The Home Front - McDougal Littell

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796–803. □ Unit 7 In-Depth Resources: Guided Reading, p. 25 .... Critical Thinking: The New Deal; U.S.. Economic .... 208 Chapter 26, Section 3 ..... Page 20 ...
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CHAPTER

Date

25

Section 4 (pages 796–803)

Lesson Plan

The Home Front Section 4 Objectives 1. Describe the economic and social changes that reshaped American life during World War II. 2. Summarize both the opportunities and the discrimination African Americans and other minorities experienced during the war.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 10.03 Skills Competency Goals 1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 2.06, 3.01, 4.01, 4.08

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 796

■ PE, pp. 796–803 ■ Unit 7 In-Depth Resources: Guided Reading, p. 25 ■ Building Vocabulary, p. 26

Discuss key questions

■ TE, pp. 796, 798, 803

Map: African-American Migration, 1940–1950

■ PE, p. 797

Map: Japanese Relocation Camps, 1942

■ PE, p. 800

More About: Women in the Postwar Workforce; GI Bill of Rights; Detroit Race Riot of 1943; Mexican Americans in Los Angeles; Japanese American Internment; Fred Korematsu; Military Necessity; Politics and the Court

■ TE, pp. 797–803

Historic Decisions of the Supreme Court: Korematsu v. United States

■ PE, pp. 802–803

Tracing Themes

■ TE, pp. 797–798

Primary Source: from Farewell to Manzanar

■ Unit 7 In-Depth Resources, p. 36

Critical Thinking: Human Cost of World War II

■ Critical Thinking Transparency CT59

Literature: from Snow Falling on Cedars

■ Unit 7 In-Depth Resources, pp. 40–42

Cross-Curricular Links Popular Culture: Changing Attitudes Toward Women Civics: Creating a Political Cartoon

■ TE, p. 797 ■ TE, p. 799 ■ Integrated Assessment The United States in World War II 201

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Lesson Plan for The Home Front continued

RESOURCES Differentiating Instruction Less Proficient Readers

■ Reading Study Guide, pp. 255–256

Gifted and Talented Students: Japanese Internment

■ TE, p. 800 ■ Integrated Assessment Book

Students Acquiring English/ESL

■ Access for Students Acquiring English, p. 250 ■ Spanish Reading Study Guide, pp. 255–256

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 4 Quiz

Electronic Library of Primary Sources

■ Chapter Test ■ U.S. Government, Japanese-American Testimony from the National Defense Migration Hearings, 1942

America’s Music CD

Assess & Reteach Section 4 Assessment

■ classzone.com

■ PE, p. 801

Section 4 Quiz

■ Formal Assessment, p. 444

Reteaching Activity

■ TE, p. 801 ■ Unit 7 In-Depth Resources, p. 31

Chapter 25 Assessment

■ PE, pp. 804–805

Chapter Test, Forms A, B, and C

■ Formal Assessment, pp. 445–462

Block Scheduling Options Cooperative Learning: Effect of Demobilization Homework Assignments

■ TE, p. 798

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

202 Chapter 25, Section 4

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CHAPTER

Date

26

Chapter Opener; Section 1 (pages 806–814)

Lesson Plan

Origins of the Cold War Chapter 1 Objectives 1. Explain the breakdown in relations between the United States and the Soviet Union after World War II. 2. Summarize the steps taken to contain Soviet influence. 3. Describe how the Truman Doctrine and the Marshall Plan deepened Cold War tensions.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 10.04, 10.05, 11.06 Skills Competency Goals 1.01, 1.03, 1.04, 1.06, 1.08, 2.02, 2.03, 3.01, 3.02, 4.01

4. Explain how conflicts over Germany increased fear of Soviet aggression.

RESOURCES Introduce the Chapter Interpreting the Photograph: McCarthy Chapter Time Line

■ PE, pp. 806–807 ■ TE, p. 806 Time Line Discussion

Interact with History

■ PE, p. 807

Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

■ PE, pp. 806–807

Instruct Read the section

■ PE, p. 808

■ PE, pp. 804–814 ■ Unit 7 In-Depth Resources: Guided Reading, p. 45 ■ Building Vocabulary, p. 49

Discuss key questions

■ TE, pp. 808, 810, 812, 813

Key Players: Harry S. Truman, Joseph Stalin

■ PE, p. 809

Chart: U.S. Aims Versus Soviet Aims in Europe

■ PE, p. 810

Map: The Iron Curtain, 1949

■ PE, p. 811

Graph: The Marshall Plan

■ PE, p. 812

More About: Joseph Stalin; Eastern Europe; General George C. Marshall; The Berlin Airlift

■ TE, pp. 809, 811, 812, 813

Tracing Themes

■ TE, p. 810

Skillbuilder Lesson: Analyzing Motives

■ TE, p. 811 ■ Unit 7 In-Depth Resources: Skillbuilder Practice, p. 50

Political Cartoon

■ PE, p. 814

Primary Source: Letter to His Daughter

■ Unit 7 In-Depth Resources, p. 57 Cold War Conflicts 203

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Lesson Plan for Origins of the Cold War continued

RESOURCES Critical Thinking: The New Deal; U.S. Economic Indicators Cross-Curricular Links World History: Analyzing Stalin and His Regime Economics: The Marshall Plan

Differentiating Instruction Less Proficient Readers: Clarifying Ideas Students Acquiring English/ESL

■ Critical Thinking Transparencies CT23, CT57

■ TE, p. 809 ■ TE, p. 812 ■ Unit 7 In-Depth Resources: Geography Application: The Marshall Plan, pp. 55–56

■ TE, p. 810 ■ Reading Study Guide, pp. 259–260 ■ Access for Students Acquiring English, pp. 258, 262 ■ Spanish Reading Study Guide, pp. 259–260

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 1 Quiz

Electronic Library of Primary Sources

■ Harry S. Truman, The Truman Doctrine, 1947

America’s Music CD

Assess & Reteach Section 1 Assessment

■ classzone.com

■ PE, p. 814

Section 1 Quiz

■ Formal Assessment, p. 463

Reteaching Activity

■ TE, p. 814

Block Scheduling Options Cooperative Learning: Charting the Berlin Airlift Geography: The Berlin Airlift, 1948–1949

Homework Assignments

■ Unit 7 In-Depth Resources, p. 51 ■ TE, p. 813 ■ Geography Transparency GT26

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

204 Chapter 26, Section 1

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Name

CHAPTER

Date

26

Section 2 (pages 815–821)

Lesson Plan

The Cold War Heats Up Section 2 Objectives 1. Explain how Communists came to power in China and how the United States reacted.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 10.05, 11.06

2. Summarize the events of the Korean War. 3. Explain the conflict between President Truman and General MacArthur.

Skills Competency Goals 1.01, 1.04, 1.06, 1.08, 3.01, 4.01, 4.02, 4.08

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 815

■ PE, pp. 815–821 ■ Unit 7 In-Depth Resources: Guided Reading, p. 46 ■ Building Vocabulary, p. 49

Discuss key questions

■ TE, pp. 815, 817, 818

One American’s Story: Philip Day, Jr.

■ PE, p. 815

Chart: Nationalists Versus Communists, 1945

■ PE, p. 816

World Stage: Taiwan

■ PE, p. 817

Maps: The Korean War, 1950–1953

■ PE, p. 819

More About: Chiang Kai-shek; The North Korean Attack; U.S. Action in Korea; Beverly Scott; The Korean War; The Firing of MacArthur

■ TE, pp. 816–820

Another Perspective: India’s Viewpoint

■ PE, p. 820

Now & Then: The Two Koreas

■ PE, p. 821

American Lives: Douglas MacArthur

■ Unit 7 In-Depth Resources, p. 64

Cross-Curricular Links World History: Researching Mao Zedong

■ TE, p. 816

Geography: Taiwan and People’s Republic of China

■ TE, p. 817 ■ Integrated Assessment Book

Government: The United Nations

■ TE, p. 819

Cold War Conflicts 205

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Lesson Plan for The Cold War Heats Up continued

RESOURCES Differentiating Instruction Less Proficient Readers

■ Reading Study Guide, pp. 261–262

Gifted and Talented Students: Assessing General MacArthur’s Actions

■ TE, p. 820

Students Acquiring English/ESL: Clarifying Phrases and Terms

■ TE, p. 818 ■ Access for Students Acquiring English, p. 259 ■ Spanish Reading Study Guide, pp. 261–262

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 2 Quiz

Electronic Library of Primary Sources

■ Douglas MacArthur, Frustration in Korea, 1947

America’s Music CD

Assess & Reteach Section 2 Assessment

■ classzone.com

■ PE, p. 821

Section 2 Quiz

■ Formal Assessment, p. 464

Reteaching Activity

■ TE, p. 821 ■ Unit 7 In-Depth Resources, p. 52

Block Scheduling Options Primary Source: Farewell to Congress

Homework Assignments

■ Unit 7 In-Depth Resources, pp. 58–59

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

206 Chapter 26, Section 2

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Name

CHAPTER

Date

26

Section 3 (pages 822–827)

