Empire’s collapse.• Explain why the Eastern and Western churches
created two traditions.
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Theodora—Empress of Byzantium
❑ Interact with History, PE/TE p. 300
❑ Discuss MAIN IDEA: After Rome split, the Eastern Empire, known as Byzantium, flourished for a thousand years.
❑ Discuss WHY IT MATTERS NOW: Byzantine culture deeply influenced Orthodox Christianity, a major branch of modern Christianity.
The Byzantine Empire
CHAPTER Section 1 Lesson Plan
Name Date
11
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
BYZANTINES AND TURKS INTERACT 75
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.04, 2.06, 8.02
Skills Competency Goals
1.03, 1.06, 3.02
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Understanding Chronological Order, TE p. 304
IDR Unit 3
❑ Guided Reading, p. 22
❑ Building Vocabulary, p. 25
❑ Reteaching Activity, p. 39
Reading Study Guide
❑ Section 1, p. 99
❑ RSG Audio CD
On-level
IDR Unit 3
❑ Guided Reading, p. 22
❑ History Makers: Theodora, p. 36
Above-level
❑ Understanding Justinian, TE p. 303
IDR Unit 3
❑ Primary Sources, pp. 29, 30
❑ Literature: from The Belt of Gold, p. 33
❑ Connections Across Time and Cultures: Ancient Rome and the New Rome, p. 38
English Learners
❑ Understanding Specialized Vocabulary, TE p. 302
IDRS
❑ Guided Reading, p. 78
RSG (Spanish)
❑ Section 1, p. 99
❑ RSG Audio CD
All Students
❑ TAKING NOTES: Clarifying, PE p. 301 ❑ History Makers: Theodora, Unit 3 IDR, p. 36
❑ More About Vatican City, TE p. 305; ❑ World Art and Cultures Transparency:The Cyrillic Alphabet, TE p. 306 AT23, Empress Theodora and Her Court
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Key Concepts
❑ Roman Catholicism and Eastern Orthodoxy, PE p. 305
Cross-Curricular Connections
❑ Literature: from The Belt of Gold, Unit 3 IDR, p. 33
❑ World Art and Cultures Transparency: AT23, Empress Theodora and Her Court
❑ Geography Transparency:GT11, The Byzantine Empire Under Justinian
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 306
❑ Section Quiz, FA, p. 168
❑ Test Generator CD-ROM
Test-Taking Practice
❑ Test Practice Transparencies, TT38
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 39
76 CHAPTER 11, SECTION 1
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BYZANTINES AND TURKS INTERACT 77
The Russian Empire
CHAPTER Section 2 Lesson Plan
Name Date
11
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Summarize the Slavic, Greek, and Viking roots of
Russia and Russian culture.• Describe the Kievan state.• Explain how the Mongols conquered and ruled
Russia.• Describe Russia’s rise to independence.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ The Geography of Early Russia, TE p. 308
IDR Unit 3
❑ Guided Reading, p. 23
❑ Building Vocabulary, p. 25
❑ Reteaching Activity, p. 40
Reading Study Guide
❑ Section 2, p. 101
On-level
❑ Skillbuilder Practice: Formulating Historical Questions, TE p. 310
IDR Unit 3
❑ Guided Reading, p. 23
❑ Skillbuilder Practice: Formulating Historical Questions, p. 26
❑ Geography Application: Growth of Early Russia, p. 27
❑ History Makers: Ivan III, p. 37
Above-level
IDR Unit 3
❑ Primary Source: from Primary Chronicle, p. 31
ELPS
❑ “The Court of the Great Khan”
English Learners
❑ Understanding the Mongol Invasions, TE p. 309
IDRS
❑ Guided Reading, p. 79
❑ Skillbuilder Practice, p. 81
RSG (Spanish)
❑ Section 2, p. 101
❑ RSG Audio CD
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Russia grew out of a blending of Slavic and Byzantine cultures and adopted Eastern Orthodox traditions.
