chapter section 2 (pages 383–392) 12 lesson plan ... · pdf filereconstructing society...

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Reconstruction and Its Effects 101

Reconstructing SocietySection 2 Objectives

1. Summarize the economic problems in the South.

2. Identify differences among members of the Republican Party in the South.

3. Describe efforts of former slaves to improve their lives.

4. Analyze changes in the Southern economy.

RESOURCESFocus & Motivate

Discuss Main Idea and Terms & Names ■■ PE, p. 383

InstructRead the section ■■ PE, pp. 383–392

■■ Unit 3 In-Depth Resources: Guided Reading, p. 69 ■■ Building Vocabulary, p. 71

Discuss key questions ■■ TE, pp. 383, 385, 387, 389

One American’s Story: Robert Fitzgerald ■■ PE, p. 383

Analyzing Political Cartoons: ■ ■ PE, p. 385Unwelcome Guest

Graph: School Enrollment of 5-to 10- ■ ■ PE, p. 388 Year Olds, 1850–1889

Key Player: Hiram Revels ■ ■ PE, p. 389

Now & Then: Reparations for Slavery ■ ■ PE, p. 390

Infographic: Sharecropping ■ ■ PE, p. 391

More About: Total War, Carl Schurz, African ■ ■ TE, pp. 384–386, 388, 391, 392Americans in Politics, African-American Colleges, Sharecropping and Tenant Farming, Southern Economy

Tracing Themes ■ ■ TE, pp. 387, 388, 390

Geography: The Economic Effects ■ ■ Unit 3 In-Depth Resources, p. 76of the Civil War

American Lives: Hiram Revels ■ ■ Unit 3 In-Depth Resources, p. 86

CHAPTER Section 2 (pages 383–392)

Name Date

12 Lesson Plan

NORTH CAROLINA PLANNER

EOC Competency Goals and Objectives

3.04

Skills Competency Goals

1.01, 1.02 , 1.04, 1.06, 3.02, 3.04, 3.05, 4.06

NC_TA_LP_00i-270.indd 101NC_TA_LP_00i-270.indd 101 4/9/07 1:48:41 PM4/9/07 1:48:41 PM

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102 Chapter 12, Section 2

Lesson Plan for Reconstructing Society continued

RESOURCESCross-Curricular Links

Humanities: Coming Home ■ ■ TE, p. 384 ■ ■ Integrated Assessment Book

Civics: Creating a Voting Handbook ■ ■ TE, pp. 386, 390Outline; Writing a Dialogue ■ ■ Integrated Assessment Book

Language Arts: Writing ■ ■ TE, p. 387a Meditation on Freedom ■ ■ Integrated Assessment Book

Differentiating InstructionLess Proficient Readers: Supporting Main Ideas ■ ■ TE, p. 389

■ ■ Reading Study Guide, pp. 129–130

Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, pp. 127, 130–131 ■ ■ Spanish Reading Study Guide, pp. 129–130

Integrate TechnologyAmerican Stories Video Series: ■ ■ Videocassette Volume 1

Teacher of a Freed People

Electronic Teacher Tools

Electronic Library of Primary Sources ■ ■ from “An Interview with a Former Slave,” by Annie Ruth Davis

Test Generator ■ ■ Section 2 Quiz

America’s Music CD

Using the Internet ■ ■ classzone.com

Assess & ReteachSection 2 Assessment ■ ■ PE, p. 392

Section 2 Quiz ■ ■ Formal Assessment, p. 214

Reteaching Activity ■ ■ TE, p. 392 ■ ■ Unit 3 In-Depth Resources, p. 74

Block Scheduling OptionsCooperative Learning: Researching ■ ■ TE, p. 388

African-American Colleges ■ ■ Integrated Assessment Book

Link to Economics: Analyzing ■ ■ TE, p. 391Reconstruction Land Reform ■ ■ Integrated Assessment Book


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Reconstruction and Its Effects 103

The Collapse of ReconstructionSection 3 Objectives

1. Summarize violent actions by opponents of Reconstruction.

2. Identify political and economic reasons for the shift of power from the Southern Republicans to the Southern Democrats.

3. Identify reasons for the collapse of Congressional Reconstruction.

4. Explain the achievements and failure of Reconstruction.


Discuss Main Idea and Terms & Names ■■ PE, p. 393

InstructRead the section ■■ PE, pp. 393–401

■■ Unit 3 In-Depth Resources: Guided Reading, p. 70 ■■ Building Vocabulary, p. 71

Discuss key questions ■■ TE, pp. 393, 395, 397, 399

One American’s Story ■■ PE, p. 393

World Stage: The Dominican Republic ■ ■ PE, p. 395

Analyzing Political Cartoons: ■ ■ PE, p. 396Scandal in the Grant Administration

Chart: Civil Rights Setbacks ■ ■ PE, p. 398in the Supreme Court

Historical Spotlight: The Electoral College ■ ■ PE, p. 399and the 1876 Election

Point/Counterpoint ■ ■ PE, p. 400

More About: The Ku Klux Klan, Credit ■ ■ TE, pp. 394–397Mobilier, Horace Greeley, Jay Cooke

Tracing Themes ■ ■ TE, pp. 394, 398

Skillbuilder Lesson: Evaluating Decisions ■ ■ TE, p. 398 ■■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 72

Critical Thinking: Reconstruction ■ ■ Critical Thinking Transparency CT12

CHAPTER Section 3 (pages 393–401)

Name Date

12 Lesson Plan



3.04, 3.05


1.01, 1.02, 1.04, 1.06, 1.08, 2.01, 2.02, 2.03, 2.06, 3.04, 3.05, 4.02, 4.04, 4.05, 4.07


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Lesson Plan for The Collapse of Reconstruction continued