Lesson Plan

The Cold War at Home Section 3 Objectives 1. Describe government efforts to investigate the loyalty of U.S. citizens. 2. Explain the spy cases of Alger Hiss and Julius and Ethel Rosenberg. 3. Describe the efforts of Senator Joseph McCarthy to investigate alleged Communist influence in the United States.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.01, 11.06 Skills Competency Goals 1.01, 1.04, 1.06, 1.08, 3.02, 3.04, 3.05, 4.01, 4.03, 4.06, 4.08

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 822

■ PE, pp. 822–827 ■ Unit 7 In-Depth Resources: Guided Reading, p. 47 ■ Building Vocabulary, p. 49

Discuss key questions

■ TE, pp. 822, 824, 826

One American’s Story: Tony Kahn

■ PE, p. 822 ■ American Stories video series: The Cold War Comes Home

Historical Spotlight: Paul Robeson

■ PE, p. 823

Now & Then: Television: Making News

■ PE, p. 824

More About: The Rosenbergs; Espionage; McCarthyism

■ TE, pp. 825, 826

Chart: Causes and Effects of McCarthyism

■ PE, p. 827

Tracing Themes

■ TE, p. 823

American Lives: Margaret Chase Smith

■ Unit 7 In-Depth Resources, p. 65

Cooperative Learning: Investigating Witch Hunts

■ TE, p. 826

Cross-Curricular Links Humanities: The Arts and Politics

■ TE, p. 823

Differentiating Instruction Less Proficient Readers:

■ Reading Study Guide, pp. 263–264

Students Acquiring English/ESL: Clarifying Phrases and Terms

■ TE, p. 825 ■ Access for Students Acquiring English, p. 260 ■ Spanish Reading Study Guide, pp. 263–264 Cold War Conflicts 207

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Lesson Plan for The Cold War at Home continued

RESOURCES Integrate Technology Electronic Teacher Tools Test Generator

■ Section 3 Quiz

Electronic Library of Primary Sources America’s Music CD

■ Paul Robeson, Statement on Civil Liberties in America, 1956

American Stories Video Series

■ Videocassette Volume 3

Using the Internet

■ classzone.com

Assess & Reteach Section 3 Assessment

■ PE, p. 827

Section 3 Quiz

■ Formal Assessment, p. 465

Reteaching Activity

■ TE, p. 827 ■ Unit 7 In-Depth Resources, p.53

Block Scheduling Options Cooperative Learning: Television and Public Opinion

Other Teaching Materials Copyright © McDougalLittell/Houghton Mifflin Company

Homework Assignments

■ TE, p. 824 ■ Integrated Assessment Book

208 Chapter 26, Section 3

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Name

CHAPTER

Date

26

Section 4 (pages 622–629)

Lesson Plan

Two Nations Live on the Edge Section 4 Objectives 1. Explain the policy of brinkmanship.

NORTH CAROLINA PLANNER

2. Describe American and Soviet actions that caused the Cold War to spread around the world. 3. Summarize the impact of Sputnik and the U-2 incident on the United States.

EOC Competency Goals and Objectives 10.05, 11.01, 11.05, 11.06 Skills Competency Goals 1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 3.02, 3.05, 4.01, 4.06, 4.08

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 828

■ PE, pp. 828–835 ■ Unit 7 In-Depth Resources: Guided Reading, p. 48 ■ Building Vocabulary, p. 49

Discuss key questions

■ TE, pp. 828, 829, 832, 835

One American’s Story: Annie Dillard

■ PE, p. 828

Map: The Warsaw Pact and NATO, 1955

■ PE, p. 830

World Stage: Israel

■ PE, p. 831

Graph: U.S. Budget, 1940–2000

■ PE, p. 832

American Literature: Science Fiction Reflects Cold War Fears

■ PE, pp. 834–835

More About: John Foster Dulles; Warsaw Pact; The Hungarian Uprising; The U-2 Incident; Ray Bradbury; A Canticle for Leibowitz

■ TE, pp. 829–831, 833–835

Tracing Themes

■ TE, p. 832

Literature: from The Nuclear Age

■ Unit 7 In-Depth Resources, pp. 61–63

Critical Thinking: The Cold War; The Space Race

■ Critical Thinking Transparencies CT26, CT60

Cross-Curricular Links Science: Technology and Politics Humanities: Bomb Shelter Under Construction; Wonder Why We’re Not Keeping Pace?

■ TE, p. 832 ■ Humanities Transparencies HT25, HT41

Cold War Conflicts 209

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Lesson Plan for Two Nations Live on the Edge continued

RESOURCES Differentiating Instruction Less Proficient Readers: Clarifying Events

■ TE, p. 829 ■ Reading Study Guide, pp. 265–266

Gifted and Talented Students: Researching and Analyzing Covert Action

■ TE, p. 830

Students Acquiring English/ESL

■ Access for Students Acquiring English, pp. 261, 263–264 ■ Spanish Reading Study Guide, pp. 265–266

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 4 Quiz

Electronic Library of Primary Sources

■ Chapter Test

America’s Music CD

Assess & Reteach Section 4 Assessment

■ classzone.com

■ PE, p. 833

Section 4 Quiz

■ Formal Assessment, p. 466

Reteaching Activity

■ TE, p. 833 ■ Unit 7 In-Depth Resources, p. 54

Chapter 26 Assessment

■ PE, pp. 836–837

Chapter Test, Forms A, B, and C

■ Formal Assessment, pp. 467–478

Block Scheduling Options Cooperative Learning: Creating a Political Cartoon Homework Assignments

■ TE, p. 831

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

210 Chapter 26, Section 4

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Name

CHAPTER

Date

27

Chapter Opener; Section 1 (pages 838–846)

Lesson Plan

Postwar America Section 1 Objectives 1. Identify economic and social problems Americans faced after World War II.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.01, 11.06

2. Explain how the desire for stability led to political conservatism.

Skills Competency Goals

3. Describe causes and effects of social unrest in the postwar period.

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

4. Contrast domestic policy under presidents Truman and Eisenhower.

RESOURCES Introduce the Chapter Interpreting the Photograph: Suburban backyard Chapter Time Line

■ PE, pp. 838–839 ■ TE, p. 838 Time Line Discussion

Interact with History

■ PE, p. 839

Focus & Motivate Discuss Main Idea and Terms & Names Copyright © McDougalLittell/Houghton Mifflin Company

■ PE, pp. 838–839

Instruct Read the section

■ PE, p. 840

■ PE, pp. 840–846 ■ Unit 7 In-Depth Resources: Guided Reading, p. 66 ■ Building Vocabulary, p. 70

Discuss key questions

■ TE, pp. 840, 842–843, 845

One American’s Story: Donald Katz

■ PE, p. 840

Graphs: A Dynamic Economy

■ PE, p. 842

Historical Spotlight: Jackie Robinson

■ PE, p. 843

Cooperative Learning: Researching the Negro Leagues

■ TE, p. 843

Map: Presidential Election of 1948

■ PE, p. 844

Primary Source: Political Cartoon

■ Unit 7 In-Depth Resources, p. 78

More About: Levittown; Postwar Inflation; Harry S. Truman; Election of 1952; Eisenhower and Civil Rights

■ TE, pp. 841, 843, 845–846

American Lives: Jackie Robinson

■ Unit 7 In-Depth Resources, p. 85 The Postwar Boom 211

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Lesson Plan for Postwar America continued

RESOURCES Cross-Curricular Links Civics: Examining the Role of Third Parties

Differentiating Instruction Less Proficient Readers: Understanding Cause and Effect; Analyzing Issues Students Acquiring English/ESL

■ TE, p. 844 ■ Integrated Assessment Book

■ TE, pp. 842, 845 ■ Reading Study Guide, pp. 269–270 ■ Access for Students Acquiring English, p. 267 ■ Spanish Reading Study Guide, pp. 269–270

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 1 Quiz

Electronic Library of Primary Sources America’s Music CD

Assess & Reteach Section 1 Assessment

■ classzone.com

■ PE, p. 846

Section 1 Quiz

■ Formal Assessment, p. 479

Reteaching Activity

■ TE, p. 846 ■ Unit 7 In-Depth Resources, p. 72

Block Scheduling Options Cooperative Learning: Exploring Postwar Life

Homework Assignments

■ TE, p. 841 ■ Integrated Assessment Book

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

212 Chapter 27, Section 1

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Name

CHAPTER

Date

27

Section 2 (pages 847–857)

Lesson Plan

The American Dream in the Fifties Section 2 Objectives 1. Explain how changes in business affected workers.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives

2. Describe the suburban lifestyle of the 1950s.

11.01, 11.05

3. Identify causes and effects of the boom in the automobile industry.

Skills Competency Goals 1.01, 1.04, 1.06, 1.08, 2.01, 2.02, 2.04, 3.02, 3.05, 5.02, 5.03

4. Explain the increase in consumerism in the 1950s.

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 847

■ PE, pp. 847–857 ■ Unit 7 In-Depth Resources: Guided Reading, p. 67 ■ Building Vocabulary, p. 70

