The Home Front - McDougal Littell

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

NC_TA_LP_00i-270.indd 201

4/9/07 1:49:54 PM

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


Using the Internet

202 Chapter 25, Section 4


4/9/07 1:49:55 PM

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


■ PE, pp. 806–807


■ PE, p. 808



■ 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


4/9/07 1:49:56 PM

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


■ Section 1 Quiz


■ Harry S. Truman, The Truman Doctrine, 1947



■ classzone.com

■ PE, p. 814

Section 1 Quiz


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



Using the Internet



4/9/07 1:49:57 PM

Name

CHAPTER

Date

26


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




■ PE, p. 815



■ 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


Cross-Curricular Links World History: Researching Mao Zedong

■ TE, p. 816

Geography: Taiwan and People’s Republic of China


Government: The United Nations

■ TE, p. 819

Cold War Conflicts 205


4/9/07 1:49:57 PM

Lesson Plan for The Cold War Heats Up continued



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


■ Section 2 Quiz


■ Douglas MacArthur, Frustration in Korea, 1947



■ classzone.com

■ PE, p. 821

Section 2 Quiz


Reteaching Activity


Block Scheduling Options Primary Source: Farewell to Congress





Using the Internet



4/9/07 1:49:58 PM

Name

CHAPTER

Date

26


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




■ PE, p. 822



■ 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


Cooperative Learning: Investigating Witch Hunts

■ TE, p. 826

Cross-Curricular Links Humanities: The Arts and Politics

■ TE, p. 823

Differentiating Instruction Less Proficient Readers:


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


4/9/07 1:49:59 PM

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


■ PE, p. 827

Section 3 Quiz


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





4/9/07 1:49:59 PM

Name

CHAPTER

Date

26


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




■ PE, p. 828



■ 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


Critical Thinking: The Cold War; The Space Race


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


4/9/07 1:50:00 PM

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


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


■ Section 4 Quiz


■ Chapter Test



■ classzone.com

■ PE, p. 833

Section 4 Quiz


Reteaching Activity



■ PE, pp. 836–837



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

■ TE, p. 831



Using the Internet



4/9/07 1:50:01 PM

Name

CHAPTER

Date

27


Lesson Plan

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


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, p. 839

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

■ PE, pp. 838–839


■ PE, p. 840



■ 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


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


4/9/07 1:50:02 PM

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


■ Section 1 Quiz



■ classzone.com

■ PE, p. 846

Section 1 Quiz


Reteaching Activity


Block Scheduling Options Cooperative Learning: Exploring Postwar Life





Using the Internet



4/9/07 1:50:02 PM

Name

CHAPTER

Date

27


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.




■ PE, p. 847



■ 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


Cross-Curricular Links Economics: Franchising; Automobile Advertising

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

Literature: from The Man in the Gray Flannel Suit


Geography: The Baby Boom

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


4/9/07 1:50:03 PM

Lesson Plan for The American Dream in the Fifties continued

RESOURCES Differentiating Instruction Proficient Readers: Understanding Main Ideas and Details


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


■ Section 2 Quiz


■ Track 25, “Atotonilco,” 1958

Using the Internet

■ classzone.com

■ PE, p. 855

Section 2 Quiz


Reteaching Activity


Block Scheduling Options Cooperative Learning: Creating an Ad


■ TE, p. 854






4/9/07 1:50:04 PM

Name

CHAPTER

Date

27


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




■ PE, p. 858



■ 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


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

■ TE, p. 860

Music: Examining “Oldies But Goodies”

