name date 19 lesson plan american power tips the · pdf filethe first world war 153 ... the...

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The First World War 151

American Power Tips the BalanceSection 2 Objectives

1. Describe how the United States mobilized for war.

2. Summarize U.S. battlefield successes.

3. Identify the new weapons and the medical problems faced in World War I.

4. Describe U.S. offensives and the end of the war.

RESOURCESFocus & Motivate

Discuss Main Idea and Terms & Names

InstructRead the section

Discuss key questions

Interpreting the Photograph: Draft Line,San Antonio, Texas

Infographic: World War I Convoy System

Key Player: General John J. Pershing

Science & Technology: Technology at War

Map: Allied Victories, 1917–1918

More About: War Posters; Joseph D.Lawrence; Shell Shock; Conscientious Objectors

Connections Across Time

Tracing Themes

Primary Sources: Patriotic Song; Liberty BondPoster

Critical Thinking: The Human and FinancialCosts of World War I

Humanities: Oppy Wood by John Nash

■ ■ PE, p. 587

■ ■ PE, pp. 587–593■ ■ Unit 5 In-Depth Resources: Guided Reading, p. 48■ ■ Building Vocabulary, p. 51

■ ■ TE, pp. 587, 589–590, 592

■ ■ TE, p. 588

■ ■ PE, p. 589

■ ■ PE, p. 590

■ ■ PE, pp. 590–591

■ ■ PE, p. 592

■ ■ TE, pp. 588–589, 591–592

■ ■ TE, pp. 590

■ ■ TE, pp. 591

■ ■ Unit 5 In-Depth Resources, pp. 60–61

■ ■ Critical Thinking Transparency CT53

■ ■ Humanities Transparency HT18

CHAPTER Section 2 (pages 587–593) Lesson Plan

Name Date

19

NORTH CAROLINA PLANNER

EOC Competency Goals and Objectives

8.02

Skills Competency Goals

1.01, 1.04, 1.05, 1.06, 1.08, 3.01, 3.05, 4.06

NC_TA_LP_00i-270.indd 151NC_TA_LP_00i-270.indd 151 4/9/07 1:49:17 PM4/9/07 1:49:17 PM

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152 Chapter 19, Section 2

Lesson Plan for American Power Tips the Balance continued

Homework Assignments Other Teaching Materials

■ ■ TE, p. 588■ ■ Integrated Assessment Book

■ ■ TE, p. 592■ ■ Integrated Assessment

■ ■ Unit 5 In-Depth Resources, p. 65

■ ■ TE, p. 390■ ■ Reading Study Guide, pp. 193–194

■ ■ TE, p. 591

■ ■ Access for Students Acquiring English, p. 193■ ■ Spanish Reading Study Guide, pp. 193–194

■ ■ Section 2 Quiz

■ ■ classzone.com

■ ■ PE, p. 593

■ ■ Formal Assessment, p. 335

■ ■ TE, p. 593■ ■ Unit 5 In-Depth Resources, p. 54

■ ■ TE, p. 589

Cross-Curricular LinksEconomics: Creating a Plan for Mobilization

Language Arts: Letters from ConscientiousObjectors and the Draft Board

Literature: from In Another Country

Differentiating InstructionLess Proficient Readers: Summarizing the

Effects of Technology

Gifted and Talented Students: ResearchingNew Weapons

Students Acquiring English/ESL

Integrate TechnologyElectronic Teacher Tools

Test Generator

Electronic Library of Primary Sources

America’s Music CD

Using the Internet

Assess & ReteachSection 2 Assessment

Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsLink to Geography: Interpreting a Map of

the War at Sea

RESOURCES


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The War at HomeSection 3 Objectives

1. Explain how business and government cooperated during the war.

2. Show how the government promoted the war.

3. Describe the attacks on civil liberties that occurred.

4. Summarize the social changes that affected African Americans and women.





Graph: The War Economy, 1914–1920

Interpreting the Photograph: VictoryGardens

Analyzing Political Cartoons

History Through Art: The Migration of theNegro

Historical Spotlight: Race Riots

More About: Bernard Baruch; WartimePropaganda; The Espionage and Sedition Acts; The End of the WWI; Women in the War; The Flu Epidemic; Oliver Wendell Holmes, Jr.; University Speech Codes

Tracing Themes

Primary Source: “Returning Soldiers” by W.E. B. Du Bois

American Lives: Oliver Wendell Holmes

Critical Thinking: World War I

■ ■ PE, p. 594


■ ■ TE, pp. 594, 596–598, 603

■ ■ PE, p. 595

■ ■ TE, p. 596

■ ■ PE, p. 597

■ ■ PE, p. 599

■ ■ PE, p. 600

■ ■ TE, pp. 595–596, 598, 600–603

■ ■ TE, p. 599





Name Date

19



8.02


1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 1.08, 2.02, 2.03, 2.06, 3.02, 3.04, 3.05, 4.02, 4.06


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Lesson Plan for The War at Home continued



■ ■ TE, p. 600

■ ■ TE, pp. 597, 599■ ■ Reading Study Guide, pp. 195–196

■ ■ TE, p. 598



■ ■ Committee on Public Information, Four-Minute Speech, 1918

■ ■ Arthur Little, From Harlem to the Rhine, 1918


■ ■ PE, p. 601




Cross-Curricular LinksEconomics: Researching Inflation

Language Arts: Writing a Journal

Differentiating InstructionLess Proficient Readers: Predicting

Outcomes; Finding Main Ideas

Gifted and Talented Students: Conducting aTrial



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating a Wartime

Ad Campaign

RESOURCES


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Wilson Fights for PeaceSection 4 Objectives