Discuss key questions

■ TE, pp. 847, 852, 854, 857

Now & Then: Franchises

■ PE, p. 848

Key Player: Jonas Salk

■ PE, p. 850

History Through Art: After the Prom

■ PE, p. 851

More About: The Suburban Lifestyle; Comic Books; The Interstate Highway System; Car Ads; Advertising and Alienation; Credit Cards; Advertising; Postwar Suburbs

■ TE, pp. 849, 851–856

Infographic: Americans Hit the Road

■ PE, p. 843

Tracing Themes

■ TE, pp. 850, 853

Now & Then: Southern California and the Automobile

■ PE, p. 852

Geography Spotlight: The Road to Suburbia

■ PE, pp. 856–857

Highway Construction

■ Humanities Transparency HT42

Critical Thinking: Percentage of UrbanSuburban Growth Rates, 1920–1970

■ Critical Thinking Transparency CT61

Cross-Curricular Links Economics: Franchising; Automobile Advertising

■ TE, pp. 848, 853 ■ Integrated Assessment Book

Literature: from The Man in the Gray Flannel Suit

■ Unit 7 In-Depth Resources, pp. 82–83

Geography: The Baby Boom

■ Unit 7 In-Depth Resources, pp. 76–77 The Postwar Boom 213

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Lesson Plan for The American Dream in the Fifties continued

RESOURCES Differentiating Instruction Proficient Readers: Understanding Main Ideas and Details

■ TE, p. 852 ■ Reading Study Guide, pp. 271–272

Gifted and Talented Students: Analyzing The Feminine Mystique

■ TE, p. 850

Students Acquiring English/ESL: Vocabulary

■ TE, p. 849 ■ Access for Students Acquiring English, pp. 268, 272–273 ■ Spanish Reading Study Guide, pp. 271–272

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 2 Quiz

Electronic Library of Primary Sources America’s Music CD

■ Track 25, “Atotonilco,” 1958

Using the Internet

■ classzone.com

■ PE, p. 855

Section 2 Quiz

■ Formal Assessment, p. 480

Reteaching Activity

■ TE, p. 855 ■ Unit 7 In-Depth Resources, p. 73

Block Scheduling Options Cooperative Learning: Creating an Ad

Homework Assignments

■ TE, p. 854

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Assess & Reteach Section 2 Assessment

214 Chapter 27, Section 2

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Name

CHAPTER

Date

27

Section 3 (pages 858–865)

Lesson Plan

Popular Culture Section 3 Objectives 1. Explain how television programs in the 1950s reflected middle class values. 2. Explain how the beat movement and rock’n’roll music clashed with middle class values. 3. Describe ways that African-American entertainers integrated the media in the 1950s.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.03 Skills Competency Goals 1.01, 1.02, 1.04, 1.06, 1.08, 3.02, 3.05

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 858

■ PE, pp. 858–865 ■ Unit 7 In-Depth Resources: Guided Reading, p. 68 ■ Building Vocabulary, p. 70

Discuss key questions

■ TE, pp. 858, 861, 865

Historical Spotlight: TV Quiz Shows

■ PE, p. 859

Graphs: Glued to the Set

■ PE, p. 859

Skillbuilder Lesson: Primary and Secondary Sources

■ TE, p. 861

Tracing Themes

■ TE, p. 860

More About: James Dean; Jack Kerouac; TV and Rock ‘n’ Roll; Nat “King” Cole; Rock ‘n’ Roll

■ TE, pp. 860–864

History Through Music: “Hound Dog”— A Rock ‘n’ Roll Crossover

■ PE, p. 862

Daily Life: The Emergence of the Teenager

■ PE, pp. 864–865

American Lives: Milton Berle

■ Unit 7 In-Depth Resources, p. 86

Cross-Curricular Links Popular Culture: Analyzing 1950s Television Shows

■ TE, p. 860

Music: Examining “Oldies But Goodies”

■ TE, p. 862

Literature: from 1959

■ Unit 7 In-Depth Resources, p. 84

The Postwar Boom 215

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Lesson Plan for Popular Culture continued

RESOURCES Differentiating Instruction Less Proficient Readers Students Acquiring English/ESL

■ Reading Study Guide, pp. 273–274 ■ Access for Students Acquiring English, pp. 269, 271 ■ Spanish Reading Study Guide, pp. 273–274

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 3 Quiz

America’s Music CD

Assess & Reteach Section 3 Assessment

■ classzone.com

■ PE, p. 863

Section 3 Quiz

■ Formal Assessment, p. 481

Reteaching Activity

■ TE, p. 863 ■ Unit 7 In-Depth Resources, p. 74

Block Scheduling Options Cooperative Learning: The Impact of Television on Family Life

Homework Assignments

■ TE, p. 859 ■ Integrated Assessment Book

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

216 Chapter 27, Section 3

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Name

CHAPTER

Date

27

Section 4 (pages 866–869)

Lesson Plan

The Other America Section 4 Objectives 1. Explain how the white migration to the suburbs created an urban crisis. 2. Describe the efforts of minorities to gain equal rights and fight poverty.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.03 Skills Competency Goals 1.01, 1.03, 1.06, 3.02, 4.06

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 866

■ PE, pp. 660–663 ■ Unit 7 In-Depth Resources: Guided Reading, p. 69 ■ Building Vocabulary, p. 70

Discuss key questions

■ TE, pp. 866, 868

One American’s Story: James Baldwin

■ PE, p. 866

Graph: Income Gap in America

■ PE, p. 867

More About: James Baldwin; Michael Harrington; Braceros

■ TE, pp. 867–868

Tracing Themes

■ TE, p. 868

Primary Source: from The Other America

■ Unit 7 In-Depth Resources, p. 80

Primary Source: The Voluntary Relocation Program

■ Unit 7 In-Depth Resources, p. 81

Art: Her World

■ Humanities Transparency HT26

Differentiating Instruction Less Proficient Readers: Using Context Clues

■ TE, p. 867 ■ Reading Study Guide, pp. 275–276

Gifted and Talented Students: Mexican Immigration

■ TE, p. 868

Students Acquiring English/ESL

■ Access for Students Acquiring English, p. 270 ■ Spanish Reading Study Guide, pp. 275–276

The Postwar Boom 217

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Lesson Plan for The Other America continued

RESOURCES Integrate Technology Electronic Teacher Tools Test Generator

■ Section 4 Quiz

Electronic Library of Primary Sources

■ Chapter Test

America’s Music CD Using the Internet Assess & Reteach Section 4 Assessment

■ classzone.com

■ PE, p. 869

Section 4 Quiz

■ Formal Assessment, p. 482

Reteaching Activity

■ TE, p. 869 ■ Unit 7 In-Depth Resources, p. 75

Chapter 27 Assessment

■ PE, pp. 870–871

Chapter Test, Forms A, B, and C

■ Formal Assessment, pp. 483–494

Block Scheduling Options Critical Thinking: The Postwar Boom

Other Teaching Materials Copyright © McDougalLittell/Houghton Mifflin Company

Homework Assignments

■ Critical Thinking Transparency CT27

218 Chapter 27, Section 4

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Name

CHAPTER

Date

28

Chapter Opener; Section 1 (pages 874–884)

Lesson Plan

Kennedy and the Cold War Section 1 Objectives 1. Identify the factors that contributed to Kennedy’s election in 1960.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.06

2. Describe the new military policy of the Kennedy administration.

Skills Competency Goals 1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.01, 3.04, 3.05, 4.01, 4.05, 4.06

3. Summarize the crises that developed over Cuba. 4. Explain the Cold War symbolism of Berlin in the early 1960s.

RESOURCES Introduce the Chapter Interpreting the Photograph: Gemini 6 spacewalk Chapter Time Line

■ PE, pp. 874–875 ■ TE, p. 874 Time Line Discussion

Interact with History

■ PE, p. 875

Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

■ PE, pp. 874–875

Instruct Read the section

■ PE, p. 876

■ PE, pp. 876–884 ■ Unit 8 In-Depth Resources: Guided Reading, p. 1 ■ Building Vocabulary, p. 4

Discuss key questions

■ TE, pp. 876, 879, 883

One American’s Story: John F. Kennedy

■ PE, p. 876

Another Perspective: Eisenhower’s Warning

■ PE, p. 879

Political Cartoon

■ PE, p. 880

Map: Cuban Missile Crisis, October 1962

■ PE, p. 881

Key Players: John F. Kennedy and Nikita Khrushchev

■ PE, p. 882

World Stage: The Berlin Wall, 1961

■ PE, p. 883

Infographic: The Berlin Wall

■ PE, p. 883

More About: The Kennedy-Nixon Debates; The King Arrest; Kennedy’s Inaugural Address; The Bay of Pigs Invasion; The Cuban Missile Crisis; Nikita Khrushchev Kennedy and Berlin; The Berlin Wall

■ TE, pp. 877, 878, 880–884 ■ Unit 8 In-Depth Resources: Primary Source: JFK’s Inaugural Address, pp. 11–12

The New Frontier and the Great Society 219

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Lesson Plan for Kennedy and the Cold War continued