Homework Assignments Other Teaching Materials

RESOURCESCross-Curricular Links

Civics: Opposing Klan Violence ■ ■ TE, p. 394 ■ ■ Integrated Assessment Book

Economics: Analyzing the Panic of 1873 ■ ■ TE, p. 397 ■ ■ Integrated Assessment Book

Differentiating InstructionLess Proficient Readers: ■ ■ TE, p. 399

Comparing and Contrasting ■ ■ Reading Study Guide, pp. 129–130

Gifted and Talented Students: ■ ■ TE, p. 395Examining the Ku Klux Klan

Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, pp. 128, 129 ■ ■ Spanish Reading Study Guide, pp. 129–130

Integrate TechnologyElectronic Teacher Tools

Test Generator ■ ■ Section 3 Quiz ■■ Chapter Test


Using the Internet ■ ■ classzone.com

Assess & ReteachSection 3 Assessment ■ ■ PE, p. 401

Section 3 Quiz ■ ■ Formal Assessment, p. 215

Reteaching Activity ■ ■ TE, p. 401 ■ ■ Unit 3 In-Depth Resources, p. 75

Chapter 12 Assessment ■ ■ PE, pp. 402–403

Chapter Test, Forms A, B, and C ■ ■ Formal Assessment, pp. 216–227

Block Scheduling OptionsCooperative Learning: Staging ■ ■ TE, p. 396

a Presidential Debate ■ ■ Integrated Assessment Book


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Changes on the Western Frontier 105

Cultures Clash on the PrairieSection 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.

RESOURCESIntroduce the Chapter

Interpreting the Photograph: Blackfeet Indians

Chapter Time Line

Interact with History

Focus & MotivateDiscuss Main Idea and Terms & Names

InstructRead the section

Discuss key questions

Tracing Themes

Key Player: Sitting Bull

Connections Across Time

Infographic: Importance of the Buffalo

Now & Then: Nez Perce in Oregon

History Through Art: Stampeded byLightning

Historical Spotlight: The Wild West Show

More About: George Armstrong Custer; TheBattle of Little Bighorn; The Cowboy Hat; Placer Mining, Mining Hazards

■ ■ TE, pp. 406–407

■ ■ PE, pp. 406–407■ ■ TE, p. 406 Time Line Discussion

■ ■ PE, p. 407

■ ■ PE, p. 408

■ ■ PE, pp. 408–419■ ■ Unit 4 In-Depth Resources: Guided Reading, p. 1■ ■ Building Vocabulary, p. 4

■ ■ TE, pp. 409–410, 412, 414, 416, 419

■ ■ TE, pp. 409, 415, 416

■ ■ PE, p. 410

■ ■ TE, pp. 411, 413

■ ■ PE, p. 413

■ ■ PE, p. 414

■ ■ PE, p. 416

■ ■ PE, p. 417

■ ■ TE, pp. 412, 414, 418–419■ ■ Unit 4 In-Depth Resources: Primary Source, p. 12

CHAPTER Chapter Opener; Section 1 (pages 406–419) Lesson Plan

Name Date

13



4.01, 4.02, 4.04, 5.04


1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 2.02, 2.03, 2.05, 2.06, 3.01, 3.05, 4.01, 4.06


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Lesson Plan for Cultures Clash on the Prairie continued

■ ■ TE, p. 419■ ■ Unit 4 In-Depth Resources: Skillbuilder Practice, p. 6

■ ■ TE, p. 441■ ■ Integrated Assessment Book

■ ■ Reading Study Guide, pp. 135–136■ ■ TE, p. 207

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

■ ■ Videocassette Volume 1

■ ■ Section 1 Quiz

■ ■ Andy Adams, from The Log of a Cowboy, 1903

■ ■ Track 13, “Oh! My Darling Clementine,” 1884

■ ■ classzone.com

■ ■ PE, p. 417

■ ■ Formal Assessment, p. 228

■ ■ TE, p. 417■ ■ Unit 4 In-Depth Resources, p. 7


■ ■ TE, p. 415

Skillbuilder Lesson: Creating Models

Cross-Curricular LinksCivics: Conflict on the Plains

Differentiating InstructionLess Proficient ReadersGifted and Talented Students: Creating a

Storyboard

Students Acquiring English/ESL: SpanishWords, English Translations

Integrate TechnologyAmerican Stories Video Series


Test Generator

Electronic Library of Primary Sources


Using the Internet

Assess & ReteachSection 1 Assessment

Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Cross-Cultural Debate

Cooperative Learning: Researching CowboyMusic

RESOURCES



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Settling on the Great PlainsSection 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.


Discuss Main Idea and Terms & Names



One American Story: Esther Clark Hill

Science & Technology: Inventions ThatTamed the Prairie

More About: Building the Railroads; TheExodusters; Yellowstone National Park; Women of the Plains; Bonanza Farms

Critical Thinking: Transcontinental Railroad;Population Changes in the West, 1850–1900

Geography Application: The Regions of theWest

Primary Source: Letter from a WomanHomesteader

Cross-Curricular LinksGeography: Railroad Land Grants, 1871

Literature: from My Antonia

■ ■ PE, p. 420


■ ■ TE, pp. 420, 422

■ ■ PE, p. 420

■ ■ PE, p. 423

■ ■ TE, pp. 421–424

■ ■ Critical Thinking Transparencies CT13, CT47

■ ■ Unit 4 In-Depth Resources, p. 10


■ ■ Geography Transparency GT13

■ ■ Unit 4 In-Depth Resources, pp. 15–17

CHAPTER Section 2 (pages 420–424) Lesson Plan

Name Date

13



4.01, 4.02, 4.03, 4.04, 5.04


1.01, 1.02, 1.04, 1.06, 1.08, 4.01, 4.06


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Lesson Plan for Changes on the Western Frontier continued


■ ■ TE, p. 421■ ■ Reading Study Guide, pp. 137–138

■ ■ TE, p. 422

■ ■ Access for Students Acquiring English, pp. 135, 139–140

■ ■ Spanish Reading Study Guide, pp. 137–138



■ ■ PE, p. 424




Differentiating InstructionLess Proficient Readers: Previewing and

Visualizing

Gifted and Talented Students: Exploring andInvention

Students Acquiring English/ESL


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Advertising

Agricultural Inventions

RESOURCES


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Farmers and the Populist MovementSection 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.