❑ Discuss WHY IT MATTERS NOW: Early Russia was separated from the West, leading to a difference in culture that still exists today.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.01, 2.06, 8.03
Skills Competency Goals
1.03, 1.06, 3.01
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78 CHAPTER 11, SECTION 2
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 40
All Students
❑ TAKING NOTES: Recognizing Effects, PE p. 307
❑ More About Sacred Relics, Wooden Churches, TE p. 313
❑ History Makers: Ivan III, Unit 3 IDR, p. 37
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ History Through Art: Russian Religious Art and Architecture, PE p.312
❑ Geography Application: Growth of Early Russia, Unit 3 IDR, p. 27
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 311
❑ Section Quiz, FA, p. 169
❑ Test Generator CD-ROM
❑ Integrated Assessment
Analyzing Primary Sources
❑ Resisting Mongol Rule; Rebelling Against the Mongols, PE p. 310
Test-Taking Practice
❑ Test Practice Transparencies, TT39
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
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Turkish Empires Rise in Anatolia
CHAPTER Section 3 Lesson Plan
Name Date
11
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will
• Describe the rise of the Seljuk Turks and their impact on Persian culture.
• Explain how internal problems and foreign attack ended Seljuk power.
BYZANTINES AND TURKS INTERACT 79
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Turkish people converted to Islam and founded new empires that would renew Muslim civilization.
❑ Discuss WHY IT MATTERS NOW: In the 20th century, the collapse of the Turkish empire left ethnic and religious hostilities that still affect the world.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ The Crusades, TE p. 316
IDR Unit 3
❑ Guided Reading, p. 24
❑ Building Vocabulary, p. 25
❑ Reteaching Activity, p. 41
Reading Study Guide
❑ Section 3, p. 103
❑ RSG Audio CD
On-level
IDR Unit 3
❑ Guided Reading, p. 24
Critical Thinking Transparencies
❑ CT11, Comparing Seven Empires
Above-level
IDR Unit 3
❑ Primary Source: Urban II’s Call for a Crusade, p. 32
ELPS
❑ from “The Merits of the Turks”
English Learners
❑ Analyzing Results, TE p. 315
IDRS
❑ Guided Reading, p. 80
RSG (Spanish)
❑ Section 3, p. 103
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
6.01, 8.01
Skills Competency Goals
1.01, 1.03, 1.06, 2.01, 2.02
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80 CHAPTER 11, SECTION 3
Struggling Readers
❑ Test Form A, FA pp. 171–174
On-level
❑ Test Form B, FA pp. 175–178
Above-level
❑ Test Form C, A pp. 179–182
English Learners
❑ Test Form A, FA pp. 171–174
❑ Form A (Spanish), classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 41
All Students
❑ TAKING NOTES: Clarifying, PE p. 314 ❑ World Art and Cultures Transparency:
❑ Critical Thinking Transparency: AT24, Camp of a Prince
CT47, Chapter 11 Visual Summary
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 317
❑ Section Quiz, FA, p. 170
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT40
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT47
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ World Art and Cultures Transparency: AT24, Camp of a Prince
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Study East Asian empires and analyze the movement of people and ideas among them.
❑ Previewing Main Ideas, PE/TE p. 320
❑ Time Line Discussion, TE p. 320
❑ Interpreting the Map, TE p. 321
SECTION CONTENT OBJECTIVES
Students will• Identify main rulers of the Tang Dynasty.• Describe the causes and effects of the Song
Dynasty’s retreat to the south.• Summarize the achievements of the Tang and
Song empires.• Describe changes in Chinese society.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
Tang and Song China
CHAPTER Section 1 Lesson Plan
Name Date
12
EMPIRES IN EAST ASIA 81
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 322
❑ Discuss MAIN IDEA: During the Tang and Song dynasties, China experienced an era of prosperity and technological innovation.