RESOURCES Skillbuilder Lesson: Predicting Effects

■ TE, p. 877 ■ Unit 8 In-Depth Resources: Skillbuilder Practice, p. 5

Tracing Themes

■ TE, p. 880

Cross-Curricular Links Government: The President’s Staff

■ TE, p. 878 ■ Integrated Assessment Book

World History: Gathering Cuban Missile Crisis Memories

■ TE, p. 881 ■ Integrated Assessment Book

Geography: Berlin and Germany

■ TE, p. 883 ■ Integrated Assessment Book

Differentiating Instruction Less Proficient Readers: Chronological Order Students Acquiring English/ESL: Understanding Cold War Terminology

■ TE, p. 879 ■ Reading Study Guide, pp. 279–280 ■ TE, p. 882 ■ Access for Students Acquiring English, pp. 276, 279, 280–281 ■ Spanish Reading Study Guide, pp. 279–280

Test Generator

■ Section 1 Quiz

America’s Music CD Using the Internet Assess & Reteach Section 1 Assessment

■ classzone.com

■ PE, p. 884

Section 1 Quiz

■ Formal Assessment, p. 498

Reteaching Activity

■ TE, p. 884 ■ Unit 8 In-Depth Resources, p. 6

Block Scheduling Options Cooperative Learning: Debating the Bay of Pigs Homework Assignments

■ TE, p. 880 ■ Integrated Assessment Book

Copyright © McDougalLittell/Houghton Mifflin Company

Integrate Technology Electronic Teacher Tools

Other Teaching Materials

220 Chapter 28, Section 1

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Name

CHAPTER

Date

28

Section 2 (pages 885–891)

Lesson Plan

The New Frontier Section 2 Objectives 1. Summarize the New Frontier domestic and foreign agendas. 2. Describe the tragic chain of events surrounding Kennedy’s assassination.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.03, 11.05, 11.06 Skills Competency Goals 1.01, 1.03, 1.04, 1.06, 1.08, 4.06, 5.02, 5.03

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 885

■ PE, pp. 885–891 ■ Unit 8 In-Depth Resources: Guided Reading, p. 2 ■ Building Vocabulary, p. 4

Discuss key questions

■ TE, pp. 885, 888, 891

One American’s Story: Alan Shepard

■ PE, p. 885

Economic Background: What is a Recession?

■ PE, p. 886

Historical Spotlight: Johnson and Mission Control

■ PE, p. 887

Graphs: U.S. Space Race Expenditures, 1959–1975

■ PE, p. 887

More About: The Peace Corps; Kennedy and Civil Rights; Migrant Farm Workers

■ TE, pp. 886, 888, 890

Now & Then: Kennedy’s Assassination

■ PE, p. 889

Geography Spotlight: The Movement of Migrant Workers

■ PE, pp. 890–891

Tracing Themes

■ TE, p. 887

American Lives: Alan Shepard

■ Unit 8 In-Depth Resources, p. 18

Art: The Nation Mourns

■ Humanities Transparency HT43

Cross-Curricular Links Science: The Continuing Commitment to Space Exploration Literature: from Paper Wings

■ TE, p. 887 ■ Integrated Assessment Book ■ Unit 8 In-Depth Resources, pp. 15–17 The New Frontier and the Great Society 221

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Lesson Plan for The New Frontier continued

RESOURCES Differentiating Instruction Less Proficient Readers

■ Reading Study Guide, pp. 281–282

Gifted and Talented Students: The Warren Report and Conspiracy Theories

■ TE, p. 888

Students Acquiring English/ESL

■ Access for Students Acquiring English, p. 277 ■ Spanish Reading Study Guide, pp. 281–282

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 2 Quiz

Electronic Library of Primary Sources

■ Tom Wicker, from That Day in Dallas, 1963

America’s Music CD

Assess & Reteach Section 2 Assessment

■ classzone.com

■ PE, p. 889

Section 2 Quiz

■ Formal Assessment, p. 496

Reteaching Activity

■ TE, p. 889 ■ Unit 8 In-Depth Resources, p. 7

Block Scheduling Options Cooperative Learning: Writing an Advertisement for the Peace Corps Geography: Influence of Alliance for Progress

Homework Assignments

■ TE, p. 886 ■ Integrated Assessment Book ■ Geography Transparency GT28

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

222 Chapter 28, Section 2

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Name

CHAPTER

Date

28

Section 3 (pages 892–901)

Lesson Plan

The Great Society Section 3 Objectives 1. Describe the political path that led Johnson to the White House. 2. Explain Johnson’s efforts to enact a domestic agenda.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.03, 11.06 Skills Competency Goals

3. Summarize the goals of Johnson’s Great Society.

1.01, 1.04, 1.06, 2.02, 2.03, 2.06, 3.02, 3.04, 3.05, 4.02, 4.06, 4.07

4. Identify the reforms of the Warren Court. 5. Evaluate the impact of Great Society programs.

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 892

■ PE, pp. 892–901 ■ Unit 8 In-Depth Resources: Guided Reading, p. 3 ■ Building Vocabulary, p. 4

Discuss key questions

■ TE, pp. 892, 893, 895, 897, 899, 901

Key Player: Lyndon B. Johnson

■ PE, p. 893

World Stage: The War in Vietnam

■ PE, p. 894

Tracing Themes

■ TE, pp. 894, 897

Chart: Great Society Programs, 1964–1967

■ PE, p. 896

More About: Barry Goldwater; Education and Government; Medicare and Medicaid; Rights of the Accused; Warren’s Opinions; The Politics of Crime

■ TE, pp. 894–896, 898, 900, 901

Now & Then: Medicare on the Line

■ PE, p. 897

Point/Counterpoint

■ PE, p. 898

Political Cartoon

■ PE, p. 899

Cross-Curricular Links Politics: Presidential Campaigns: Then and Now

■ TE, p. 894 ■ Integrated Assessment Book

Government: Project Head Start

■ TE, p. 895 ■ Integrated Assessment Book

Civics: Consumer Protection

■ TE, p. 897 The New Frontier and the Great Society 223

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Lesson Plan for The Great Society continued

RESOURCES Differentiating Instruction Less Proficient Readers: Finding Main Idea and Supporting Details

■ TE, p. 893 ■ Reading Study Guide, pp. 283–284

Gifted and Talented Students: Mexican Immigration

■ TE, p. 888

Students Acquiring English/ESL

■ Access for Students Acquiring English, p. 278 ■ Spanish Reading Study Guide, pp. 283–284

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 3 Quiz ■ Chapter Test

Electronic Library of Primary Sources

■ U.S. Government, from Civil Rights Act of 1964

America’s Music CD

■ National Lawyers Guild, from Citizens’ Guide to the Civil Rights Act of 1964

Using the Internet

■ classzone.com

■ PE, p. 899

Section 3 Quiz

■ Formal Assessment, p. 497

Reteaching Activity

■ TE, p. 899 ■ Unit 8 In-Depth Resources, p. 8

Chapter 28 Assessment

■ PE, pp. 902–903

Chapter Test, Forms A, B, and C

■ Formal Assessment, pp. 498–509

Block Scheduling Options Cooperative Learning: Outlining Provisions for a Great Society Program

Homework Assignments

■ TE, p. 896 ■ Integrated Assessment Book

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Assess & Reteach Section 3 Assessment

224 Chapter 28, Section 3

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Name

CHAPTER

Date

29

Chapter Opener; Section 1 (pages 904–915)

Lesson Plan

Taking on Segregation Section 1 Objectives 1. Explain how legalized segregation deprived African Americans of their rights as citizens. 2. Summarize civil rights legal activity and the response to the Plessy and Brown cases. 3. Trace Dr. Martin Luther King, Jr.’s, civil rights activities, beginning with the Montgomery Bus Boycott.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.02, 11.03, 11.06 Skills Competency Goals 1.01, 1.02, 1.03, 1.04, 1.06, 2.02, 2.03, 2.05, 2.06, 3.01, 4.01, 4.02, 4.06

4. Describe the expansion of the civil rights movement.

RESOURCES Introduce the Chapter Interpreting the Photograph: March from Selma to Montgomery Chapter Time Line

■ PE, pp. 904–905 ■ TE, p. 904 Time Line Discussion

Interact with History

■ PE, p. 905

Focus & Motivate Discuss Main Idea and Terms & Names Copyright © McDougalLittell/Houghton Mifflin Company

■ PE, pp. 904–905

Instruct Read the section

■ PE, p. 906

■ PE, pp. 906–915 ■ Unit 8 In-Depth Resources: Guided Reading, p. 20 ■ Building Vocabulary, p. 23

Discuss key questions

■ TE, pp. 906, 908, 910, 912, 915

Map: U.S. School Segregation, 1952

■ PE, p. 907

World Stage: Apartheid—Segregation in South Africa

■ PE, p. 907

Key Player: Thurgood Marshall

■ PE, p. 908

Key Player: Rosa Parks

■ PE, p. 910

Key Player: Martin Luther King, Jr.