1. Summarize Wilson’s Fourteen Points

2. Describe the Treaty of Versailles and international and domestic reaction to it.

3. Explain some of the consequences of the war.





Key Player: Woodrow Wilson

Maps: Europe and the Middle East, 1915and 1919

Point/Counterpoint

History Through Film: Echoes of the Great War

Chart: Domestic Consequences of WorldWar I

Tracing Themes: America in World Affairs

Cooperative Learning: Debating the Leagueof Nations

More About: The Hall of Mirrors atVersailles; Henry Cabot Lodge; The Cold War



Geography Application: A New Look forEurope

Cross-Curricular LinksGeography: Creating a Map

Mathematics: Graph: Military Casualties

■ ■ PE, p. 604


■ ■ TE, pp. 604, 606, 611

■ ■ PE, p. 605

■ ■ PE, p. 606

■ ■ PE, p. 607

■ ■ PE, p. 608

■ ■ PE, p. 609

■ ■ PE, pp. 605, 610–611

■ ■ TE, p. 608

■ ■ TE, pp. 606, 608, 611

■ ■ TE, p. 607

■ ■ TE, p. 610


■ ■ TE, p. 606

■ ■ PE, p. 613


Name Date

19



8.02


1.01, 1.02, 1.03, 1.06, 1.08, 2.01, 2.02, 2.03, 2.04, 3.01, 3.05, 4.01, 4.02, 4.03, 4.05, 4.08


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Lesson Plan for Wilson Fights for Peace continued


■ ■ Reading Study Guide, pp. 197–198■ ■ Access for Students Acquiring English,

pp. 195, 197–198■ ■ Spanish Reading Study Guide, pp. 197–198

■ ■ Section 4 Quiz■ ■ Chapter Test

■ ■ Woodrow Wilson, “Why a League of Nations Is Necessary,” 1919

■ ■ Henry Cabot Lodge, On the Terms of Peace, 1918


■ ■ PE, p. 609



■ ■ PE, pp. 612–613

■ ■ Formal Assessment, pp. 338–355

■ ■ TE, p. 605

Differentiating InstructionLess Proficient Readers



Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity

Chapter 19 Assessment

Chapter Test, Forms A, B, and C

Block Scheduling OptionsCooperative Learning: Conducting a Model

Peace Conference

RESOURCES


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Politics of the Roaring Twenties 157

Americans Struggle with Postwar IssuesSection 1 Objectives

1. Summarize the reaction in the United States to the perceived threat of communism.

2. Analyze the causes and effects of the quota system in the United States.

3. Describe some of the postwar conflicts between labor and management.

RESOURCESIntroduce the Chapter

Interpreting the Photograph: Tennessee millworkers’ riot

Chapter Time Line

Interact with History

Focus & MotivateDiscuss Main Idea and Terms & Names



Economic Background: Roots of Communism

History Through Art: Sacco and Vanzetti

Primary Source: Speech to the Jury

Infographic: U.S. Patterns of Immigration,1921–1929

Critical Thinking: Isolationist Policy of the1920s

Key Player: John Llewellyn Lewis

More About: The Palmer Raids; Ben Shahn;The Ku Klux Klan; Quota System; The Boston Police Strike

Primary Source: from Report on Steel Strikeof 1919

American Lives: Ernesto Galarza

■ ■ TE, pp. 616–617

■ ■ PE, pp. 616–617■ ■ TE, p. 616 Time Line Discussion

■ ■ PE, p. 617

■ ■ PE, p. 618


■ ■ TE, pp. 618, 620, 623

■ ■ PE, p. 619

■ ■ PE, p. 620■ ■ Humanities Transparency HT19


■ ■ PE, p. 622


■ ■ PE, p. 624

■ ■ TE, pp. 619–623



CHAPTER Chapter Opener; Section 1 (pages 616–624) Lesson Plan

Name Date

20



9.01, 9.02, 9.03, 9.04


1.01, 1.04, 1.06, 1.08, 2.02, 2.03, 3.02, 3.05, 4.01, 4.06


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Lesson Plan for Americans Struggle with Postwar Issues continued

■ ■ TE, p. 622

■ ■ TE, p. 623

■ ■ PE, p. 622

■ ■ Geography Transparency GT20


■ ■ TE, p. 619

■ ■ TE, p. 621■ ■ Access for Students Acquiring English, p. 201■ ■ Spanish Reading Study Guide, pp. 201–202


■ ■ U. S. Department of Justice, Instructions Regarding Conduct on Raids, 1920

■ ■ Louis Marshall, from “A Letter Regarding Immigration Restrictions,” 1924


■ ■ PE, p. 624




Cooperative Learning: Family Mobility

Tracing Themes

Cross-Curricular LinksMathematics: Graph: Immigration to the

United States, 1921 and 1929

Geography: European Immigration,1820–1920

Differentiating InstructionLess Proficient Readers: Cause and Effect

Gifted and Talented Students: Researchingthe Roots of the Red Scare

Students Acquiring English/ESL:Understanding Main Ideas and Details


Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Staging a Retrial for

Sacco and Vanzetti

RESOURCES


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The Harding PresidencySection 2 Objectives

1. Contrast Harding’s policy of “normalcy” with Progressive Era reforms.

2. Identify scandals that plagued the Harding administration.





One American’s Story: Warren G. Harding

Political Cartoon

Tracing Themes

Skillbuilder Lesson: Clarifying; Summarizing

Interpreting the Photograph

Tracing Themes




Test Generator



Using the Internet

■ ■ PE, p. 625


■ ■ TE, pp. 625–626

■ ■ PE, p. 625

■ ■ PE, p. 627

■ ■ TE, p. 626

■ ■ TE, p. 626■ ■ Unit 6 In-Depth Resources: Skillbuilder Practice, p. 5

■ ■ TE, p. 626

■ ■ TE, p. 626

■ ■ Reading Study Guide, pp. 203–204

■ ■ Access for Students Acquiring English, pp. 202, 204■ ■ Spanish Reading Study Guide, pp. 203–204