Analyzing Political Cartoons

Historical Spotlight: The Colored Farmers’National Alliance

Key Player: William Jennings Bryan

Chart: Gold Bugs and Silverites

More About: U.S. Currency; Richard ParksBland; The Diverse Literature of the West; Chief Satanta


Cooperative Learning: Researching PopulistReforms

Primary Source: Cross of Gold Speech

American Lives: Mary Elizabeth Lease

Cross-Curricular LinksLanguage Arts: Reacting to Farm Problems

Differentiating InstructionLess Proficient Readers


■ ■ PE, p. 425


■ ■ TE, pp. 425, 427, 431

■ ■ PE, p. 426

■ ■ PE, p. 427

■ ■ PE, p. 428

■ ■ PE, p. 428

■ ■ TE, pp. 426, 430–431

■ ■ TE, p. 427

■ ■ TE, p. 427





■ ■ Access for Students Acquiring English, pp. 136■ ■ Spanish Reading Study Guide, pp. 139–140

CHAPTER Section 3 pages (425–431) Lesson Plan

Name Date

13



4.01, 4.02, 4.03, 4.04


1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 2.02, 2.03, 2.06, 3.04, 3.05


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Lesson Plan for Farmers and the Populist Movement continued


■ ■ Section 3 Quiz■ ■ Chapter Test


■ ■ PE, p. 429



■ ■ PE, pp. 432–433

■ ■ Formal Assessment, pp. 231–242



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Chapter 13 Assessment

Chapter Test, Forms A, B, and C

Block Scheduling OptionsSkillbuilder Lesson: Creating Written

Presentations

RESOURCES


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A New Industrial Age 111

The Expansion of IndustrySection 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.


Interpreting the Photograph: Railroadworkers

Chapter Time Line





Map: Natural Resources and the Birth of aSteel Town, 1886–1906

Time Line: The Technological Explosion,1826–1903

Historical Spotlight: Illuminating the Light Bulb

Geography Spotlight: Industry Changes theEnvironment

Critical Thinking: Industrial Growth

Primary Source: Birth of the Telephone

More About: Iron vs. Steel; AlexanderGraham Bell; Cleveland, Ohio

The Gun Foundry

■ ■ PE, pp. 434–435


■ ■ PE, p. 435

■ ■ PE, p. 436


■ ■ TE, pp. 436, 438, 441

■ ■ PE, p. 437

■ ■ PE, p. 438

■ ■ PE, p. 438

■ ■ PE, pp. 440–441

■ ■ Critical Thinking Transparency CT14


■ ■ TE, pp. 437, 439–440

■ ■ Humanities Transparency HT14


Name Date

14



5.01


1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 2.02, 2.03, 2.05, 3.01, 4.01, 4.08


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Lesson Plan for The Expansion of Industry continued



■ ■ TE, p. 438

■ ■ Reading Study Guide, pp. 143–144■ ■ Access for Students Acquiring English, p. 143■ ■ Spanish Reading Study Guide, pp. 143–144




■ ■ PE, p. 439




Cross-Curricular LinksGeography: Mining and Industry

Differentiating InstructionLess Proficient Readers: Using a Chronological

Chart




Test Generator


Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Tracking the Growth

of Steel

RESOURCES


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The Age of the RailroadsSection 2 Objectives

1. Identify the role of the railroads in unifying the country.

2. List positive and negative effects of railroads on the nation’s economy.

3. Summarize reasons for and outcomes of the demand for railroad reform.





One American’s Story: Richard T. Ely

Historical Spotlight: Chinese Immigrants andthe Railroads

Another Perspective: On the Wrong Track

Tracing Themes: New Technology

Map: Major Railroad Lines, 1870–1890

Connections Across Time: Railroads


More About: Railroad Time

Cross-Curricular LinksLiterature: from The Bride Comes to Yellow

Sky

Differentiating InstructionLess Proficient Readers: Using a Problem

Solving Process

Gifted and Talented Students: Exploring theRailroad Lines


■ ■ PE, p. 442


■ ■ TE, pp. 442–444

■ ■ PE, p. 442

■ ■ PE, p. 443

■ ■ PE, p. 444

■ ■ TE, p. 444

■ ■ PE, p. 445

■ ■ TE, p. 445

■ ■ PE, p. 446

■ ■ TE, p. 443



■ ■ TE, p. 445

■ ■ Access for Students Acquiring English, p. 144■ ■ Spanish Reading Study Guide, pp. 145–146


Name Date

14



5.01, 5.04


1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 3.01, 3.04, 3.05, 4.03


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Lesson Plan for The Age of the Railroads continued



■ ■ Jennie Curtiss, “How Women Are Treated by the Pullman Company,” 1894


■ ■ PE, p. 446





Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Debating Company

Towns

RESOURCES


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Big Business and LaborSection 3 Objectives

1. Identify management and business strategies that contributed to the success of business tycoons such as Andrew Carnegie.