❑ Discuss WHY IT MATTERS NOW: Chinese inventions from this period, such as printing, gunpowder, and the compass, changed history.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.04, 2.05, 6.03, 6.04
Skills Competency Goals
1.03, 1.04, 1.06
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Changing Border in China, TE p. 325
IDR Unit 3
❑ Guided Reading, p. 42
❑ Building Vocabulary, p. 47
❑ Reteaching Activity, p. 61
Reading Study Guide
❑ Section 1, p. 107
❑ RSG Audio CD
On-level
IDR Unit 3
❑ Guided Reading, p. 42
❑ History Makers: Wu Zhao, p. 58
Above-level
❑ Wu Zhao’s Rise to Power, TE p. 324
IDR Unit 3
❑ Connections Across Time and Cultures: Two Golden Ages—Greece and China, p. 60
ELPS
❑ from Ten-Thousand-Word Memorial
English Learners
❑ Analyzing a Poem by Tu Fu, TE p. 326
IDRS
❑ Guided Reading, p. 84
RSG (Spanish)
❑ Section 1, p. 107
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
All Students
❑ TAKING NOTES: Comparing and Contrasting, PE p. 323 ❑ World Art and Cultures Transparency:
❑ More About Muslims in Western China, TE p. 324; AT25, Court Ladies Preparing Newly Woven Silk
The Poet Li Bo, Chinese Paintings, TE p. 326; Paper Money, TE p. 329
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Geography TransparencyG12, China in Sui, Tang, and Song Dynasties
❑ World Art and Cultures Transparency:AT25, Court Ladies Preparing Newly Woven Silk
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 327
❑ Section Quiz, FA, p. 183
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT41
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 61
82 CHAPTER 12, SECTION 1
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EMPIRES IN EAST ASIA 83
The Mongol Conquests
CHAPTER Section 2 Lesson Plan
Name Date
12
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe the geography of the steppe and the
lifestyles of nomads.• Explain the Khans’ successes.• Summarize the extent of the Mongol Empire and its
divisions.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Major Events of the Mongol Conquests and Empire, TE p. 331
IDR Unit 3
❑ Guided Reading, p. 43
❑ Building Vocabulary, p. 47
❑ Reteaching Activity, p. 62
Reading Study Guide
❑ Section 2, p. 109
❑ RSG Audio CD
On-level
IDR Unit 3
❑ Guided Reading, p. 43
Critical Thinking Transparencies
❑ CT11, Comparing Seven Empires
Above-level
❑ The Mongolian Empire’s Four Khanates, TE p. 333
IDR Unit 3
❑ Primary Source: from The Secret History of the Mongols, p. 51
ELPS
❑ from The History of the World Conqueror
English Learners
❑ Comparing Seven Empires, TE p. 332
IDRS
❑ Guided Reading, p. 85
RSG (Spanish)
❑ Section 2, p. 109
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The Mongols, a nomadic people from the steppe, conquered settled societies across much of Asia.
❑ Discuss WHY IT MATTERS NOW: The Mongols built the largest unified land empire in world history.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.01, 8.03
Skills Competency Goals
1.03, 1.06
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84 CHAPTER 12, SECTION 2
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ Critical Thinking Transparency PE p. 330 CT11, Comparing Seven Empires
❑ More About Mongol Ferocity, Mongol Hunting, TE p. 333
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 3 IDR, p. 47
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 334
❑ Section Quiz, FA, p. 184
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT42
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 62
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EMPIRES IN EAST ASIA 85
The Mongol Empire
CHAPTER Section 3 Lesson Plan
Name Date
12
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Using Questions to Develop Understanding, TE p. 336
IDR Unit 3
❑ Guided Reading, p. 44
❑ Building Vocabulary, p. 47
❑ Reteaching Activity, p. 63
Reading Study Guide
❑ Section 3, p. 111
❑ RSG Audio CD
On-level
IDR Unit 3
❑ Guided Reading, p. 44
❑ History Makers: Kublai Khan, p. 59
Above-level
❑ Kublai Khan’s Summer Palace, TE p. 337
IDR Unit 3
❑ Primary Source: Marco Polo at the Mongol Court, p. 52
ELPS
❑ “The Tartars,” from Travels of Marco Polo
English Learners
IDRS
❑ Guided Reading, p. 86
RSG (Spanish)
❑ Section 3, p. 111
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: As emperor of China, Kublai Khan encouraged foreign trade.
❑ Discuss WHY IT MATTERS NOW: The influence of Chinese ideas on Western civilization began with the Mongols’ encouragement of trade.
