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 ...
Name
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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Name
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
The Vietnam War Years 237
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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
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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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