2. Explain Social Darwinism and its effects on society.

3. Summarize the emergence and growth of unions.

4. Explain the violent reactions of industry and government to union strikes.





One American’s Story: Andrew Carnegie

Infographic: Vertical and HorizontalIntegration

Key Player: John D. Rockefeller

Tracing Themes

Historical Spotlight: African Americans andthe Labor Movement

More About: Andrew Carnegie; Women andChildren at Work; Samuel Gompers; The Knights of Labor; The Sugar Beet and Farm Laborers’ Union of Oxnard; The Haymarket Affair; The Triangle Fire

Cooperative Learning: Reporting on UnionGoals

Key Players: Eugene V. Debs and MotherJones

■ ■ PE, p. 447


■ ■ TE, pp. 447–448, 450, 453

■ ■ PE, p. 447■ ■ Unit 4 In-Depth Resources: American Lives:

Andrew Carnegie, p. 37

■ ■ PE, p. 448

■ ■ PE, p. 449■ ■ Unit 4 In-Depth Resources: Primary Source: The

History of Standard Oil Company, p. 32

■ ■ TE, pp. 449, 454

■ ■ PE, p. 451

■ ■ TE, pp. 448, 451–453, 455


■ ■ PE, p. 454■ ■ Unit 4 In-Depth Resources: American Lives:

Mother Jones, p. 38


Name Date

14



5.01, 5.02, 5.03, 5.04


1.01, 1.02, 1.04, 1.06, 3.02, 4.01, 4.06, 4.08



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Lesson Plan for Big Business and Labor continued



■ ■ PE, p. 453


■ ■ Reading Study Guide, pp. 147–148■ ■ TE, pp. 450, 452

■ ■ Access for Students Acquiring English, pp. 145–148■ ■ Spanish Reading Study Guide, pp. 147–148


■ ■ Samuel Gompers, On the Goals of Trade Unions, 1883

■ ■ New York Times, from 141 Die in Factory Fire, 1911


■ ■ PE, p. 455



■ ■ PE, pp. 456–457


■ ■ TE, p. 449■ ■ Unit 4 In-Depth Resources: Skillbuilder Practice,

p. 24

Critical Thinking: Horizontal Consolidationand Vertical Integration

The Bosses of the Senate

Cross-Curricular LinksMathematics: Graph: The Growth of Union

Membership, 1876–1904

Geography: The Changing Labor Force

Differentiating InstructionLess Proficient ReadersGifted and Talented Students: Researching

Working Conditions; Joe Hill and the Wobblies



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsSkillbuilder Lesson: Creating Oral

Presentations

RESOURCES


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Immigrants and Urbanization 117

The New ImmigrantsSection 1 Objectives

1. Identify immigrants’ countries of origin.

2. Describe the journey immigrants endured and their experiences at United States immigration stations.

3. Examine the causes and effects of the nativists’ anti-immigrant sentiments.


Interpreting the Photograph: New YorkCity’s lower east side

Chapter Time Line





One American’s Story: Lisa See

Map: U.S. Immigration Patterns, as of 1900

Tracing Themes: Diversity and the NationalIdentity

Tracing Themes

More About: Chinese Railroad Labor; TheTransatlantic Journey; Ellis Island; The Generation Gap; Discrimination Against Japanese; The Statue of Liberty; 21st Century Diversity

Skillbuilder Lesson: Audio Multimedia Sources

Primary Source: Artifacts from Ellis Island

Literature: Call It Sleep

■ ■ TE, pp. 458–459


■ ■ PE, p. 459

■ ■ PE, p. 460


■ ■ TE, pp. 460, 462, 464, 467

■ ■ PE, p. 460

■ ■ PE, p. 461

■ ■ PE, pp. 466–467

■ ■ TE, pp. 462, 463

■ ■ TE, pp. 461–467


p. 43




Name Date

15



5.01


1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 2.06, 3.01, 3.02, 4.01, 4.02, 4.03, 4.05


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Lesson Plan for The New Immigrants continued



■ ■ TE, pp. 462, 464■ ■ Reading Study Guide, pp. 151–152

■ ■ Access for Students Acquiring English, pp. 151, 154■ ■ Spanish Reading Study Guide, pp. 151–152


■ ■ U.S. Government, from Chinese Exclusion Act of 1882

■ ■ Track 14, “Collar de Perlas,” ca.1900

■ ■ Videocassette Volume 1 & 2


■ ■ PE, p. 465




Cross-Curricular LinksLanguage Arts: Writing Letters or Poems

About Immigrant Experiences

Differentiating InstructionLess Proficient Readers: Clarifying Ideas;

Using the Narrative



Test Generator



American Stories Video Series

Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsGeography: Where Foreign- Born Lived, 1900

RESOURCES


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The Challenges of UrbanizationSection 2 Objectives

1. Describe the movement of immigrants to cities and the opportunities they found there.

2. Explain how cities dealt with housing, transportation, sanitation, and safety issues.

3. Describe some of the organizations and people who offered help to urban immigrants.





Map: New York City, 1910

Infographic: Fire: Enemy of the City

Key Player: Jane Addams

More About: Transportation,

Tracing Themes

Skillbuilder Lesson: Creating Maps


Primary Sources: How the Other Half Lives;from Twenty Years at Hull House

American Lives: Jane Addams

Critical Thinking: Urban Growth; FromCountry to City, 1870–1920

Cross-Curricular LinksGeography Application

Art: Cliff Dwellers

■ ■ PE, p. 468


■ ■ TE, pp. 468, 470, 472

■ ■ PE, p. 469

■ ■ PE, p. 471

■ ■ PE, p. 472

■ ■ TE, p. 470

■ ■ TE, pp. 469, 471


p. 44

■ ■ TE, p. 470







Name Date

15



5.01


1.01, 1.04, 1.06, 1.08, 3.01


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Lesson Plan for The Challenges of Urbanization continued



■ ■ Access for Students Acquiring English, pp. 152, 155, 156–157




■ ■ PE, p. 472



■ ■ TE, p. 471

Differentiating InstructionLess Proficient Readers: Clarifying Ideas



Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Researching

Catastrophes

RESOURCES


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Politics in the Gilded AgeSection 3 Objectives