SECTION CONTENT OBJECTIVES
Students will• Summarize Kublai Khan’s conquest.• Describe Mongol rule in China.• Explain the fall of Mongol rule.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.01, 8.03, 8.04
Skills Competency Goals
1.03, 1.04, 1.06, 2.01, 2.02
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86 CHAPTER 12, SECTION 3
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 3 IDR, p. 47
All Students
❑ TAKING NOTES: Recognizing Effects, PE p. 335 ❑ More About The Invasion of Japan, TE p. 336
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 338
❑ Section Quiz, FA, p. 185
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT43
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 63
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EMPIRES IN EAST ASIA 87
Feudal Powers in Japan
CHAPTER Section 4 Lesson Plan
Name Date
12
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe Japan’s early history and culture.• Draw conclusions about life in the Heian court.• Describe feudal Japan.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Japanese civilization was shaped by cultural borrowing from China and the rise of feudalism and military rulers.
❑ Discuss WHY IT MATTERS NOW: An openness to adapting innovations from other cultures is still a hallmark of Japanese society.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Recognizing Supporting Details, TE p. 341
IDR Unit 3
❑ Guided Reading, p. 45
❑ Building Vocabulary, p. 47
❑ Reteaching Activity, p. 64
Reading Study Guide
❑ Section 4, p. 113
❑ RSG Audio CD
On-level
❑ Skillbuilder Practice: Making Inferences, TE p. 342
IDR Unit 3
❑ Guided Reading, p. 45
❑ Skillbuilder Practice: Making Inferences, p. 48
❑ Geography Application: The Ainu People, p. 49
Above-level
❑ Original Peoples of Japan and the United States, TE p. 340
IDR Unit 3
❑ Primary Sources, pp. 53, 54
❑ Literature: from Genji, p. 54; Pillow Book, p. 56
ELPS
❑ “The Manners and Customs of Early Japan”
English Learners
IDRS
❑ Guided Reading, p. 87
❑ Skillbuilder Practice, p. 89
❑ Geography Application, p. 90
RSG (Spanish)
❑ Section 4, p. 113
❑ RSG Audio CD
Modified Lesson Plansfor English Learners
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.05, 3.01, 8.02
Skills Competency Goals
1.01, 1.06, 4.06
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88 CHAPTER 12, SECTION 4
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ Critical Thinking Transparency:PE p. 339 CT12, Japanese Cultural Borrowing from China
❑ More About Japanese Shoguns, TE p. 343
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Geography Application: The Ainu People, Unit 3 IDR, p. 49
❑ World Art and Cultures Transparency:AT26, Descent of Amida and the 25 Bodhisattvas
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 343
❑ Section Quiz, FA, p. 186
❑ Test Generator CD-ROM
❑ Integrated Assessment
Analyzing Art
❑ Women of the Heian Court, PE p. 341
Test-Taking Practice
❑ Test Practice Transparencies, TT44
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 64
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Kingdoms of Southeast Asia and Korea
CHAPTER Section 5 Lesson Plan
Name Date
12
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe kingdoms of Southeast Asia.• Summarize early Korean history.
EMPIRES IN EAST ASIA 89
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Several smaller kingdoms prospered in East and Southeast Asia, a region culturally influenced by China and India.
❑ Discuss WHY IT MATTERS NOW: Chinese cultural influences still affect East and Southeast Asia today.
DIFFERENTIATING INSTRUCTION
Struggling Readers
IDR Unit 3
❑ Guided Reading, p. 46
❑ Building Vocabulary, p. 47
❑ Reteaching Activity, p. 65
Reading Study Guide
❑ Section 5, p. 115
❑ RSG Audio CD
On-level
IDR Unit 3
❑ Guided Reading, p. 46
Critical Thinking Transparencies
❑ CT48, Chapter 12 Visual Summary
Above-level
❑ Angkor Wat and Borobudur: Two Holy Sites, TE p. 345
ELPS
❑ from Reminiscences in Retirement
English Learners
❑ Understanding Korean Dynasties, TE p. 346
IDRS
❑ Guided Reading, p. 88
RSG (Spanish)
❑ Section 5, p. 115
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.01
Skills Competency Goals
1.03, 1.06
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90 CHAPTER 12, SECTION 5
Struggling Readers
❑ Test Form A, FA pp. 188–191
On-level
❑ Test Form B, A pp. 192–195
Above-level
❑ Test Form C, FA pp. 196–199
English Learners
❑ Test Form A, FA pp. 188–191
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Categorizing, PE p. 344 ❑ World Art and Cultures Transparencies:
❑ Critical Thinking Transparencies: AT27, Vajimukha, Horse-Headed God
CT48, Chapter 12 Visual Summary
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 347
❑ Section Quiz, FA, p. 187
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT45
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 65
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT48
❑ Power Presentations: Lecture Notes, Section 5
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 3 IDR, p. 47
❑ World Art and Cultures Transparencies:AT27, Vajimukha, Horse-Headed God
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SECTION CONTENT OBJECTIVES
Students will• Identify effects of Germanic invasions.• Explain new ideas about government.• Trace the spread of Christianity among Germanic
peoples.• Identify Charles Martel’s successes.• Describe Charlemagne’s empire.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
Charlemagne Unites Germanic Kingdoms
CHAPTER Section 1 Lesson Plan
Name Date
13
EUROPEAN MIDDLE AGES 91
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 352
❑ Discuss MAIN IDEA: Many Germanic kingdoms that succeeded the Roman Empire were reunited under Charlemagne’s empire.