■ ■ Denver Post, Senate Demands Information on Teapot Dome, 1922



Name Date

20



8.03


1.01, 1.02, 1.03, 1.04, 1.06, 1.08


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Lesson Plan for The Harding Presidency continued


■ ■ PE, p. 627




Section 2 Quiz

Reteaching Activity

RESOURCES


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The Business of AmericaSection 3 Objectives

1. Summarize the impact of the automobile and other consumer goods on American life.

2. Explain how prosperity affected different groups of Americans.

3. Explain in what ways the country’s prosperity was superficial.





Map: Route 66

Key Player: Calvin Coolidge

Chart: Goods and Prices, 1900 and 1928

Another Perspective: The Needy

More About: Impact of the Automobile;Easy Credit; Success and Failure; Internet Start-Ups and Downs


Tracing Themes: Economic Opportunity

American Lives: Henry Ford

Critical Thinking: Consumer Spending Power

Cross-Curricular LinksEconomics: Creating New Industries

Geography: The Automobile Industry

■ ■ PE, p. 628


■ ■ TE, pp. 628, 631–632, 635

■ ■ PE, p. 629

■ ■ PE, p. 630

■ ■ PE, p. 631

■ ■ PE, p. 632

■ ■ TE, pp. 629, 633–635

■ ■ PE, p. 632

■ ■ PE, pp. 634–635



■ ■ TE, p. 630

■ ■ Unit 6 In-Depth Resources: Geography Application, pp. 9–10

Name Date

CHAPTER Section 3 (pages 628–635) Lesson Plan20



9.01, 9.02, 9.03


1.01, 1.02, 1.04, 1.06, 1.08, 2.04, 2.05, 3.01, 3.02, 3.04, 3.05, 4.05, 4.06


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Lesson Plan for The Business of America continued



■ ■ TE, p. 629

■ ■ Access for Students Acquiring English, pp. 203, 205–206

■ ■ Spanish Reading Study Guide, pp. 205–206



■ ■ PE, p. 633



■ ■ PE, pp. 636–637



Differentiating InstructionLess Proficient Readers: Identifying

Supporting Details

Gifted and Talented Students: Early CarCompanies



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsLink to Popular Culture: Advertising

Messages

RESOURCES


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The Roaring Life of the 1920s 163

Changing Ways of LifeSection 1 Objectives

1. Explain how urbanization created a new way of life that often clashed with the values of traditional rural society.

2. Describe the controversy over the role of science and religion in American education and society in the 1920s.


Interpreting the Photograph: Gertrude“Ma” Rainey

Chapter Time Line





History Through Art: Song of the Towers

Difficult Decisions: To Prohibit Alcohol or Not?

Historical Spotlight: Al Capone

Chart: Prohibition, 1920–1933

Now & Then: Evolution, Creationism, andEducation

More About: Billy Sunday; The EighteenthAmendment; The Scopes Trial; Clarence Darrow

Critical Thinking: Prohibition

Primary Sources: Political Cartoon; TheScopes Trial

■ ■ PE, pp. 638–639


■ ■ PE, p. 639

■ ■ PE, p. 640


■ ■ TE, pp. 640, 644

■ ■ PE, p. 641

■ ■ PE, p. 642

■ ■ PE, p. 643

■ ■ PE, p. 643

■ ■ PE, p. 644

■ ■ TE, pp. 641, 642, 644, 645




Name Date

21



9.01, 9.03, 9.04


1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.05, 4.01, 4.02, 4.03


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Lesson Plan for Changing Ways of Life continued








■ ■ Samual Hopkins Adams, from My Bootlegger, 1921

■ ■ Track 21, “Heebie Jeebies,” 1926


■ ■ PE, p. 645



■ ■ TE, p. 643

Cross-Curricular LinksGeography: Prohibition, 1890 and 1915

Literature: from Inherit the Wind

Differentiating InstructionLess Proficient Readers: Contrasting;

Recognizing Cause and Effect

Gifted and Talented Students: InterpretingPoints of View



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating a Dictionary

of 1920s Slang

RESOURCES


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The Twenties WomanChapter 2 Objectives

1. Explain how the image of the flapper embodied the changing values and attitudes of young women in the 1920s.

2. Identify the causes and results of the changing roles of women in the 1920s.





One American’s Story: Zelda Sayre Fitzgerald

Graph: Women’s Changing Employment,1910–1930

More About: The Twenties Woman; TheAmerican Homemaker; Popular Figures of the 1920s; Bessie Smith

Tracing Themes

Daily Life: Youth in the Roaring Twenties

Differentiating InstructionLess Proficient Readers: Understanding

Cause and Effect



Test Generator



Using the Internet

■ ■ PE, p. 646


■ ■ TE, pp. 646, 647, 651

■ ■ PE, p. 646

■ ■ PE, p. 648

■ ■ TE, pp. 647, 648, 650, 651

■ ■ TE, p. 649

■ ■ PE, pp. 650–651




■ ■ Bruce Bliven, from Flapper Jane, 1925



Name Date

21



9.02, 9.03, 9.04


1.01, 1.02, 1.04, 1.06, 2.06, 3.05


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Lesson Plan for The Twenties Woman continued


■ ■ PE, p. 649





Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Analyzing Changes in

Women’s Roles

RESOURCES


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Education and Popular CultureSection 3 Objectives

1. Describe the popular culture of the 1920s.

2. Explain why the youth-dominated decade came to be called the Roaring Twenties.





Infographic: Radio Broadcasts of the 1920s

Infographic: Sports Heroes of the 1920s

Map: Historic Flights, 1919–1932

Key Player: F. Scott Fitzgerald

Skillbuilder Lesson: Drawing Conclusions

More About: Helen Wills; Charles A.Lindbergh; Georgia O’Keeffe; Writers of the 1920s