1. Explain the role of political machines and political bosses.

2. Describe how some politicians’ greed and fraud cost taxpayers millions of dollars.

3. Describe the measures taken by Presidents Hayes, Garfield, and Arthur to reform the spoils system.

4. Explain the positions taken by presidents Cleveland, Harrison, and McKinley on the tariff issue.





One American’s Story: Mark Twain andCharles Dudley Warner


More About: Political Machines; ThePendergast Family; Boss Tweed; Chester A. Arthur; Tariffs

Primary Source: The Shame of American Cities

American Lives: William Marcy Tweed

Critical Thinking: Urban Growth

Differentiating InstructionLess Proficient Readers: Clarifying

Gifted and Talented Students: Writing aBiography


■ ■ PE, p. 473

■ ■ PE, pp. 473–477■ ■ Unit 4 In-Depth Resources:Guided Reading, p. 41■ ■ Building Vocabulary, p. 42

■ ■ TE, pp. 473, 475–477

■ ■ PE, p. 473

■ ■ PE, p. 475

■ ■ TE, pp. 474, 475–477





■ ■ TE, p. 474



Name Date

15



5.01, 5.04


1.01, 1.02, 1.04, 1.06, 1.08, 3.04, 3.05, 4.01, 4.08


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Lesson Plan for Politics in the Gilded Age continued




■ ■ PE, p. 477



■ ■ PE, pp. 478–479




Test Generator


Using the Internet


Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Creating Political

Cartoons

RESOURCES


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Life at the Turn of the 20th Century 123

Science and Urban LifeSection 1 Objectives

1. Describe the impact of technological advances on turn of the century urban planning.

2. Summarize turn of the century communication innovations.


Interpreting the Painting: World ColumbianExposition

Chapter Time Line





History Through Architecture: The ChicagoPlan

World Stage: The Garden City

Science & Technology: Aviation Pioneers

Key Player: George Eastman

Tracing Themes

More About: The Brooklyn Bridge; CentralPark; The Columbian Exposition; The Wright Brothers; Air Travel

Geography: Telephone Long Distance Lines,1890 and 1917

Primary Sources: from Orville Wright’s Diary;Advertisement

■ ■ PE, pp. 480–481


■ ■ PE, p. 481

■ ■ PE, p. 482


■ ■ TE, pp. 482, 485

■ ■ PE, p. 484

■ ■ PE, p. 485

■ ■ PE, p. 486

■ ■ PE, p. 487

■ ■ PE, p. 483

■ ■ TE, pp. 483–486




Name Date

16



7.04


1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.01, 3.05, 4.01, 4.08


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Lesson Plan for Science and Urban Life continued





■ ■ TE, p. 483



■ ■ Frederick Dwight, from Automobiles: The Other Side of the Shield, 1908


■ ■ PE, p. 487




Cross-Curricular LinksScience: The Wright Brothers’ Flight

Geography: New York’s Central Park

Differentiating InstructionLess Proficient Readers: Visual Learners

Gifted and Talented Students: Writing aBiography



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Planning Ideal Cities

RESOURCES


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Expanding Public EducationSection 2 Objectives

1. Analyze the expansion of public education at the turn of the century.

2. Describe the growth of higher education.





One American’s Story: William Torrey Harris

Graph: Expanding Education/IncreasingLiteracy

Now & Then: Technology and Schools

More About: W. E. B. Du Bois


Tracing Themes

Primary Source: “The Talented Tenth”

American Lives: W. E. B. Du Bois

Critical Thinking: Expanding Education;Increasing School Enrollment, 1870–1920

Differentiating InstructionLess Proficient Readers: Guided Reading



Test Generator


Using the Internet

■ ■ PE, p. 488


■ ■ TE, pp. 488, 490

■ ■ PE, p. 488

■ ■ PE, p. 489

■ ■ PE, p. 490

■ ■ TE, p. 491

■ ■ TE, p. 489

■ ■ TE, p. 490









Name Date

16



7.03


1.01, 1.02, 1.06, 1.08, 3.02, 4.01, 4.02, 4.06, 4.08


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Lesson Plan for Expanding Public Education continued


■ ■ PE, p. 491





Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Reforming Public

Education

RESOURCES


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t 127

Segregation and Discrimination





One American’s Story: Ida B. Wells

Historical Spotlight: Washington vs. Du Bois

Tracing Themes

Skillbuilder Lesson: Creating VisualPresentations

More About: Jim Crow; SegregatedNeighborhoods; Chinese Exclusion; Justice John Marshall Harlan; Rosa Parks

Historic Decisions of the Supreme Court:Plessy v. Ferguson (1896)

Primary Source: “Lynching and the Excusefor It”



■ ■ PE, p. 492


■ ■ TE, pp. 492–494, 497

■ ■ PE, p. 492

■ ■ PE, p. 494

■ ■ PE, p. 493


■ ■ TE, pp. 493–497

■ ■ PE, pp. 496–497





Name Date

16

Section 3 Objectives

1. Trace the historical underpinnings of legalized segregation and the African-American struggle against racism in the United States.

2. Summarize turn-of-the-20th century race relations in the North and the South.

3. Identify discrimination against minorities in the American West.



7.03


1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 2.06, 4.01


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Lesson Plan for Segregation and Discrimination continued



■ ■ Ida B. Wells, from The Autobiography of Ida B. Wells, 1892

■ ■ Track 15, “Hello! Ma Baby!,” 1889


■ ■ PE, p. 497



■ ■ TE, p. 494


Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Debating

Discrimination

RESOURCES


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Dawn of Mass CultureSection 4 Objectives

1. Give examples of turn-of-the-20th century leisure activities and popular sports.

2. Analyze the spread of mass culture in the United States at the turn-of-the-20th century.

3. Describe turn-of-the-20th century innovations in marketing and advertising.





One American’s Story: Bruce Blen

History Through Art: The Champion SingleSculls (Max Schmitt in a Single Scull)

Now & Then: Catalog Shopping

Daily Life: Going to the Show

More About: Bicycling; Women andBicycling; Boxing; William Randolph Hearst; Mark Twain; Minstrel Shows; Scott Joplin