❑ Discuss WHY IT MATTERS NOW: Charlemagne spread Christian civilization through Northern Europe, where it had a permanent impact.
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Compare and contrast the authority of the Church with that of various secular rulers in the Middle Ages.
❑ Previewing Main Ideas, PE/TE p. 350
❑ Time Line Discussion, TE p. 350
❑ Interpreting the Map, TE p. 351
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.04, 3.02, 8.02
Skills Competency Goals
1.03, 1.06, 4.06
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Researching Life in a Medieval Monastery, TE p. 355
IDR Unit 3
❑ Guided Reading, p. 66
❑ Building Vocabulary, p. 70
❑ Reteaching Activity, p. 85
Reading Study Guide
❑ Section 1, p. 119
❑ RSG Audio CD
On-level
IDR Unit 3
❑ Guided Reading, p. 66
❑ History Makers: Charlemagne, p. 81
Above-level
❑ Bias in Primary and Secondary Sources, TE p. 356
ELPS
❑ from Life of Charlemagne
English Learners
❑ Formulating Historical Questions, TE p. 354
IDRS
❑ Guided Reading, p. 92
RSG (Spanish)
❑ Section 1, p. 119
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ More About Charlemagne’s Palace, TE p. 357PE p. 353
❑ History Makers: Charlemagne, Unit 3 IDR, p. 81
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Geography Transparency:GT13, The Empire of Charlemagne, 814
❑ World Art and Cultures Transparency:AT28, Tomb of Charlemagne
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 357
❑ Section Quiz, FA, p. 200
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT46
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 85
92 CHAPTER 13, SECTION 1
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EUROPEAN MIDDLE AGES 93
Feudalism in Europe
CHAPTER Section 2 Lesson Plan
Name Date
13
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe the effects of new invasions on western
Europe.• Explain the structure of feudalism and the role of
the manor system.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ “Interviewing” a Member of Feudal Society, TE p. 362
IDR Unit 3
❑ Guided Reading, p. 67
❑ Building Vocabulary, p. 70
❑ Reteaching Activity, p. 86
Reading Study Guide
❑ Section 2, p. 121
❑ RSG Audio CD
On-level
IDR Unit 3
❑ Guided Reading, p. 67
❑ History Makers: Leif Ericson, p. 82
World Art and Cultures Transparencies
❑ AT29, Oseberg long boat
Above-level
❑ Researching Legends and Facts About Leif Ericson, TE p. 359
IDR Unit 3
❑ Primary Source: The Duties of Lords and Vassals, p. 74
❑ Literature: from Piers Plowman, p. 78
ELPS
❑ from the Assizes of Romania
English Learners
❑ Distinguishing Words That Sound Alike, TE p. 360
IDRS
❑ Guided Reading, p. 93
RSG (Spanish)
❑ Section 2, p. 121
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Feudalism, a political and economic system based on land-holding and protective alliances, emerges in Europe.