■ PE, p. 912

Historic Decisions of the Supreme Court: Brown v. Board of Education of Topeka (1954)

■ PE, pp. 914–915

Primary Source: Crisis in Little Rock

■ Unit 8 In-Depth Resources, p. 30

Geography: The Brown Decision, 10 Years Later

■ Unit 8 In-Depth Resources, pp. 28–29

Civil Rights 225

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Lesson Plan for Taking on Segregation continued

RESOURCES Cross-Curricular Links World History: Researching the Life of Nelson Mandela Civics: Brown v. Board of Education Differentiating Instruction Less Proficient Readers: Activating Prior Knowledge

■ TE, p. 907 ■ Integrated Assessment Book ■ TE, p. 908

■ TE, p. 911 ■ Reading Study Guide, pp. 287–288

Gifted and Talented Students: Researching the ”Little Rock Nine”

■ TE, p. 909 ■ Integrated Assessment Book

Students Acquiring English/ESL

■ Access for Students Acquiring English, pp. 284, 287, 288–289 ■ Spanish Reading Study Guide, pp. 287–288

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 1 Quiz

Electronic Library of Primary Sources

■ Martin Luther King, from Stride Toward Freedom, 1958

American Stories Videos

■ Videocassette Volume 3

Using the Internet

■ classzone.com

Assess & Reteach Section 1 Assessment

■ PE, p. 913

Section 1 Quiz

■ Formal Assessment, p. 510

Reteaching Activity

■ TE, p. 913 ■ Unit 8 In-Depth Resources, p. 25

Block Scheduling Options Cooperative Learning: Civil Rights Organizations Critical Thinking: The Civil Rights Movement Homework Assignments

■ TE, p. 912 ■ Integrated Assessment Book ■ Critical Thinking Transparency CT29 Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

America’s Music CD

226 Chapter 29, Section 1

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Name

CHAPTER

Date

29

Section 2 (pages 916–922)

Lesson Plan

The Triumph of a Crusade Section 2 Objectives 1. Identify the goal of the freedom riders.

NORTH CAROLINA PLANNER

2. Explain how civil rights activism forced President Kennedy to act against segregation. 3. State the motives of the 1963 March on Washington.

EOC Competency Goals and Objectives 11.02, 11.03, 11.06 Skills Competency Goals 1.01, 1.06, 3.02, 3.05

4. Describe the tactics tried by civil rights organizations to secure passage of the Voting Rights Act.

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 916

■ PE, pp. 916–922 ■ Unit 8 In-Depth Resources: Guided Reading, p. 21 ■ Building Vocabulary, p. 23

Discuss key questions

■ TE, pp. 916, 917, 920, 921

History Through Photojournalism: Ernest Withers

■ PE, p. 919

Chart: Civil Rights Acts of the 1950s and 1960s

■ PE, p. 920

Tracing Themes

■ PE, pp. 917, 921

More About: National Media Coverage of Birmingham; “Letter from a Birmingham Jail;” Birmingham Church Bombing

■ TE, pp. 918, 920

Historical Spotlight: Twenty-Fourth Amendment—Barring Poll Taxes

■ PE, p. 922

Primary Sources: Civil Rights Song; “I Have a Dream”; Political Poster

■ Unit 8 In-Depth Resources, pp. 31–33

American Lives: A. Philip Randolph

■ Unit 8 In-Depth Resources, p. 38

Humanities: March on Washington

■ Humanities Transparency HT27

Cross-Curricular Links Humanities: Presenting Images and Sounds of a Historic Time Literature: from And All Our Wounds Forgiven

■ TE, p. 919 ■ Integrated Assessment Book ■ Unit 8 In-Depth Resources, pp. 34–36

Civil Rights 227

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Lesson Plan for The Triumph of a Crusade continued

RESOURCES Geography: Percentage of Registered African Americans of Voting Age Differentiating Instruction Less Proficient Readers

■ Geography Transparency GT29

■ Reading Study Guide, pp. 289–290

Gifted and Talented Students: Divergent Views Within the Movement

■ TE, p. 917

Students Acquiring English/ESL: Understanding a Speech and Its Impact

■ TE, p. 920 ■ Access for Students Acquiring English, p. 285 ■ Spanish Reading Study Guide, pp. 289–290

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 2 Quiz

Electronic Library of Primary Sources America’s Music CD

Assess & Reteach Section 2 Assessment

■ classzone.com

■ PE, p. 922

Section 2 Quiz

■ Formal Assessment, p. 511

Reteaching Activity

■ TE, p. 922 ■ Unit 8 In-Depth Resources, p. 25

Block Scheduling Options Cooperative Learning: Creating News Reports on the Birmingham Protests Cooperative Learning: Civil Rights Time Line, 1963–1965

Homework Assignments

■ TE, p. 918 ■ Integrated Assessment Book ■ TE, p. 921 ■ Integrated Assessment Book

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

228 Chapter 29, Section 2

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Name

CHAPTER

Date

29

Section 3 (pages 923–931)

Lesson Plan

Challenges and Changes in the Movement Section 3 Objectives 1. Compare segregation in the North with segregation in the South. 2. Identify the leaders who shaped the Black Power movement. 3. Describe the reaction to the assassination of Martin Luther King, Jr.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.02, 11.03, 11.06 Skills Competency Goals 1.01, 1.04, 1.06, 1.08, 2.06, 3.02

4. Summarize the accomplishments of the civil rights movement.

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 923

■ PE, pp. 923–931 ■ Unit 8 In-Depth Resources: Guided Reading, p. 22 ■ Building Vocabulary, p. 23

Discuss key questions

■ TE, pp. 923, 925, 927, 928, 931

One American’s Story: Alice Walker

■ PE, p. 923

Tracing Themes

■ TE, p. 924

Key Player: Malcolm X

■ PE, p. 925

Historical Spotlight: Shirley Chisholm

■ PE, p. 928

Graphs: Changes in Poverty and Education

■ PE, p. 929

Tracing Themes: Civil Rights

■ PE, pp. 930–931

More About: The Harlem Riot; Stokely Carmichael; The Black Panthers; Martin Luther King, Jr.; Civil Rights; Civil Rights and Persons With Disabilities

■ TE, pp. 924, 926, 927, 930, 931

Critical Thinking: The Civil Rights Movement; African-American Educational Attainment, 1960–1995

■ Critical Thinking Transparencies CT29, CT63

Cross-Curricular Links Humanities: Researching Kwanzaa Civics: Discussing Tolerance

■ TE, p. 926 ■ Integrated Assessment Book ■ TE, p. 928

Civil Rights 229

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Lesson Plan for Challenges and Changes in the Movement continued

RESOURCES Differentiating Instruction Less Proficient Readers: Interpreting Photographs

■ TE, p. 924 ■ Reading Study Guide, pp. 291–292

Gifted and Talented Students

■ TE, p. 925

Students Acquiring English/ESL

■ Access for Students Acquiring English, p. 286 ■ Spanish Reading Study Guide, pp. 291–292

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 3 Quiz ■ Chapter Test

Electronic Library of Primary Sources

■ Malcolm X, from A Speech to Mississippi Youth, 1964

America’s Music CD

Assess & Reteach Section 3 Assessment

■ classzone.com

■ PE, p. 929

Section 3 Quiz

■ Formal Assessment, p. 512

Reteaching Activity

■ TE, p. 929 ■ Unit 8 In-Depth Resources, p. 27

Chapter 29 Assessment

■ PE, pp. 932–933

Chapter Test, Forms A, B, and C

■ Formal Assessment, pp. 513–530

Block Scheduling Options Cooperative Learning: Creating a Historical Atlas

Homework Assignments

■ TE, p. 927 ■ Integrated Assessment Book

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

230 Chapter 29, Section 3

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Name

CHAPTER

Date

30

Chapter Opener; Section 1 (pages 934–941)

Lesson Plan

Moving Toward Conflict Section 1 Objectives 1. Summarize Vietnam’s history as a French colony and its struggle for independence. 2. Examine how the United States became involved in the Vietnam conflict. 3. Describe the expansion of U.S. military involvement under President Johnson.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.04, 11.06 Skills Competency Goals 1.01, 1.03, 1.06, 1.08, 2.02, 2.03, 3.01, 4.01, 4.06

RESOURCES Introduce the Chapter Interpreting the Photograph: Soldiers patrolling Chapter Time Line

■ PE, pp. 934–935 ■ TE, p. 934 Time Line Discussion

Interact with History

■ PE, p. 935

Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

■ PE, pp. 934–935

Instruct Read the section

■ PE, p. 936

■ PE, pp. 936–941 ■ Unit 8 In-Depth Resources: Guided Reading, p. 39 ■ Building Vocabulary, p. 44

Discuss key questions

■ TE, pp. 936, 938, 940

One American Story: Lieutenant Colonel A. Peter Dewey

■ PE, p. 936

Key Player: Ho Chi Minh

■ PE, p. 937

Tracing Themes

■ TE, pp. 937, 940

Map: Indochina, 1959

■ PE, p. 939

History Through Photojournalism: Interpreting a Photograph

■ TE, p. 940

More About: Vietcong; Ho Chi Minh Trail; Tonkin Gulf Resolution

■ TE, pp. 938, 939, 941

Critical Thinking: The War in Vietnam

■ Critical Thinking Transparency CT30

Geography: The Vietnam War, 1964–1975

■ Geography Transparency GT30

The Vietnam War Years 231

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Lesson Plan for Moving Toward Conflict continued