Primary Source: Advertisement

Humanities: Washington Square North, NewYork City

Cross-Curricular LinksJournalism: Writing Sports History

■ ■ PE, p. 498


■ ■ TE, pp. 498, 500, 502, 504

■ ■ PE, p. 498

■ ■ PE, p. 501

■ ■ PE, p. 503

■ ■ PE, pp. 504–505

■ ■ TE, pp. 499–502, 504, 505





Name Date

16



7.04


1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 2.05, 3.04, 3.05, 4.06


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Lesson Plan for Dawn of Mass Culture continued


■ ■ TE, pp. 499, 502■ ■ Reading Study Guide, pp. 165–166

■ ■ TE, p. 501■ ■ Access for Students Acquiring English, p. 165■ ■ Spanish Reading Study Guide, pp. 165–166


■ ■ Chapter Test■ ■ Harper’s Weekly, from The Base-Ball Season, 1886■ ■ Lillian Gish, from The Movies, Mr. Griffith, and

Me, 1914

■ ■ Track 16, “Give My Regards to Broadway,” 1904


■ ■ PE, p. 503



■ ■ PE, pp. 506–507


Differentiating InstructionLess Proficient Readers: Clarifying; Outlining

Students Acquiring English/ESL: FindingMain Ideas


Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



RESOURCES


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The Progressive Era 131

The Origins of ProgressivismSection 1 Objectives

1. Explain the four goals of progressivism.

2. Summarize progressive efforts to clean up government.

3. Identify progressive efforts to reform state government, protect workers, and reform elections.


Interpreting the Photograph: Suffrage parade

Chapter Time Line





Key Player: Florence Kelley

Historical Spotlight: Anti-Saloon League;James S. Hogg,Texas Governor

History Through Photojournalism: Images ofChild Labor

More About: Eugene V. Debs; Henry Fordand the Automobile; Robert M. La Follette; Louis D. Brandeis; Reforming Elections

Tracing Themes

Primary Sources: Declaration of the WCTU;Child Labor in the Coal Mines

Critical Thinking: Child Labor, 1890–1930;The Progressive Movement

■ ■ PE, pp. 510–511


■ ■ PE, p. 511

■ ■ PE, p. 512


■ ■ TE, pp. 512, 515, 516

■ ■ PE, p. 513

■ ■ PE, pp. 514, 516

■ ■ PE, p. 517

■ ■ TE, pp. 514–518■ ■ Unit 5 In-Depth Resources: American Lives:

Robert M. La Follette, p. 22

■ ■ TE, p. 513




Name Date

17



7.01, 7.02, 7.04


1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.04, 3.05,4.01, 4.06


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Lesson Plan for The Origins of Progressivism continued


■ ■ TE, p. 514







■ ■ Florence Kelley, On the Need for Child Labor Laws, 1905

■ ■ Percy Andreae, On Prohibition and Liberty, 1914

■ ■ Track 17, “Alexander’s Ragtime Band,” 1911


■ ■ PE, p. 518




Cross-Curricular LinksLiterature: Writers as Muckrakers

Economics: Stimulating Demand

Geography: Continental United States

Differentiating InstructionLess Proficient Readers: Differentiating Goals



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsSkillbuilder Lesson: Formulating Historical

Questions

RESOURCES


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Women in Public LifeSection 2 Objectives

1. Describe the growing presence of women in the workforce at the turn of the 20th century.

2. Identify leaders of the woman suffrage movement.

3. Explain how woman suffrage was achieved.





One American’s Story: Susette La Flesche

Now & Then: Telephone Operators

Key Player: Susan B. Anthony

Primary Sources: Political Poster; from “TheStatus of Woman” by Susan B. Anthony

Differentiating InstructionLess Proficient Readers: Charting Events



Test Generator



Using the Internet

■ ■ PE, p. 519


■ ■ TE, pp. 519, 520

■ ■ PE, p. 519

■ ■ PE, p. 520

■ ■ PE, p. 522







Name Date

17



7.01, 7.02, 7.04


1.01, 1.03, 1.04, 1.06


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Lesson Plan for Women in Public Life continued


■ ■ PE, p. 522





Section 2 Quiz

Reteaching Activity


Placards

RESOURCES


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Teddy Roosevelt’s Square DealSection 3 Objectives

1. Describe the events of Theodore Roosevelt’s presidency.

2. Explain how Roosevelt used the power of the presidency to regulate business.

3. Identify laws passed to protect public health and the environment.

4. Summarize Roosevelt’s stand on civil rights.






Now & Then: Meat Inspection

Infographic: Coal Mining in the Early 1900s

Map: Federal Conservation Lands, 1872–1996

Historical Spotlight: Yosemite National Park

Key Player: W. E. B. Du Bois

More About: The Rough Riders; TeddyRoosevelt; 1902 Coal Strike; Dangers of Coal Mining; Gifford Pinchot; Booker T. Washington; Ida M. Tarbell; Lincoln Steffens

Tracing Themes

American Literature: The Muckrakers

Cross-Curricular LinksScience: Health Hazards of Mining

Health: Food and Drugs

Literature: from The Jungle

■ ■ PE, p. 523


■ ■ TE, pp. 523, 525, 526, 530, 533

■ ■ PE, p. 525

■ ■ PE, p. 526

■ ■ PE, p. 527

■ ■ PE, p. 529

■ ■ PE, p. 530

■ ■ PE, p. 531

■ ■ TE, pp. 524, 526, 527, 529, 530, 532, 533

■ ■ TE, p. 525

■ ■ PE, pp. 532–533


■ ■ TE, p. 528



Name Date

17



7.02, 7.03, 7.04


1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 2.04, 2.06, 3.01, 3.04, 3.05, 4.02, 4.06


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Lesson Plan for Teddy Roosevelt’s Square Deal continued