❑ Discuss WHY IT MATTERS NOW: The rights and duties of feudal relationships helped shape today’s forms of representative government.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.02, 6.01, 6.02, 6.03, 6.04, 8.06
Skills Competency Goals
1.01, 1.03, 1.06, 1.08, 2.01, 2.02, 3.01
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94 CHAPTER 13, SECTION 2
All Students
❑ TAKING NOTES: Analyzing Causes and Recognizing Effects, PE p. 358
❑ More About The Viking Reputation, TE p. 359; A Vassal’s Oath to His Lord, TE p. 360; Feudalism, TE p. 361
❑ History Makers: Leif Ericson, Unit 3 IDR, p. 82
❑ Critical Thinking Transparency: CT13, The Development of Feudalism
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Literature: from Piers Plowman, Unit 3 IDR, p. 78
❑ World Art and Cultures Transparency:AT29, Oseberg long boat
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 363
❑ Section Quiz, FA, p. 201
❑ Test Generator CD-ROM
❑ Integrated Assessment
Analyzing Key Concepts
❑ Feudalism, PE p. 361
Test-Taking Practice
❑ Test Practice Transparencies, TT47
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 86
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EUROPEAN MIDDLE AGES 95
The Age of Chivalry
CHAPTER Section 3 Lesson Plan
Name Date
13
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Explain the technology, standards, and training of
knights.• Analyze how medieval literature depicts chivalry,
knighthood, and women.• Summarize the roles and status of medieval
women.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The code of chivalry for knights glorified both combat and romantic love.
❑ Discuss WHY IT MATTERS NOW: The code of chivalry has shaped modern ideas of romance in Western cultures.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Creating a Modern Code of Chivalry, TE p. 365
IDR Unit 3
❑ Guided Reading, p. 68
❑ Building Vocabulary, p. 70
❑ Skillbuilder Practice, p. 71
❑ Reteaching Activity, p. 87
Reading Study Guide
❑ Section 3, p. 123
❑ RSG Audio CD
On-level
❑ Skillbuilder Practice: Comparing and Contrasting, TE p. 368
IDR Unit 3
❑ Guided Reading, p. 68
❑ Skillbuilder Practice, p. 71
Above-level
❑ Understanding Epic Poetry, TE p. 367
IDR Unit 3
❑ Primary Source: from The Art of Courtly Love, p. 75
❑ Literature: from The Song of Roland, p. 80
❑ Connections Across Time and Cultures, p. 83
❑ Science & Technology: Hand Weapons, p. 84
ELPS
❑ from The Art of Courtly Love
English Learners
IDRS
❑ Guided Reading, p. 94
❑ Skillbuilder Practice, p. 96
RSG (Spanish)
❑ Section 3, p. 123
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.02, 6.02, 6.03
Skills Competency Goals
1.03, 1.06, 2.01, 2.02
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96 CHAPTER 13, SECTION 3
All Students
❑ TAKING NOTES: Summarizing, PE p. 364 ❑ More About Medieval Women Warriors, TE p. 369
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 369
❑ Section Quiz, FA, p. 202
❑ Test Generator CD-ROM
❑ Integrated Assessment
Analyzing Primary Sources
❑ Daily Life of a Noblewoman; Daily Life of a Peasant Woman, PE p. 368
Test-Taking Practice
❑ Test Practice Transparencies, TT48
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 87
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Analyzing Art: Chivalry, PE p. 365
❑ Science & Technology: Castles and Siege Weapons, PE p. 366
❑ Literature: from The Song of Roland, Unit 3 IDR, p. 80
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The Power of the Church
CHAPTER Section 4 Lesson Plan
Name Date
13
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe the Church’s structure, power, and
influence.• List events in the power struggle between popes
and German emperors.• Explain why Germany’s feudal states did not unify
during the Middle Ages.
EUROPEAN MIDDLE AGES 97
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Church leaders and political leaders competed for power and authority.
❑ Discuss WHY IT MATTERS NOW: Today, many religious leaders still voice their opinions on political issues.