Tracing Themes

American Lives: Georgia O’Keeffe

Cross-Curricular LinksMathematics: Graph: High School

Enrollment, 1910–1940

Geography: From Coast to Coast by Train orby Plane

■ ■ PE, p. 652


■ ■ TE, pp. 652, 654

■ ■ PE, p. 653

■ ■ PE, p. 654

■ ■ PE, p. 655

■ ■ PE, p. 657

■ ■ TE, p. 655■ ■ Unit 6 In-Depth Resources: Skillbuilder Practice,

p. 25

■ ■ TE, pp. 654–656■ ■ Unit 6 In-Depth Resources: Primary Source:

Interview with Charles Lindbergh, p. 34

■ ■ TE, p. 653


■ ■ PE, p. 653



Name Date

21



9.03


1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 3.02, 3.05


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Lesson Plan for Education and Popular Culture continued







■ ■ Heywood Brown, “The Sultan of Swat Steals a World Series Show,” 1923


■ ■ PE, p. 657





Differentiating InstructionLess Proficient Readers: Finding Main Ideas

Gifted and Talented Students: RadioBroadcasts of the 1920s



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsArt: Automat

Cooperative Learning: Presenting Art

RESOURCES


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The Harlem RenaissanceSection 4 Objectives

1. Identify the causes and results of the migration of African Americans to Northern cities in the early 1900s.

2. Describe the prolific African-American artistic activity that became known as the Harlem Renaissance.





One American’s Story: Zora Neale Hurston

Key Player: James Weldon Johnson

Infographic: Harlem in the 1920s

Key Player: Duke Ellington

More About: The Harlem Renaissance;African-American Artists; Paul Robeson; Louis Armstrong; Langston Hughes; Edna St. Vincent Millay

Tracing Themes


American Literature: Literature in the Jazz Age

Critical Thinking: African-AmericanMigration from the South

Cross-Curricular LinksMusic: All That Jazz

■ ■ PE, p. 658


■ ■ TE, pp. 658, 660, 665

■ ■ PE, p. 658

■ ■ PE, p. 659

■ ■ PE, p. 661

■ ■ PE, p. 663

■ ■ TE, pp. 660, 661, 662, 664, 665■ ■ Unit 6 In-Depth Resources: American Lives: Louis

Armstrong, p. 40

■ ■ TE, p. 659

■ ■ TE, p. 661

■ ■ PE, pp. 664–665

■ ■ Unit 6 In-Depth Resources: Primary Source: “When the Negro Was in Vogue,” p. 35


■ ■ TE, p. 662


Name Date

21



9.02, 9.03, 9.04


1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 2.06, 3.05, 4.06


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Lesson Plan for The Harlem Renaissance continued




■ ■ Videocassette Volume 2



■ ■ PE, p. 663



■ ■ PE, pp. 666–667



Differentiating InstructionLess Proficient Readers: Identifying

Important Details; Exploring Themes


Integrate TechnologyAmerican Stories video series: “Jump at

the Sun”

Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Celebrating African-

American Culture

RESOURCES


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The Great Depression Begins 171

The Nation’s Sick EconomySection 1 Objectives

1. Summarize the critical problems threatening the American economy in the late 1920s.

2. Describe the causes of the stock market crash and Great Depression.

3. Explain how the Great Depression affected the economy in the United States and throughout the world.


Interpreting the Photograph: Food line

Chapter Time Line





Economic Background: Uneven IncomeDistribution, 1929


Now & Then: New York Stock Exchange

Infographic: Depression Indicators

World Stage: Global Effects of theDepression

Tracing Themes

Skillbuilder Lesson: Interpreting Graphs

Primary Sources: The Stock Market Crash;Political Cartoon

■ ■ PE, pp. 668–669


■ ■ PE, p. 669

■ ■ PE, p. 670


■ ■ TE, pp. 670, 673, 675

■ ■ PE, p. 672

■ ■ PE, p. 673

■ ■ PE, p. 674

■ ■ PE, p. 676

■ ■ PE, p. 677

■ ■ TE, p. 671


p. 52



Name Date

22



9.01, 9.02, 9.03


1.01, 1.02, 1.03, 1.04, 1.06, 2.02, 2.03, 3.02, 3.04, 3.05, 4.01, 4.06, 4.08


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Lesson Plan for The Nation’s Sick Economy continued

■ ■ TE, pp. 672, 675■ ■ Integrated Assessment Book






■ ■ New York Times, On Minding Your Own Business, 1929

■ ■ Track 22, “Backwater Blues,” 1927■ ■ Track 23, “Brother, Can You Spare a Dime?” 1932


■ ■ PE, p. 677





Cross-Curricular LinksEconomics: Economic Research or

Depression; Creating a TV Special

Geography: Growth of Electricity

Differentiating InstructionLess Proficient Readers: Analyzing Causes

and Effects

Gifted and Talented Students: Creating aPolitical Cartoon



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Popular Music of the

1930s

Critical Thinking: The Great Depression

RESOURCES


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Hardship and Suffering During the DepressionSection 2 Objectives

1. Describe how people struggled to survive during the Depression.

2. Explain how the Depression affected men, women, and children.





Another Perspective: An African-AmericanView of the Depression

Map: The Dust Bowl, 1933–1936

Historical Spotlight: Hobo Symbols

More About: Mexican Americans and theDepression; Women in the Depression; Hardships of the Depression; Health Problems Caused by the Depression

Skillbuilder Lesson: Formulating HistoricalQuestions

Tracing Themes

Primary Source: Letter from a Dust BowlSurvivor

Literature: from “In the Beginning”

Cross-Curricular LinksLiterature: The Grapes of Wrath

Geography: The Great Depression Takes Its Toll

■ ■ PE, p. 678


■ ■ TE, pp. 678, 680

■ ■ PE, p. 679

■ ■ PE, p. 680

■ ■ PE, p. 681

■ ■ TE, pp. 699, 681, 682


p. 45

■ ■ TE, pp. 680, 683






Name Date

22



9.01, 9.02, 9.03, 9.04


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


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Lesson Plan for Hardship and Suffering During the Depression continued



■ ■ TE, p. 671■ ■ Access for Students Acquiring English,



■ ■ Anonymous, “Beans, Bacon, and Gravy,” 1930s■ ■ Cesar Chavez, “Childhood During the

Depression,” 1930s


■ ■ PE, p. 683



■ ■ TE, p. 682




Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Oral History

RESOURCES


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Hoover Struggles with the DepressionSection 3 Objectives 1. Explain Hoover’s initial response to the Depression. 2. Summarize the actions Hoover took to help the economy

and the hardship suffered by Americans. 3. Describe the Bonus Army and Hoover’s actions toward it.