■ ■ TE, pp. 526, 530



■ ■ E. W. Scripps, from Whatever Is, Is Wrong, 1900s

■ ■ Track 18, “My Pony Boy,” 1909


■ ■ PE, p. 531



■ ■ TE, p. 525


Gifted and Talented Students: Books andPublic Policy; Judging the Past with Contemporary Values

Students Acquiring English/ESL:Understanding Presidential Succession


Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity


Cartoons

RESOURCES


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Progressivism Under TaftSection 4 Objectives

1. Summarize the events of the Taft presidency.

2. Explain the division in the Republican Party.

3. Describe the election of 1912.





One American’s Story: Gifford Pinchot

Difficult Decisions: Controlling Resources

Key Player: William Howard Taft

Map: Election of 1912

Art: “Goodness Gracious, I Must Have BeenDozing”

Cross-Curricular LinksGovernment: Researching Third Parties




Test Generator



Using the Internet

■ ■ PE, p. 534


■ ■ TE, pp. 534–536

■ ■ PE, p. 534

■ ■ PE, p. 535

■ ■ PE, p. 536

■ ■ PE, p. 537








Name Date

17



7.02


1.01, 1.02, 1.06, 1.08, 4.01, 4.05, 4.08


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Lesson Plan for Progressivism Under Taft continued


■ ■ PE, p. 537





Section 4 Quiz

Reteaching Activity

Block Scheduling OptionsLanguage Arts: Writing a Letter to the Editor

RESOURCES


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Wilson’s New FreedomSection 5 Objectives

1. Describe Woodrow Wilson’s background and the progressive reforms of his presidency.

2. List the steps leading to woman suffrage.

3. Explain the limits of Wilson’s progressivism.





One American’s Story: Carrie Chapman Catt

Now & Then: Deregulation

Graph: Revenue from Individual FederalIncome Tax, 1915–1995

World Stage: Emmeline Pankhurst

History Through Architecture: From Splendorto Simplicity

More About: Carrie Chapman Catt; WilliamMonroe Trotter

Geography: The Movement Toward WomanSuffrage

American Lives: Carrie Chapman Catt

Cross-Curricular LinksHumanities: Creating a Biographical Sketch

■ ■ PE, p. 538


■ ■ TE, pp. 538, 540, 541

■ ■ PE, p. 538

■ ■ PE, p. 539

■ ■ PE, p. 540

■ ■ PE, p. 541

■ ■ PE, p. 542

■ ■ TE, pp. 539, 543





Name Date

17



6.02, 7.03


1.01, 1.02, 1.04, 1.06, 1.08, 3.02, 3.05, 4.03


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Lesson Plan for Wilson’s New Freedom continued



■ ■ TE, p. 540





■ ■ PE, p. 543



■ ■ PE, pp. 544–545


■ ■ TE, p. 541


Gifted and Talented Students: Researchingthe Federal Reserve Board



Test Generator


Using the Internet


Section 5 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Creating an Op-Ed

Page

RESOURCES


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America Claims an Empire 141

Imperialism and AmericaSection 1 Objectives

1. Explain the economic and cultural factors that fueled the growth of American imperialism.

2. Describe how the United States acquired Alaska.

3. Summarize how the United States took over the Hawaiian Islands.


Interpreting the Painting: Rough Riders

Chapter Time Line





One American’s Story: Queen Liliuokalani

Key Player: Admiral Alfred T. Mahan

Graph: Hawaii’s Changing Population,1853–1920

Map: Alaska, 1867, and Hawaii, 1898

Tracing Themes

Critical Thinking: U.S. Policies for OverseasExpansion

Cross-Curricular LinksLiterature: from Hawaii

■ ■ PE, pp. 546–547


■ ■ PE, p. 547

■ ■ PE, p. 548


■ ■ TE, pp. 548, 550

■ ■ PE, p. 548

■ ■ PE, p. 549

■ ■ PE, p. 550

■ ■ PE, p. 551

■ ■ TE, p. 549 -




Name Date

18



6.01, 6.02, 6.03


1.01, 1.04, 1.06, 1.08, 2.02, 2.03, 3.01, 3.02, 4.01, 4.06


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Lesson Plan for Imperialism and America continued





■ ■ Track 20, “Over There,” 1917


■ ■ PE, p. 551




Differentiating InstructionLess Proficient Readers: Understanding Main

Causes



Test Generator


Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Considering the

Annexation of Hawaii

RESOURCES


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The Spanish-American WarSection 2 Objectives

1. Contrast American opinions regarding the Cuban revolt against Spain.

2. Identify events that escalated the conflict between the United States and Spain.

3. Trace the course of the Spanish-American War and its results.





Key Players: José Martí

Maps: The Spanish-American War, 1898


More About: Yellow Journalism;Commodore George Dewey; Battle of San Juan Hill

Skillbuilder Lesson: Analyzing Assumptionsand Biases

Tracing Themes

Primary Sources: Newspaper Front Page;from The Rough Riders by Theodore Roosevelt; In Favor of Imperialism

American Lives: José Martí; WilliamRandolph Hearst

Cross-Curricular LinksWorld History: Examining the History of the

Philippines

■ ■ PE, p. 552


■ ■ TE, pp. 552–554

■ ■ PE, p. 553

■ ■ PE, p. 555

■ ■ TE, p. 554

■ ■ TE, pp. 553, 555, 556


p. 29

■ ■ TE, p. 556





Name Date

18



6.01, 6.02, 6.03


1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 3.01, 4.06


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Lesson Plan for The Spanish-American War continued





■ ■ Captain Charles D. Sigsbee, from The “Maine”: An Account of Her Destruction, 1898


■ ■ PE, p. 557




Differentiating InstructionLess Proficient Readers: Analyzing the

Increasing Hostility Toward Spain



Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Covering the Rough

Riders

RESOURCES


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Acquiring New LandsSection 3 Objectives