DIFFERENTIATING INSTRUCTION
Struggling Readers
IDR Unit 3
❑ Guided Reading, p. 69
❑ Building Vocabulary, p. 70
❑ Reteaching Activity, p. 88
Reading Study Guide
❑ Section 4, p. 125
❑ RSG Audio CD
On-level
IDR Unit 3
❑ Guided Reading, p. 69
❑ Geography Application: Feudal Europe’s Religious Influences, p. 72
Critical Thinking Transparencies
❑ CT49, Chapter 13 Visual Summary
Above-level
❑ Researching Henry IV and Pope Gregory VII, TE p. 372
IDR Unit 3
❑ Primary Source: letters of Gregory VII and Henry IV, p. 76
ELPS
❑ from Letters Concerning the Investiture Controversy
English Learners
❑ Mapping the Influence of Christianity, TE p. 371
IDRS
❑ Guided Reading, p. 95
❑ Geography Application, p. 97
RSG (Spanish)
❑ Section 4, p. 125
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.02, 1.04, 3.02, 8.02
Skills Competency Goals
1.04, 1.06, 1.08, 2.01, 2.02
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98 CHAPTER 13, SECTION 4
Struggling Readers
❑ Test Form A, FA pp. 204–207
On-level
❑ Test Form B, FA pp. 208–211
Above-level
❑ Test Form C, FA pp. 212–215
English Learners
❑ Test Form A, FA pp. 204–207
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ Critical Thinking Transparency:PE p. 370 CT49, Chapter 13 Visual Summary
❑ More About Otto the Great, TE p. 371
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 373
❑ Section Quiz, FA, p. 203
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT49
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 88
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT49
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Geography Application: Feudal Europe’s Religious Influences, Unit 3 IDR, p. 72
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Trace the events that led to the development of Western Europe.
❑ Previewing Main Ideas, PE/TE p. 376
❑ Time Line Discussion, TE p. 376
❑ Interpreting the Map, TE p. 377
SECTION CONTENT OBJECTIVES
Students will• Explain the spiritual revival and Church reforms
that began in the 11th century.• Describe the Gothic cathedrals of the 12th century.• Summarize the causes of the Crusades and analyze
the effects of the Crusades.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
Church Reform and the Crusades
CHAPTER Section 1 Lesson Plan
Name Date
14
THE FORMATION OF WESTERN EUROPE 99
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Joan of Arc—The Teenager Who Saved France
❑ Interact with History, PE/TE p. 378
❑ Discuss MAIN IDEA: The Catholic Church underwent reform and launched Crusades against Muslims.
❑ Discuss WHY IT MATTERS NOW : The Crusades left a legacy of distrust between Christians and Muslims that continues to the present.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.01, 1.02, 1.03, 3.02, 8.04
Skills Competency Goals
1.01, 1.03, 1.06, 2.01, 2.02, 3.05, 4.03
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Tracing the Sequence of the Crusades, TE p. 382
IDR Unit 3
❑ Guided Reading, p. 89
❑ Building Vocabulary, p. 93
❑ Geography Application, p. 95
❑ Reteaching Activity, p. 107
Reading Study Guide
❑ Section 1, p. 129
On-level
❑ Cooperative Learning: Diary Entries of Women During the Crusades, TE p. 383
IDR Unit 3
❑ Guided Reading, p. 89
❑ Geography Application: The Reconquista, p. 95
Above-level
❑ Gothic Cathedrals Past and Present, TE p. 381
IDR Unit 3
❑ Primary Sources: Massacre at Acre, p. 97
ELPS
❑ “The Fall of Constantinople”
English Learners
❑ Forming Adjectives from Nouns, TE p. 380
IDRS
❑ Guided Reading, p. 99
❑ Geography Application, p. 104
RSG (Spanish)
❑ Section 1, p. 129
❑ RSG Audio CD
❑ Modified Lesson Plans for English Learners
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ More About Hildegard of Bingen, TE p. 380; PE p. 379 The Crusaders, TE p. 382; William of Tyre, TE p. 386
❑ History In-Depth: Gothic Architecture, PE p. 381
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Different Perspectives
❑ The Crusades, PE p. 386
Cross-Curricular Connections
❑ Connections to Art: The Crusades on Canvas, TE p. 384
❑ Geography Application: The Reconquista, Unit 3 IDR, p. 95
❑ World Art and Cultures TransparenciesAT30, AT31
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 385
❑ Section Quiz, FA, p. 216
❑ Test Generator CD-ROM
Test-Taking Practice
❑ Test Practice Transparencies, TT50
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
100 CHAPTER 14, SECTION 1
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 107
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