■ TE, p. 862

Literature: from 1959


The Postwar Boom 215


4/9/07 1:50:04 PM

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


■ Section 3 Quiz



■ classzone.com

■ PE, p. 863

Section 3 Quiz


Reteaching Activity


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





Using the Internet



4/9/07 1:50:05 PM

Name

CHAPTER

Date

27


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




■ PE, p. 866



■ 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


Primary Source: The Voluntary Relocation Program


Art: Her World


Differentiating Instruction Less Proficient Readers: Using Context Clues


Gifted and Talented Students: Mexican Immigration

■ TE, p. 868



The Postwar Boom 217


4/9/07 1:50:06 PM

Lesson Plan for The Other America continued


■ Section 4 Quiz


■ Chapter Test

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

■ classzone.com

■ PE, p. 869

Section 4 Quiz


Reteaching Activity



■ PE, pp. 870–871



Block Scheduling Options Critical Thinking: The Postwar Boom






4/9/07 1:50:07 PM

Name

CHAPTER

Date

28


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, p. 875



■ PE, pp. 874–875


■ PE, p. 876



■ 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


4/9/07 1:50:07 PM

Lesson Plan for Kennedy and the Cold War continued

RESOURCES Skillbuilder Lesson: Predicting Effects


Tracing Themes

■ TE, p. 880

Cross-Curricular Links Government: The President’s Staff


World History: Gathering Cuban Missile Crisis Memories


Geography: Berlin and Germany


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


Reteaching Activity


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



Integrate Technology Electronic Teacher Tools




4/9/07 1:50:08 PM

Name

CHAPTER

Date

28


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




■ PE, p. 885



■ 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


Art: The Nation Mourns


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


4/9/07 1:50:09 PM

Lesson Plan for The New Frontier continued



Gifted and Talented Students: The Warren Report and Conspiracy Theories

■ TE, p. 888




■ Section 2 Quiz


■ Tom Wicker, from That Day in Dallas, 1963



■ classzone.com

■ PE, p. 889

Section 2 Quiz


Reteaching Activity


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


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



Using the Internet



4/9/07 1:50:10 PM

Name

CHAPTER

Date

28


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.




■ PE, p. 892



■ 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


Government: Project Head Start


Civics: Consumer Protection

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


4/9/07 1:50:11 PM

Lesson Plan for The Great Society continued

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


Gifted and Talented Students: Mexican Immigration

■ TE, p. 888




■ Section 3 Quiz ■ Chapter Test


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


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

Using the Internet

■ classzone.com

■ PE, p. 899

Section 3 Quiz


Reteaching Activity



■ PE, pp. 902–903



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








4/9/07 1:50:11 PM

Name

CHAPTER

Date

29


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, p. 905


■ PE, pp. 904–905


■ PE, p. 906



■ 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


Geography: The Brown Decision, 10 Years Later


Civil Rights 225


4/9/07 1:50:12 PM

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


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



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


■ Section 1 Quiz


■ Martin Luther King, from Stride Toward Freedom, 1958

American Stories Videos


Using the Internet

■ classzone.com


■ PE, p. 913

Section 1 Quiz


Reteaching Activity


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





4/9/07 1:50:13 PM

Name

CHAPTER

Date

29


Lesson Plan

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


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.




■ PE, p. 916



■ 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


American Lives: A. Philip Randolph


Humanities: March on Washington


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


4/9/07 1:50:14 PM

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


Gifted and Talented Students: Divergent Views Within the Movement

■ TE, p. 917

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



■ Section 2 Quiz



■ classzone.com

■ PE, p. 922

Section 2 Quiz


Reteaching Activity


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


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



Using the Internet



4/9/07 1:50:14 PM

Name

CHAPTER

Date

29


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.




■ PE, p. 923



■ 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


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

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

Civil Rights 229


4/9/07 1:50:15 PM

Lesson Plan for Challenges and Changes in the Movement continued

RESOURCES Differentiating Instruction Less Proficient Readers: Interpreting Photographs