1. Describe U.S. involvement in Puerto Rico.

2. Identify causes and effects of the Philippine-American War.

3. Explain the purpose of the Open Door Policy in China.

4. Summarize the views regarding U.S. imperialism.





One American’s Story: Luis Muñoz Rivera

Now & Then: Puerto Rico


Map: U.S. Imperialism, 1867–1906

On the World Stage: The Boxer Protocol

More About: The Platt Amendment; The Boxers

Tracing Themes

Humanities: Athletic Contest; Declined withThanks

Differentiating InstructionLess Proficient Readers: Analyzing the Platt

Amendment

Gifted and Talented Students: Researchingthe Insular Cases; Investigating the Life and Rule of Empress Cixi

Students Acquiring English/ESL: Vocabulary

■ ■ PE, p. 558


■ ■ TE, pp. 558, 561, 562, 564

■ ■ PE, p. 558

■ ■ PE, p. 559

■ ■ PE, p. 560

■ ■ PE, p. 562

■ ■ PE, p. 563

■ ■ TE, pp. 560, 563

■ ■ TE, pp. 559, 561

■ ■ Humanities Transparencies HT17, HT37


■ ■ TE, pp. 559, 563■ ■ Integrated Assessment Book



Name Date

18



6.01, 6.02, 6.03


1.01, 1.04, 1.06, 1.08, 3.01 3.04, 3.05


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Lesson Plan for Acquiring New Lands continued



■ ■ Albert S. Beveridge, On the War in the Philippines, 1900

■ ■ Track 19, “Ragtime Cow Boy Joe,” 1912


■ ■ PE, p. 564





Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating Posters for a

Rally

RESOURCES


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America as a World PowerSection 4 Objectives

1. Explain how Theodore Roosevelt’s foreign policy promoted American power around the world.

2. Describe how Woodrow Wilson’s missionary diplomacy ensured U.S. dominance in Latin America.





Key Player: Theodore Roosevelt

Science & Technology: The Panama Canal



Another Perspective: Intervention in Mexico

History Through Art: Zapatistas

More About: Roosevelt and the Canal; U.S.Intervention in Mexico; The Panama Canal

Critical Thinking: U.S. Trade with CentralAmerica

Geography Spotlight: The Panama Canal:Funnel for Trade

Cross-Curricular LinksGeography: Examining the Canal Routes

Science: Tropical Diseases

Government/Civics: Intervention Abroad

■ ■ PE, p. 565


■ ■ TE, pp. 565, 569, 573

■ ■ PE, p. 566

■ ■ PE, p. 567

■ ■ PE, p. 568

■ ■ TE, pp. 567, 568, 570

■ ■ PE, p. 569■ ■ Critical Thinking Transparency

■ ■ PE, p. 570

■ ■ TE, pp. 566, 571–572


■ ■ PE, pp. 572–573■ ■ Unit 5 In-Depth Resources: Primary Source:

Building the Panama Canal, p. 41

■ ■ TE, p. 566




Name Date

18



6.02, 6.03


1.01, 1.04, 1.06, 1.08, 2.05, 3.01, 3.04, 3.05, 4.02


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Lesson Plan for America as a World Power continued







■ ■ PE, p. 571



■ ■ PE, pp. 574–575




Differentiating InstructionLess Proficient Readers: Creating a Time Line



Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Debating Wilson’s

Missionary Diplomacy

Outline Map: America Becomes a WorldPower

RESOURCES


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The First World War 149

World War I BeginsSection 1 Objectives

1. Identify the long-term causes and the immediate circumstances that led to World War I.

2. Describe the first two years of the war.

3. Summarize U.S. public opinion about the war.

4. Explain why the United States entered the war.


Interpreting the Photograph: World War Ibattle scene

Chapter Time Line





Now & Then: Crisis in the Balkans

Map: Europe at the Start of World War I

Infographic: Trench Warfare

Economic Background: Trade Alliances

World Stage: Revolution in Russia

More About: Jeannette Rankin; Life in theTrenches; Blockade vs. Submarines; Hughes and the 1916 Election

Tracing Themes


Primary Source: The Zimmermann Note

American Lives: from A Son at the Front

Critical Thinking: World War I

■ ■ TE, pp. 576–577


■ ■ PE, p. 571

■ ■ PE, p. 578


■ ■ TE, pp. 578, 580, 583, 585

■ ■ PE, p. 580

■ ■ PE, p. 581

■ ■ PE, p. 582

■ ■ PE, p. 583

■ ■ PE, p. 586

■ ■ TE, pp. 579, 582, 584–585

■ ■ TE, p. 579

■ ■ TE, p. 581





Name Date

19



8.01, 8.02


1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.08, 2.02, 2.03, 3.01, 3.02, 4.01, 4.06


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Lesson Plan for World War I Begins continued

■ ■ PE, p. 573

■ ■ TE, p. 581



■ ■ TE, pp. 580, 582■ ■ Integrated Assessment Book

■ ■ TE, p. 584■ ■ Access for Students Acquiring English, pp. 192, 196■ ■ Spanish Reading Study Guide, pp. 191–192


■ ■ Woodrow Wilson, Request for a Declaration of War, 1917


■ ■ PE, p. 586



■ ■ TE, p. 583


p. 52

Cross-Curricular LinksGraph: U.S. Exports to Europe, 1912–1917

Geography: Interpreting Maps

Geography: Europe Goes to War

Differentiating InstructionLess Proficient Readers: Analyzing Causes of

the War

Gifted and Talented Students: ResearchingDiplomacy and War; Analyzing Switzerland’s Neutrality

Students Acquiring English/ESL:Understanding Main Ideas


Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Analyzing Points of

View on the War

Skillbuilder Lesson: Evaluating Decisions andCourses of Action

RESOURCES


chapter section 2 (pages 383–392) 12 lesson plan ... · pdf filereconstructing society...

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