RESOURCES Cross-Curricular Links World History: Chinese Influence in Vietnam; Division of Vietnam Geography: Environmental Issues in Military Conflict Differentiating Instruction Less Proficient Readers Students Acquiring English/ESL

■ TE, pp. 937, 938 ■ Integrated Assessment Book ■ TE, p. 939

■ Reading Study Guide, pp. 295–296 ■ Access for Students Acquiring English, p. 292 ■ Spanish Reading Study Guide, pp. 295–296

Integrate Technology Electronic Teacher Tools Test Generator Electronic Library of Primary Sources

■ Section 1 Quiz ■ U.S. Government, The Tonkin Gulf Resolution, 1964

America’s Music CD

Assess & Reteach Section 1 Assessment

■ classzone.com

■ PE, p. 941

Section 1 Quiz

■ Formal Assessment, p. 531

Reteaching Activity

■ TE, p. 941 ■ Unit 8 In-Depth Resources, p. 46

Block Scheduling Options Cooperative Learning: Researching Buddhism

Homework Assignments

■ TE, p. 940 ■ Integrated Assessment Book

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

232 Chapter 30, Section 1

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Name

CHAPTER

Date

30

Section 2 (pages 942–947)

Lesson Plan

U.S. Involvement and Escalation Section 2 Objectives 1. Explain the reasons for the escalation of U.S. involvement in Vietnam. 2. Describe the military tactics and weapons used by U.S. forces and the Vietcong. 3. Explain the impact of the war on American society.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.04, 11.06 Skills Competency Goals 1.01, 1.03, 1.04, 1.06, 4.06

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 942

■ PE, pp. 942–947 ■ Unit 8 In-Depth Resources: Guided Reading, p. 40 ■ Building Vocabulary, p. 44

Discuss key questions

■ TE, pp. 942, 944, 946

Key Player: General William Westmoreland

■ PE, p. 943

Illustration: Tunnels of the Vietcong

■ PE, p. 944

Now & Then: Land Mines

■ PE, p. 945

More About: Army of the Republic of Vietnam; Agent Orange; Philip Caputo; J. William Fulbright

■ TE, pp. 943, 945–947

Skillbuilder Lesson: Distinguishing Fact From Opinion

■ TE, p. 943 ■ Unit 8 In-Depth Resources: Skillbuilder Practice, p. 45

Primary Source: Letters from a Vietnam Soldier

■ Unit 8 In-Depth Resources, p. 55

American Lives: Robert McNamara

■ Unit 8 In-Depth Resources, p. 62

Cross-Curricular Links World History: Guerilla Warfare

■ TE, p. 944 ■ Integrated Assessment Book

Science: Agent Orange

■ TE, p. 945 ■ Integrated Assessment Book

Geography: The Vietnam War

■ Geography Transparency GT30

The Vietnam War Years 233

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Lesson Plan for U.S. Involvement and Escalation continued

RESOURCES Differentiating Instruction Less Proficient Readers Students Acquiring English/ESL

■ Reading Study Guide, pp. 297–298 ■ Access for Students Acquiring English, pp. 293, 297 ■ Spanish Reading Study Guide, pp. 297–298

Integrate Technology Electronic Teacher Tools Electronic Library of Primary Sources America’s Music CD Using the Internet Assess & Reteach Section 2 Assessment

■ Section 2 Quiz ■ Lyndon B. Johnson, from Peace Without Conquest, 1965 ■ classzone.com

■ PE, p. 947

Section 2 Quiz

■ Formal Assessment, p. 532

Reteaching Activity

■ TE, p. 947 ■ Unit 8 In-Depth Resources, p. 47

Block Scheduling Options Cooperative Learning: Simulating a TV Interview

Homework Assignments

■ TE, p. 946

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Test Generator

234 Chapter 30, Section 2

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Name

CHAPTER

Date

30

Section 3 (pages 948–953)

Lesson Plan

A Nation Divided Section 3 Objectives 1. Explain the draft policies that led to the Vietnam War becoming a working-class war.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.03, 11.04, 11.06

2. Trace the roots of opposition to the war. 3. Describe the antiwar movement and the growing divisions in U.S. public opinion about the war.

Skills Competency Goals 1.01, 1.02, 1.03, 1.06, 1.08, 3.02, 3.05, 4.01

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 948

■ PE, pp. 948–953 ■ Unit 8 In-Depth Resources: Guided Reading, p. 41 ■ Building Vocabulary, p. 44

Discuss key questions

■ TE, pp. 948, 950, 951

One American’s Story: Stephan Gubar

■ PE, p. 948

Graph: U.S. Military Personnel in Vietnam

■ PE, p. 949

Tracing Themes

■ TE, p. 949

Historical Spotlight: “The Ballad of the Green Berets”

■ PE, p. 951

Difficult Decisions: Resist the Draft or Serve Your Country?

■ PE, p. 952

More About: The Draft; Women in Vietnam; Tom Hayden; Robert McNamara

■ TE, pp. 949, 950, 953

Primary Sources: Protest Buttons; The New Left

■ Unit 8 In-Depth Resources, pp. 56, 57

Cross-Curricular Links Humanities: Oral Readings and Response Civics: Which Side Were You On? Differentiating Instruction Less Proficient Readers: Questioning Techniques Students Acquiring English/ESL

■ TE, p. 949 ■ TE, p. 952

■ TE, p. 950 ■ Reading Study Guide, pp. 299–300 ■ Access for Students Acquiring English, p. 294 ■ Spanish Reading Study Guide, pp. 299–300 The Vietnam War Years 235

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Lesson Plan for A Nation Divided continued

RESOURCES Integrate Technology Electronic Teacher Tools Test Generator

■ Section 3 Quiz

America’s Music CD American Stories Video Series

■ Videocassette Volume 3

Using the Internet

■ classzone.com

Assess & Reteach Section 3 Assessment

■ PE, p. 953

Section 3 Quiz

■ Formal Assessment, p. 533

Reteaching Activity

■ TE, p. 953 ■ Unit 8 In-Depth Resources, p. 48

Block Scheduling Options Link to Music: Composing “Hawk” or “Dove” Lyrics

Other Teaching Materials Copyright © McDougalLittell/Houghton Mifflin Company

Homework Assignments

■ TE, p. 951 ■ Integrated Assessment Book

236 Chapter 30, Section 3

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Name

CHAPTER

Date

30

Section 4 (pages 748–753)

Lesson Plan

1968: A Tumultuous Year Section 4 Objectives 1. Describe the Tet offensive and its effect on the American public.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.04, 11.06

2. Explain the domestic turbulence of 1968.

Skills Competency Goals

3. Describe the 1968 presidential election.

1.01, 1.02, 1.03, 1.06, 1.08, 3.01, 3.02

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 954

■ PE, pp. 954–959 ■ Unit 8 In-Depth Resources: Guided Reading, p. 42 ■ Building Vocabulary, p. 44

Discuss key questions

■ TE, pp. 954, 956, 957

One American’s Story: John Lewis

■ PE, p. 954

Map: Tet Offensive, Jan. 30–Feb. 24, 1968

■ PE, p. 955

Chart: Election of 1968

■ PE, p. 959

More About: The Tet Offensive and Public Opinion; Robert Kennedy; 1968; Hubert Humphrey; TV Convention Coverage; Richard J. Daley

■ TE, pp. 955–958

Primary Source: LBJ on Vietnam and Reelection

■ Unit 8 In-Depth Resources, p. 58

American Lives: John Lewis

■ Unit 8: In-Depth Resources, p. 63

Geography: The Vietnam War

■ Geography Transparency GT30

Critical Thinking: The Impact of the Tet Offensive

■ Critical Thinking Transparency CT64

Cross-Curricular Links Politics: Writing Editorials Geography: The Ho Chi Minh Trail

■ TE, p. 956 ■ Unit 8 In-Depth Resources, pp. 51–52

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Lesson Plan for 1968: A Tumultuous Year continued

RESOURCES Differentiating Instruction Less Proficient Readers: Tracking Presidential Candidates

■ TE, p. 957 ■ Reading Study Guide, pp. 301–302

Gifted and Talented Students: “The Chicago Seven”

■ TE, p. 958 ■ Integrated Assessment Book

Students Acquiring English/ESL

■ Access for Students Acquiring English, pp. 295, 298–299 ■ Spanish Reading Study Guide, pp. 301–302

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 4 Quiz

Electronic Library of Primary Sources

■ City of Chicago, from The Strategy of Confrontation, 1968

America’s Music CD

Assess & Reteach Section 4 Assessment

■ classzone.com

■ PE, p. 959

Section 4 Quiz

■ Formal Assessment, p. 534

Reteaching Activity

■ TE, p. 959 ■ Unit 8 In-Depth Resources, p. 49

Block Scheduling Options Cooperative Learning: Images of War

Homework Assignments

■ TE, p. 955

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

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Name

CHAPTER

Date

30

Section 5 (pages 960–969)

Lesson Plan

The End of the War and Its Legacy Section 5 Objectives 1. Describe Nixon’s policy of Vietnamization.