Key Player: Herbert Hoover

Political Cartoon

Difficult Decisions: Hoover and FederalProjects

Tracing Themes


More About: Hoovervilles; Gassing theBonus Army

Primary Source: Attack on the Bonus Army

Differentiating InstructionLess Proficient Readers: Clarifying

Students Acquiring English/ESL: DecodingIdioms


Test Generator



Using the Internet

■ ■ PE, p. 684


■ ■ TE, pp. 684, 687, 688

■ ■ PE, p. 685

■ ■ PE, p. 687

■ ■ PE, p. 688

■ ■ TE, pp. 685, 687

■ ■ TE, p. 686

■ ■ TE, pp. 686, 689





■ ■ General Douglas MacArthur, from A Report on the Employment of Federal Troops, 1932

■ ■ W. W. Waters, from B. E. F.: The Whole Story of the Bonus Army, 1932



Name Date

22



9.01, 9.02, 9.03


1.01, 1.02, 1.03, 1.06, 1.08, 4.01, 4.02, 4.03, 4.06, 4.07


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Lesson Plan for Hoover Struggles with the Depression continued


■ ■ PE, p. 689



■ ■ PE, pp. 690–691




Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Debating the Bonus

Army March

RESOURCES


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The New Deal 177

A New Deal Fights the DepressionSection 1 Objectives

1. Summarize the initial steps Roosevelt took to reform banking and finance.

2. Describe New Deal work programs.

3. Identify critics of FDR’s New Deal.


Interpreting the Photograph: CivilianConservation Corps

Chapter Time Line





Key Players: Franklin D. Roosevelt, EleanorRoosevelt

Chart: Civilian Conservation Corps

Economic Background: Deficit Spending


More About: Election of 1932; FDR’sLeadership; FDR’s Disability; Roosevelt and the Supreme Court; Huey Long

Tracing Themes

Skillbuilder Lesson: Analyzing Issues

Primary Source: Father Coughlin’s Anti-NewDeal

American Lives: Huey Long

■ ■ PE, pp. 692–693


■ ■ PE, p. 693

■ ■ PE, p. 694


■ ■ TE, pp. 694, 697, 698

■ ■ PE, p. 695

■ ■ PE, p. 697

■ ■ PE, p. 698

■ ■ PE, p. 699

■ ■ TE, pp. 695, 696, 699, 700

■ ■ TE, p. 697


p. 66




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Lesson Plan for The New Deal Fights the Depression continued

■ ■ Critical Thinking Transparencies CT23, CT57

■ ■ TE, p. 695






■ ■ Franklin Delano Roosevelt, from Acceptance Speech, 1932

■ ■ Franklin Delano Roosevelt, from First Inaugural Address, 1933

■ ■ Track 24, “In the Mood,” 1939


■ ■ PE, p. 700





Critical Thinking: The New Deal; U.S.Economic Indicators

Cross-Curricular LinksGovernment: The Role of the First Lady

Economics: National Debt

Geography: PWA in Action

Differentiating InstructionLess Proficient Readers: New Deal Programs



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Delivering a Fireside

Chat

Art: Nine Old Men

RESOURCES


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The New Deal 179

The Second New Deal Takes HoldSection 2 Objectives

1. Describe the purpose of the Second New Deal.

2. Summarize New Deal programs for farmers.

3. Identify the Second New Deal programs aimed at assisting young people and professionals.

4. Summarize labor and economic reforms carried out under the Second New Deal.





One American’s Story: Dorothea Lange

History Through Photojournalism

Chart: New Deal Programs

Historic Decisions of the Supreme Court:NLRB v. Jones and Laughlin Steel Corp. (1937)

More About: The Grapes of Wrath; Dorothea Lange; The WPA; The Wagner Act; Social Security; Charles Evans Hughes; Taft-Hartley Act

Tracing Themes

Art: A relief center in Louisville, Kentucky

Critical Thinking: The New Deal

Cross-Curricular LinksLocal History: The Legacy of the New Deal

and WPA

Economics: The Wagner Act

■ ■ PE, p. 701


■ ■ TE, pp. 701, 704, 705, 709

■ ■ PE, p. 701

■ ■ PE, p. 703

■ ■ PE, p. 706

■ ■ PE, pp. 708–709

■ ■ TE, pp. 702–705, 707–709

■ ■ TE, p. 705





CHAPTER Section 2 (701–709) Lesson Plan

Name Date

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1.01, 1.02, 1.06, 2.02, 2.03, 2.06, 3.05, 4.06


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Lesson Plan for The Second New Deal Takes Hold continued







■ ■ PE, p. 707




Differentiating InstructionLess Proficient Readers: Clarifying Ideas

Gifted and Talented Students: Essay onPhotojournalism



Test Generator


Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Ongoing New Deal

Agencies

RESOURCES


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The New Deal 181

The New Deal Affects Many GroupsSection 3 Objectives

1. Analyze the effects of the New Deal programs on women.

2. Describe Roosevelt’s attitude toward African Americans.

3. Identify the groups that formed the New Deal coalition.





Key Player: Frances Perkins

Historical Spotlight: Deportation of MexicanAmericans

Graph: The Growing Labor MovementMore About: Mary McLeod Bethune; Marian

Anderson; The New Deal Coalition; General Motors Sit-Down Strike of 1937; Republic Steel Strike of 1937; Election of 1936