Gifted and Talented Students

■ TE, p. 925






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



■ classzone.com

■ PE, p. 929

Section 3 Quiz


Reteaching Activity



■ PE, pp. 932–933



Block Scheduling Options Cooperative Learning: Creating a Historical Atlas





Using the Internet



4/9/07 1:50:16 PM

Name

CHAPTER

Date

30


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, p. 935



■ PE, pp. 934–935


■ PE, p. 936



■ 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


Geography: The Vietnam War, 1964–1975


The Vietnam War Years 231


4/9/07 1:50:17 PM

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



■ classzone.com

■ PE, p. 941

Section 1 Quiz


Reteaching Activity


Block Scheduling Options Cooperative Learning: Researching Buddhism





Using the Internet



4/9/07 1:50:17 PM

Name

CHAPTER

Date

30


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




■ PE, p. 942



■ 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


Primary Source: Letters from a Vietnam Soldier


American Lives: Robert McNamara


Cross-Curricular Links World History: Guerilla Warfare


Science: Agent Orange


Geography: The Vietnam War




4/9/07 1:50:18 PM

Lesson Plan for U.S. Involvement and Escalation continued


■ 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


Reteaching Activity


Block Scheduling Options Cooperative Learning: Simulating a TV Interview


■ TE, p. 946



Test Generator



4/9/07 1:50:19 PM

Name

CHAPTER

Date

30


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




■ PE, p. 948



■ 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


4/9/07 1:50:20 PM

Lesson Plan for A Nation Divided continued


■ Section 3 Quiz

America’s Music CD American Stories Video Series


Using the Internet

■ classzone.com


■ PE, p. 953

Section 3 Quiz


Reteaching Activity


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






4/9/07 1:50:21 PM

Name

CHAPTER

Date

30


Lesson Plan

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


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




■ PE, p. 954



■ 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


American Lives: John Lewis

■ Unit 8: In-Depth Resources, p. 63

Geography: The Vietnam War


Critical Thinking: The Impact of the Tet Offensive


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

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



4/9/07 1:50:21 PM

Lesson Plan for 1968: A Tumultuous Year continued

RESOURCES Differentiating Instruction Less Proficient Readers: Tracking Presidential Candidates


Gifted and Talented Students: “The Chicago Seven”



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


■ Section 4 Quiz


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



■ classzone.com

■ PE, p. 959

Section 4 Quiz


Reteaching Activity


Block Scheduling Options Cooperative Learning: Images of War


■ TE, p. 955



Using the Internet



4/9/07 1:50:22 PM

Name

CHAPTER

Date

30


Lesson Plan

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


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.




■ PE, p. 960



■ 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




4/9/07 1:50:23 PM

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


Gifted and Talented Students: Violence on Campus


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




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



■ classzone.com

■ PE, p. 967

Section 5 Quiz


Reteaching Activity



■ PE, pp. 970–971



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


Using the Internet




4/9/07 1:50:24 PM

Name

CHAPTER

Date

31


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, 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



■ 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


Geography: Latino and Native American Population Centers, 1970


An Era of Social Change 241


4/9/07 1:50:24 PM

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



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


■ Section 1 Quiz


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



■ classzone.com

■ PE, p. 979

Section 1 Quiz


Reteaching Activity


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


■ TE, p. 978 ■ Humanities Transparency HT29



Using the Internet



4/9/07 1:50:25 PM

Name

CHAPTER

Date

31


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




■ PE, p. 982



■ 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


American Lives: Betty Friedan


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


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




4/9/07 1:50:26 PM

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


■ Section 2 Quiz


■ 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


Reteaching Activity


Block Scheduling Options Cooperative Learning: Surveying the Workplace








4/9/07 1:50:27 PM

Name

CHAPTER

Date

31


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




■ PE, p. 987



■ 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


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

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



4/9/07 1:50:27 PM

Lesson Plan for Culture and Counterculture continued


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




■ Track 26, “We Shall Overcome,“ 1960

Using the Internet

■ classzone.com

■ PE, p. 991

Section 3 Quiz


Reteaching Activity



■ PE, pp. 994–995



Block Scheduling Options Primary Source: Popular Song








4/9/07 1:50:28 PM

Name

CHAPTER

Date

32


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, p. 999


■ PE, pp. 998–999


■ PE, p. 1000



■ 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


4/9/07 1:50:29 PM

Lesson Plan for The Nixon Administration continued

RESOURCES Tracing Themes

■ TE, p. 1005

Primary Source: Newspaper Front Page


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


Gifted and Talented Students: Evaluating an Autobiographic Source

■ TE, p. 1005

Students Acquiring English/ESL: Understanding Idioms



■ Section 1 Quiz

Using the Internet Assess & Reteach Section 1 Assessment

■ classzone.com

■ PE, p. 1007

Section 1 Quiz


Reteaching Activity


Block Scheduling Options Cooperative Learning: Walk on the Moon








4/9/07 1:50:29 PM

Name

CHAPTER

Date

32


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




■ PE, p. 1008



■ 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


Primary Source: from All the President’s Men


American Lives: Barbara Jordan


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


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


4/9/07 1:50:30 PM

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


■ Section 2 Quiz


■ House Judiciary Committee, Articles of Impeachment, 1973



■ classzone.com

■ PE, p. 1013

Section 2 Quiz


Reteaching Activity


Block Scheduling Options Cooperative Learning: Loyalty and Ethics





Using the Internet



4/9/07 1:50:31 PM