NORTH CAROLINA PLANNER

2. Explain the public’s reaction to the Vietnam War during Nixon’s presidency. 3. Describe the end of U.S. involvement and the final outcome in Vietnam.

EOC Competency Goals and Objectives 11.04, 11.06 Skills Competency Goals 1.01, 1.03, 1.04, 1.06, 2.02, 2.03, 2.06, 3.02, 3.05

4. Examine the war’s painful legacy in the United States and Southeast Asia.

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 960

■ PE, pp. 960–969 ■ Unit 8 In-Depth Resources: Guided Reading, p. 43 ■ Building Vocabulary, p. 44

Discuss key questions

■ TE, pp. 960, 962, 964, 965, 969

One American’s Story: Alfred S. Bradford

■ PE, p. 960

Graphs: Total U.S. Bomb Tonnage; U.S. Aerial Bomb Tonnage, 1965–1971

■ PE, p. 961

History Through Photojournalism: Kent State

■ PE, p. 963

Key Player: Henry Kissinger

■ PE, p. 964

Historical Spotlight: Vietnam Veterans Memorial—The Wall

■ PE, p. 966

Now & Then: U.S. Recognition of Vietnam

■ PE, p. 967

More About: Vietnamization; Kent State; The Pentagon Papers; Returning Veterans; Tim O’Brien; African-American Soldiers in Vietnam

■ TE, pp. 961–963, 965, 968, 969

Cooperative Learning: Honoring the Returning Vietnam Veteran

■ TE, p. 966

Critical Thinking: The War in Vietnam

■ Critical Thinking Transparency CT30

The Vietnam War Years 239

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Lesson Plan for The End of the War and its Legacy continued

RESOURCES Cross-Curricular Links Politics: MIA’s Geography: The Vietnam War Differentiating Instruction Less Proficient Readers: Chronological Order

■ TE, p. 965 ■ Geography Transparency GT30

■ TE, p. 961 ■ Reading Study Guide, pp. 303–304

Gifted and Talented Students: Violence on Campus

■ TE, p. 962 ■ Integrated Assessment Book

Students Acquiring English/ESL: Understanding Idioms

■ TE, p. 963 ■ Access for Students Acquiring English, p. 296, 300–301 ■ Spanish Reading Study Guide, pp. 303–304

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 5 Quiz ■ Chapter Test

Electronic Library of Primary Sources

■ Presidential Commission on Campus Unrest, On the Kent State Tragedy, 1970

America’s Music CD

Assess & Reteach Section 5 Assessment

■ classzone.com

■ PE, p. 967

Section 5 Quiz

■ Formal Assessment, p. 535

Reteaching Activity

■ TE, p. 967 ■ Unit 8 In-Depth Resources, p. 50

Chapter 30 Assessment

■ PE, pp. 970–971

Chapter Test, Forms A, B, and C

■ Formal Assessment, pp. 536–537

Block Scheduling Options Cooperative Learning: Creating a Vietnam War Poster Humanities: Fall of Saigon; The Blind Leading the Blind Homework Assignments

■ TE, p. 964 ■ Integrated Assessment Book ■ Humanities Transparencies HT28, HT45

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

Other Teaching Materials

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Name

CHAPTER

Date

31

Chapter Opener; Section 1 (pages 972–981)

Lesson Plan

Latinos and Native Americans Seek Equality Section 1 Objectives 1. Describe the growth and diversity of the Latino population in the United States during the 1960s. 2. Summarize the efforts of Latinos to secure civil rights and respect for their cultural heritage. 3. Explain the efforts of Native Americans to secure reforms in government policies.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.03 Skills Competency Goals 1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 2.06, 3.01, 4.01

RESOURCES Introduce the Chapter Interpreting the Photograph: Hippies Chapter Time Line

■ PE, pp. 972–973 ■ TE, p. 972 Time Line Discussion

Interact with History

■ PE, p. 973

Focus & Motivate Discuss Main Idea and Terms & Names Instruct Read the section Copyright © McDougalLittell/Houghton Mifflin Company

■ PE, pp. 972–973

■ PE, p. 974

■ PE, pp. 974–981 ■ Unit 8 In-Depth Resources: Guided Reading, p. 64 ■ Building Vocabulary, p. 67

Discuss key questions

■ TE, pp. 974, 975, 977, 987

Historical Spotlight: Desperate Journeys

■ PE, p. 975

Tracing Themes

■ TE, pp. 975, 977

Key Player: Cesar Chavez

■ PE, p. 976

Time Line: Native American Legal Victories

■ PE, p. 979

Historic Decisions of the Supreme Court: Reynolds v. Sims (1964)

■ PE, pp. 980–981

More About: Jessie Lopez de la Cruz; Union Organizer; The Trail of Broken Treaties; Warren’s Majority Opinion; Population Disparities

■ TE, pp. 976, 978, 980, 981

Primary Sources: The Farm Workers Movement; United Farm Workers Poster

■ Unit 8 In-Depth Resources, pp. 74–75

Geography: Latino and Native American Population Centers, 1970

■ Geography Transparency GT31

An Era of Social Change 241

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Lesson Plan for Latinos and Native Americans Seek Equality continued

RESOURCES American Lives: Cesar Chavez Cross-Curricular Links Economics: Researching Boycotts and Consumer Power Literature: from Les Vendidos Differentiating Instruction Less Proficient Readers Gifted and Talented Students: Researching AIM Students Acquiring English/ESL

■ Unit 8 In-Depth Resources, p. 81

■ TE, p. 976 ■ Integrated Assessment Book ■ Unit 8 In-Depth Resources, pp. 78–80

■ Reading Study Guide, pp. 307–308 ■ TE, p. 977 ■ Access for Students Acquiring English, p. 304 ■ Spanish Reading Study Guide, pp. 307–308

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 1 Quiz

Electronic Library of Primary Sources

■ Cesar Chavez, “The Birth of La Causa,” 1962

America’s Music CD

Assess & Reteach Section 1 Assessment

■ classzone.com

■ PE, p. 979

Section 1 Quiz

■ Formal Assessment, p. 548

Reteaching Activity

■ TE, p. 979 ■ Unit 8 In-Depth Resources, p. 69

Block Scheduling Options Cooperative Learning: Listing Native American Demands Humanities: Mural in Los Angeles

Homework Assignments

■ TE, p. 978 ■ Humanities Transparency HT29

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

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Name

CHAPTER

Date

31

Section 2 (pages 982–986)

Lesson Plan

Women Fight for Equality Section 2 Objectives 1. Identify factors that led to the rise of the women’s movement in the 1960s. 2 . Describe some of the early gains and losses of the women’s movement. 3. Summarize the legacy of the women’s movement in employment, education, and politics.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.03, 11.06 Skills Competency Goals 1.01, 1.04, 1.06, 1.08, 3.02, 3.05, 4.01, 4.06, 4.08

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 982

■ PE, pp. 982–986 ■ Unit 8 In-Depth Resources: Guided Reading, p. 65 ■ Building Vocabulary, p. 67

Discuss key questions

■ TE, pp. 982, 984, 986

One American’s Story: Betty Friedan

■ PE, p. 982

Graph: Women in the Workplace, 1950–2000

■ PE, p. 983

Key Player: Gloria Steinem

■ PE, p. 984

Tracing Themes

■ TE, p. 983

More About: The Feminine Mystique; Phyllis Schlafly

■ TE, pp. 984, 985

Connections Across Time

■ TE, p. 985

Primary Source: from The Feminine Mystique

■ Unit 8 In-Depth Resources, p. 76

American Lives: Betty Friedan

■ Unit 8 In-Depth Resources, p. 82

Critical Thinking: The Women’s Movement; Percentage of All Women Who Are Working, 1950–1995

■ Critical Thinking Transparencies CT31, CT65

Cross-Curricular Links Government: Equal Rights Amendment Geography: The Equal Rights Amendment

■ TE, p. 985 ■ Integrated Assessment Book ■ Unit 8 In-Depth Resources, pp. 72–73

An Era of Social Change 243

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Lesson Plan for Women Fight for Equality continued

RESOURCES Differentiating Instruction Less Proficient Readers Students Acquiring English/ ESL: Decoding Idioms

■ Reading Study Guide, pp. 309–310 ■ TE, p. 984 ■ Access for Students Acquiring English, pp. 305, 308–309 ■ Spanish Reading Study Guide, pp. 309–310

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 2 Quiz

Electronic Library of Primary Sources

■ National Organization for Women, from NOW’s Statement of Purpose, 1966

Using the Internet Assess & Reteach Section 2 Assessment

■ classzone.com

■ PE, p. 986

Section 2 Quiz

■ Formal Assessment, p. 549

Reteaching Activity

■ TE, p. 986 ■ Unit 8 In-Depth Resources, p. 70

Block Scheduling Options Cooperative Learning: Surveying the Workplace

Homework Assignments

■ TE, p. 983 ■ Integrated Assessment Book

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

America’s Music CD

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Name

CHAPTER

Date

31

Section 3 (pages 987–993)