Tracing Themes

Primary Source: The Memorial Day Massacre

American Lives: Mary McLeod Bethune

Cross-Curricular LinksGovernment: Women in Government

Differentiating InstructionLess Proficient Readers: Clarifying

Gifted and Talented Students: Politics andPolicy; Two Memorable Strikes

Students Acquiring English/ESL:Understanding Idioms and Complex Constructions

■ ■ PE, p. 710


■ ■ TE, pp. 710–713

■ ■ PE, p. 711

■ ■ PE, p. 712

■ ■ PE, p. 714

■ ■ TE, pp. 711–715

■ ■ TE, p. 713



■ ■ TE, p. 711





Name Date

23



9.03, 9.04, 9.05


1.01, 1.02, 1.04, 1.06


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Lesson Plan for The New Deal Affects Many Groups continued



■ ■ Eleanor Roosevelt, from Women Must Learn to Play the Game as Men Do, 1928

■ ■ Mary McLeod Bethune, “How Bethune-Cookman College Began,” 1900



■ ■ PE, p. 715





Test Generator



American Stories Video

Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsLiterature: Waiting for Lefty

RESOURCES


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The New Deal 183

Culture in the 1930sSection 4 Objectives

1. Describe the entertainment provided by motion pictures and radio.

2. Identify some of the artists and writers of the New Deal era.





One American’s Story: Don Congdon

Historical Spotlight: War of the Worlds

History Through Art: American Gothic

Tracing Themes

More About: The Federal Art Project; TheCoit Tower Murals; Woody Guthrie; Richard Wright

Primary Sources: WPA Poster; Let Us NowPraise Famous Men

Cross-Curricular LinksHumanities: Realism and Escape

Popular Culture: Create a Radio Show




Test Generator


Using the Internet

■ ■ PE, p. 716


■ ■ TE, pp. 716, 718

■ ■ PE, p. 716

■ ■ PE, p. 717

■ ■ PE, p. 719

■ ■ TE, p, 717

■ ■ TE, pp. 718–720


■ ■ TE, p. 717

■ ■ TE, p. 718■ ■ Integrated Assessment






Name Date

23



9.03


1.01, 1.02, 1.04, 1.06, 3.05, 4.01, 4.06, 4.08


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Lesson Plan for Culture in the 1930s continued


■ ■ PE, p. 720





Section 4 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Class Mural

RESOURCES


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The New Deal 185

The Impact of the New DealSection 5 Objectives

1. Summarize opinions about the effectiveness of the New Deal.

2. Describe the legacies of the New Deal.





One American’s Story: George Dobbin

Point/Counterpoint

Graphs: Federal Deficit and Unemployment,1933–1945

Now & Then: Social Security

Political Cartoons

Geography Spotlight: The Tennessee ValleyAuthority

More About: FDR’s Brain Trust; FDIC andSEC; Tennessee Valley Authority; The Tennessee River

Tracing Themes

Cross-Curricular LinksGeography: Decade of Democrats

Differentiating InstructionLess Proficient Readers: Clarifying Ideas


■ ■ PE, p. 721


■ ■ TE, pp. 721, 724, 727

■ ■ PE, p. 721

■ ■ PE, p. 722

■ ■ PE, p. 723

■ ■ PE, p. 724

■ ■ PE, p. 725

■ ■ PE, pp. 726–727

■ ■ TE, pp. 722, 723, 725, 726

■ ■ TE, p. 724



■ ■ Access for Students Acquiring English, p. 230, 232–233, 234–235



Name Date

23



9.03, 9.05


1.01, 1.02, 1.04, 1.06, 2.05, 2.06, 3.01, 3.02, 3.04, 3.05, 4.02, 4.06, 4.07


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Lesson Plan for The Impact of the New Deal continued




■ ■ PE, p. 725



■ ■ PE, pp. 728–729


■ ■ TE, p. 723



Test Generator


Using the Internet


Section 5 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Debating the New Deal

Outline Map: Anatomy of the TennesseeValley Authority

RESOURCES


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World War Looms 187

Dictators Threaten World PeaceSection 1 Objectives

1. Identify the types of government that took power in Russia, Italy, Germany, and Japan after World War I.

2. Describe the details of America’s turn to isolationism in the 1930s.


Interpreting the Photograph: Nazi rally

Chapter Time Line





One American’s Story: Martha Gellhorn

Map: The Rise of Nationalism, 1922–1941

Chart: The Faces of Totalitarianism

Maps: Japan Invades Manchuria, 1931; Italy Invades Ethiopia, 1935–1936

Historical Spotlight: African Americans Standby Ethiopians


More About: Stalin’s Show Trials; BenitoMussolini; The Election of Adolf Hitler; The League of Nations; Spanish Civil War; Aggressor Nations

Tracing Themes

Primary Source: Quarantine Speech

■ ■ PE, pp. 732–733


■ ■ PE, p. 733

■ ■ PE, p. 734


■ ■ TE, pp. 734, 740

■ ■ PE, p. 734

■ ■ PE, p. 736

■ ■ PE, p. 737

■ ■ PE, p. 738

■ ■ PE, p. 739

■ ■ PE, p. 740

■ ■ TE, pp. 735–739, 741

■ ■ TE, p. 740



Name Date

24



10.01, 10.05


1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 3.04, 3.05, 4.01, 4.06


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Lesson Plan for Dictators Threaten World Peace continued








■ ■ PE, p. 741




■ ■ TE, p. 740

Cross-Curricular LinksArt: German Nazi Party poster

Differentiating InstructionLess Proficient Readers: Organizing

Information; Supporting Details

Gifted and Talented Students: Roosevelt andHitler

Students Acquiring English/ ESL: PreviewingForeign Terms


Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Debating League

Action in Manchuria

Cooperative Learning: Writing a NewspaperEditorial

RESOURCES


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World War Looms 189

War in EuropeSection 1 Objectives

1. Explain Hitler’s motives for expansion and how Britain and France responded.

2. Describe the blitzkrieg tactics that Germany used against Poland.

3. Summarize the first battles of World War II.





One American’s Story: William Shirer

Key Player: Adolf Hitler

Map: German Advances, 1938–1941

Key Player: Winston Churchill

More About: Stalin and the Non-AggressionPact; Blitzkrieg; The Phony War; Charles de Gaulle

Skillbuilder Lesson: Developing HistoricalPerspective


Geography: Aggression in Europe,1936–1939

Cross-Curricular LinksGeography: Blitzkrieg and Geography


Students Acquiring English/ESL: Decoding aSpeech

■ ■ PE, p. 742


■ ■ TE, pp. 742, 744, 746

■ ■ PE, p. 742

■ ■ PE, p. 743

■ ■ PE, p. 744

■ ■ PE, p. 747

■ ■ TE, pp. 745, 746

■ ■ TE, p. 743■■ Unit 7 In-Depth Resources: Skillbuilder Practice, p. 6

■ ■ TE, p. 743




■ ■ TE, p. 744■ ■ Access for Students Acquiring English, pp. 239, 242■ ■ Spanish Reading Study Guide, pp. 241–242


Name Date

24



10.01


1.01, 1.02, 1.06, 3.01, 4.06


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Lesson Plan for War in Europe continued



■ ■ Winston Churchill, “A Letter to Roosevelt,” 1940


■ ■ PE, p. 747





Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating a Radio

Broadcast

RESOURCES


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World War Looms 191

The HolocaustSection 3 Objectives

1. Explain the reasons behind the Nazis’ persecution of the Jews and the problems facing Jewish refugees.

2. Describe the Nazis’ “final solution” to the Jewish problem and the horrors of the Holocaust.

3. Identify and describe the profound and lasting effects of the Holocaust on survivors.





One American’s Story: Gerda WeissmannKlein

Another Perspective: Denmark’s Resistance

Chart: Estimated Jewish Losses

World Stage: Righteous Persons of WorldWar II

More About: The Nuremberg Laws; RudolfReder; The Final Solution; Raoul Wallenberg; Nazi Atrocities; Elie Wiesel

Tracing Themes

American Lives: Elie Wiesel

Cooperative Learning: Exploring HolocaustLiterature

Cross-Curricular LinksLiterature: from Sophie’s Choice

Art/Literature: Creative Response

■ ■ PE, p. 748


■ ■ TE, pp. 748, 750, 753

■ ■ PE, p. 748

■ ■ PE, p. 751

■ ■ PE, p. 751

■ ■ PE, p. 754

■ ■ TE, pp. 749, 752–755

■ ■ TE, p. 749


■ ■ TE, p. 754


■ ■ TE, p. 751


Name Date

24



1.01, 1.02, 1.04, 1.06, 1.08, 3.02, 4.01, 4.02, 4.03


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Lesson Plan for The Holocaust continued



■ ■ TE, p. 752





■ ■ PE, p. 755




Differentiating InstructionLess Proficient Readers: Main Ideas;

Following Chronological Order

Gifted and Talented Students: InvestigativeReport about the Warsaw Ghetto



Test Generator



American Stories Video Series

Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Debating Jewish

Immigration

RESOURCES


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World War Looms 193

America Moves Toward WarSection 4 Objectives

1. Describe the U.S. response to the outbreak of war in Europe in 1939.

2. Explain how Roosevelt assisted the Allies without declaring war.

3. Summarize the events that brought the United States into armed conflict with Germany.

4. Describe the American response to the Japanese attack on Pearl Harbor.






Point/Counterpoint

Science & Technology: German Wolf Packs

Key Player: Hideki Tojo

Map: Japanese Aggression, 1931–1941

Economic Background: War and theDepression

More About: The U-Boats; Science andTechnology

Link to Geography: Mapping Attack Sites

Primary Sources: The Bombing of PearlHarbor; War Poster

American Lives: Charles A. Lindbergh

Critical Thinking: World War II Breaks Out inEurope; Time Line of Events Leading to World War II

■ ■ PE, p. 756


■ ■ TE, pp. 756, 758, 760

■ ■ PE, p. 757

■ ■ PE, p. 758

■ ■ PE, p. 759

■ ■ PE, p. 760

■ ■ PE, p. 762

■ ■ PE, p. 763

■ ■ TE, p. 759

■ ■ TE, p. 762



■ ■ Critical Thinking Transparencies CT24, CT58


Name Date

24



10.01, 10.02, 10.03, 10.05


1.01, 1.02, 1.03, 1.04, 1.06, 1.08, 2.06, 3.01, 3.04, 3.05, 4.02, 4.05, 4.06


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Lesson Plan for America Moves Toward War continued



■ ■ TE, p. 759

■ ■ TE, p. 760





■ ■ Chapter Test

■ ■ George A Dondero, from Are We Being Led into War? 1941

■ ■ New York Times, from Let Us Face the Truth, 1941

■ ■ Franklin Delano Roosevelt, On the Declaration of War, 1941


■ ■ PE, p. 763



■ ■ PE, pp. 764–765



Cross-Curricular LinksGeography: Japanese Aggression

Science: Radar

Humanities (Music): World War II-Era Music

Differentiating InstructionLess Proficient Readers: Examining Causes

and Effects



Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsLink to World History: Pearl Harbor

RESOURCES


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The United States in World War II 195