Lesson Plan

Culture and Counterculture Section 3 Objectives 1. Describe the flowering and decline of the counterculture in the 1960s. 2. Summarize the impact of the counterculture on art, fashion, music, and attitudes. 3. Explain the conservative response to the counterculture.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.06 Skills Competency Goals 1.01, 1.03, 1.04, 1.06, 3.05, 4.03, 4.06

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 987

■ PE, pp. 987–993 ■ Unit 8 In-Depth Resources: Guided Reading, p. 66 ■ Building Vocabulary, p. 67

Discuss key questions

■ TE, pp. 987, 989, 991

One American’s Story: Alex Forman

■ PE, p. 987

Tracing Themes

■ TE, p. 989

History Through Music: Protest Songs of the Sixties

■ PE, p. 990

Daily Life: Signs of the Sixties

■ PE, pp. 992–993

More About: Hippie Speak; Communes; Woodstock; Baez and Dylan; Conservative Backlash; Music of the 1960s; Popular Movies

■ TE, pp. 988–991, 992, 993

Skillbuilder Lesson: Comparing and Contrasting

■ TE, p. 998 ■ Unit 8 In-Depth Resources: Skillbuilder Practice, p. 68

Cross-Curricular Links Music: Classic Rock Popular Culture: Changing Attitudes

■ TE, p. 989 ■ Integrated Assessment Book ■ TE, p. 990 ■ Integrated Assessment Book

An Era of Social Change 245

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Lesson Plan for Culture and Counterculture continued

RESOURCES Differentiating Instruction Less Proficient Readers Students Acquiring English/ESL

■ Reading Study Guide, pp. 311–312 ■ Access for Students Acquiring English, pp. 306–307 ■ Spanish Reading Study Guide, pp. 311–312

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 3 Quiz ■ Chapter Test

America’s Music CD

■ Track 26, “We Shall Overcome,“ 1960

Using the Internet

■ classzone.com

■ PE, p. 991

Section 3 Quiz

■ Formal Assessment, p. 550

Reteaching Activity

■ TE, p. 991 ■ Unit 8 In-Depth Resources, p. 71

Chapter 31 Assessment

■ PE, pp. 994–995

Chapter Test, Forms A, B, and C

■ Formal Assessment, pp. 551–562

Block Scheduling Options Primary Source: Popular Song

Homework Assignments

■ Unit 8 In-Depth Resources, p. 77

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Assess & Reteach Section 3 Assessment

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Name

CHAPTER

Date

32

Chapter Opener; Section 1 (pages 998–1007)

Lesson Plan

The Nixon Administration Section 1 Objectives 1. Summarize Nixon’s plans to lead the nation on a more conservative course. 2. Analyze Nixon’s efforts to win the support of Southern Democrats. 3. Describe the steps Nixon took to battle stagflation.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.06, 12.01, 12.02, 12.03, 12.04, 12.05 Skills Competency Goals 1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.04, 3.05, 4.01, 4.06

4. Examine the importance of Nixon’s visits to China and the Soviet Union.

RESOURCES Introduce the Chapter Interpreting the Photograph: Nixon leaves the White House Chapter Time Line

■ PE, pp. 998–999 ■ TE, p. 998 Time Line Discussion

Interact with History

■ PE, p. 999

Focus & Motivate Discuss Main Idea and Terms & Names Copyright © McDougalLittell/Houghton Mifflin Company

■ PE, pp. 998–999

Instruct Read the section

■ PE, p. 1000

■ PE, pp. 1000–1007 ■ Unit 9 In-Depth Resources: Guided Reading, p. 1 ■ Building Vocabulary, p. 5

Discuss key questions

■ TE, pp. 1000, 1002, 1004, 1005

One American’s Story: Henry Kissinger

■ PE, p. 1000 ■ Unit 9 In-Depth Resources: American Lives, p. 20

Analyzing Political Cartoons: “Domestic Life”

■ PE, p. 1001

Historical Spotlight: Americans Walk on the Moon

■ PE, p. 1002

Historical Spotlight: The Twenty-Sixth Amendment

■ PE, p. 1004

World Stage: The Yom Kippur War

■ TE, p. 1005

Key Player: Richard M. Nixon

■ PE, p. 1006

More About: Nixon’s Legislative Accomplishments; Neil Armstrong; George C. Wallace; Busing; Warren Burger; Nixon in China; SALT I

■ TE, pp. 1001–1004, 1006, 1007

An Age of Limits 247

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Lesson Plan for The Nixon Administration continued

RESOURCES Tracing Themes

■ TE, p. 1005

Primary Source: Newspaper Front Page

■ Unit 9 In-Depth Resources, p. 13

Cross-Curricular Links Government: Confirming a Supreme Court Justice; Mao Zedong Rule Differentiating Instruction Less Proficient Readers: Summarizing

■ TE, pp. 1004, 1006 ■ Integrated Assessment Book

■ TE, p. 1001 ■ Reading Study Guide, pp. 315–316

Gifted and Talented Students: Evaluating an Autobiographic Source

■ TE, p. 1005

Students Acquiring English/ESL: Understanding Idioms

■ TE, p. 1003 ■ Access for Students Acquiring English, p. 312 ■ Spanish Reading Study Guide, pp. 315–316

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 1 Quiz

Using the Internet Assess & Reteach Section 1 Assessment

■ classzone.com

■ PE, p. 1007

Section 1 Quiz

■ Formal Assessment, p. 563

Reteaching Activity

■ TE, p. 1007 ■ Unit 9 In-Depth Resources, p. 7

Block Scheduling Options Cooperative Learning: Walk on the Moon

Homework Assignments

■ TE, p. 1002 ■ Integrated Assessment Book

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

America’s Music CD

248 Chapter 32, Section 1

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Name

CHAPTER

Date

32

Section 2 (pages 1008–1015)

Lesson Plan

Watergate: Nixon’s Downfall Section 2 Objectives 1. Analyze how Nixon and his advisors sought to increase the power of the presidency.

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 11.06, 12.04, 12.05

2. Summarize the details of the Watergate burglary. 3. Describe how the Watergate scandal was uncovered. 4. Explain why the House Judiciary Committee voted to impeach Nixon and analyze the impact of Watergate on American politics.

Skills Competency Goals 1.01, 1.02, 1.04, 1.06, 2.01, 2.02, 2.03, 2.05, 3.04, 3.05, 4.01, 4.06, 4.08

RESOURCES Focus & Motivate Discuss Main Idea and Terms & Names

Copyright © McDougalLittell/Houghton Mifflin Company

Instruct Read the section

■ PE, p. 1008

■ PE, pp. 1008–1015 ■ Unit 9 In-Depth Resources: Guided Reading, p. 2 ■ Building Vocabulary, p. 5

Discuss key questions

■ TE, pp. 1008–1010, 1012, 1015

One American’s Story: Barbara Jordan

■ PE, p. 1008

Historical Spotlight: Woodward and Bernstein

■ PE, p. 1010

Analyzing Political Cartoons: The White House Tapes

■ TE, p. 1012

More About: The Imperial Presidency; Senate Watergate Hearings; Spiro T. Agnew; The Tapes; Nixon’s Resignation

■ TE, pp. 1009, 1011–1013

Cooperative Learning: Writing an Editorial about the Saturday Night Massacre

■ TE, p. 1011 ■ Integrated Assessment Book

Primary Source: from All the President’s Men

■ Unit 9 In-Depth Resources, p. 14

American Lives: Barbara Jordan

■ Unit 9 In-Depth Resources, p. 21

Critical Thinking: The Watergate Scandal; Shift in Presidential Politics, 1968–1972

■ Critical Thinking Transparencies CT32, CT66

Cross-Curricular Links Government: Gerald Ford’s Succession to the Presidency Art: “I Am the Law”

■ TE, p. 1012 ■ Humanities Transparency HT46 An Age of Limits 249

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Lesson Plan for Watergate: Nixon’s Downfall continued

RESOURCES Differentiating Instruction Less Proficient Readers: Creating a Time Line Students Acquiring English/ ESL

■ TE, p. 1010 ■ Reading Study Guide, pp. 317–318 ■ Access for Students Acquiring English, p. 313 ■ Spanish Reading Study Guide, pp. 317–318

Integrate Technology Electronic Teacher Tools Test Generator

■ Section 2 Quiz

Electronic Library of Primary Sources

■ House Judiciary Committee, Articles of Impeachment, 1973

America’s Music CD

Assess & Reteach Section 2 Assessment

■ classzone.com

■ PE, p. 1013

Section 2 Quiz

■ Formal Assessment, p. 564

Reteaching Activity

■ TE, p. 1013 ■ Unit 9 In-Depth Resources, p. 8

Block Scheduling Options Cooperative Learning: Loyalty and Ethics

Homework Assignments

■ TE, p. 1009 ■ Integrated Assessment Book

Other Teaching Materials

Copyright © McDougalLittell/Houghton Mifflin Company

Using the Internet

250 Chapter 32, Section 2

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