Mobilizing for DefenseSection 1 Objectives

1. Explain how the United States expanded its armed forces in World War II.

2. Describe the wartime mobilization of industry, labor, scientists, and the media.

3. Trace the efforts of the U.S. government to control the economy and deal with alleged subversion.


Interpreting the Photograph: Pearl Harbor

Chapter Time Line





Now & Then: Women in the Military

History Through Film: Hollywood HelpsMobilization

Chart: The Government Takes Control of theEconomy, 1942–1945

Tracing Themes

More About: Henry J. Kaiser; Women inDefense Industries; A. Philip Randolph; Albert Einstein; Rationing

Primary Sources: War Ration Stamps

American Lives: Oveta Culp Hobby

■ ■ PE, pp. 766–767


■ ■ PE, p. 767

■ ■ PE, p. 768


■ ■ TE, pp. 768, 770, 773

■ ■ PE, p. 769

■ ■ PE, p. 772

■ ■ PE, p. 773

■ ■ TE, pp. 769, 770

■ ■ TE, pp. 771–774




Name Date

25



10.02, 10.03


1.01, 1.02, 1.05, 1.06, 2.02, 2.03, 3.02, 3.05, 4.01, 4.06


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Lesson Plan for Mobilizing for Defense continued


■ ■ PE, p. 770

■ ■ TE, p. 769





■ ■ Office of Civilian Defense, What Can I Do? 1942


■ ■ PE, p. 774



■ ■ TE, p. 770■ ■ Unit 7 In-Depth Resources: Skillbuilder Practice, p. 27

Cross-Curricular LinksMathematics: Graph: The Production

Miracle

Language Arts: Eyewitness Testimony

Differentiating InstructionLess Proficient Readers: Comparing;

Government Regulations

Gifted and Talented Students: ComparingPresidential Responses to Popular Pressure



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsSkillbuilder Lesson: Analyzing Bias

RESOURCES




1.01, 1.02


1.01, 1.06, 2.02, 2.03, 2.06, 3.02, 4.01

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The United States in World War II 197

The War for Europe and North AfricaSection 2 Objectives

1. Summarize the Allies’ plan for winning the war.

2. Identify events in the war in Europe.

3. Describe the liberation of Europe.





Map: World War II: Europe and Africa,1942–1944

Key Player: Dwight G. “Ike” Eisenhower

Infographic: D-Day, June 6, 1944

Historical Spotlight: Audie Murphy

More About: Roosevelt and Churchill;Stalingrad; Erwin Rommel; Mussolini’s Last Days; The Tuskegee Airmen; George Patton; D-Day; Survivors of Concentration Camps

Geography: Thunderclap

Humanities: Flying Fortresses Taking Off

Critical Thinking: U.S. Joins the Allies inWorld War II

Cross-Curricular LinksHumanities/The Arts: Personal Response to

War

World History: D-Day

Humanities: Eyewitness Journal

■ ■ PE, p. 775


■ ■ TE, pp. 775, 777, 780

■ ■ PE, p. 778■ ■ Unit 5 In-Depth Resources: Outline Map: Crisis in

Europe, pp. 34–35

■ ■ PE, p. 780

■ ■ PE, p. 781

■ ■ PE, p. 782

■ ■ TE, pp. 776–782■ ■ Unit 7 In-Depth Resources: American Lives:

George S. Patton, p. 44








Name Date

25



10.02


1.01, 1.02, 1.04, 1.06, 1.08, 3.01


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Lesson Plan for The War for Europe and North Africa continued



■ ■ TE, p. 778

■ ■ TE, p. 776■ ■ Access for Students Acquiring English,



■ ■ General George S. Patton, Jr., from Instructions to the Third United States Army, 1944


■ ■ PE, p. 783





Differentiating InstructionLess Proficient Readers: Sequencing

Gifted and Talented Students: The EnigmaMachine

Students Acquiring English/ESL:Understanding Idioms


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Combat Heroes

Geography: Battle of the Bulge

RESOURCES


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The Unites States in World War II 199

The War in the PacificSection 3 Objectives

1. Identify key turning points in the war in the Pacific.

2. Describe the Allied offensive against the Japanese.

3. Explain both the development of the atomic bomb and debates about its use.

4. Describe the challenges faced by the Allies in building a just and lasting peace.





Historical Spotlight: Navajo Code Talkers

Map: World War II: The War in the Pacific,1942–1945

History Through Photojournalism: Raisingthe Flag on Iwo Jima

Point/Counterpoint

Infographic: War Criminals on Trial,1945–1949

More About: The Battle of Midway; IslandHopping; Guadalcanal; Japanese Kamikaze Pilots; First Atomic Bomb Test; Hiroshima and Nagasaki; The Firebombing of Tokyo; The Yalta Conference; The Nuremberg War Trials; Rudolf Hess; Emperor Hirohito; Supersonic Flight; Cellular Phones and Wireless Technology

Primary Sources: Bombing of Nagasaki

Tracing Themes: Science and Technology

■ ■ PE, p. 784


■ ■ TE, pp. 784, 789, 791, 795

■ ■ PE, p. 785

■ ■ PE, p. 786

■ ■ PE, p. 788

■ ■ PE, p. 791

■ ■ PE, p. 792

■ ■ TE, pp. 785–787, 789–795


■ ■ PE, pp. 794–795


Name Date

25



10.02, 10.05, 11.05


1.01, 1.02, 1.06, 2.06, 3.01, 3.05, 4.01, 4.02, 4.06, 4.08


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Lesson Plan for The War in the Pacific continued


TE, p. 788

■ ■ TE, pp. 786–787■ ■ Reading Study Guide, pp. 253–254




■ ■ Harry S. Truman, Statement on the Atomic Bomb, 1945


■ ■ PE, p. 793



■ ■ TE, p. 785


Cross-Curricular LinksHumanities: Iconic Images

Differentiating InstructionLess Proficient Readers: Map Reading;

Sequencing

Gifted and Talented Students: Application ofScience; Human Rights Law



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating a Code

Cooperative Learning: Letters to TrumanAbout Use of Atomic Bomb

RESOURCES


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