the united states and canada - mcdougal littell - united states and canada 2 section 1 (pages...

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The United States and Canada

Section 1 (pages 273–277)2 Daily Lesson PlansDaily Lesson Plans2

The United States and Canada

Unit Atlas; Data File (pages 54–65)

9

ATLAS OBJECTIVES

1. Describe and locate physical features of the United States and Canada

2. Compare the landmass and population of the United States and Canada

3. Identify political features of the United States and Canada

4. Analyze the population of the United States and Canada today and in 1600

5. Compare states, provinces, and territories

DATA FILE OBJECTIVE

Examine and compare data on the states of the United States and the provinces and territories of Canada

Introduce the Unit

__ Before You Read ■■ TE, p. 52

__ Interpreting the Photograph: Mount Rushmore ■■ PE, pp. 52–53■■ TE, p. 53

__ Unit Activities: Write a Letter; Teach a Lesson ■■ TE, p. 52

Focus & Motivate

__ Introduce the geography of the United States ■■ TE, p. 54and Canada

Instruct

__ Discuss key questions ■■ TE, pp. 54–57, 58

__ Maps: The United States and Canada: ■■ PE, pp. 54, 56Physical and Political

__ Map: Natural Hazards of the U.S. and Canada ■■ PE, p. 55

__ Infographic: Canada-United States Landmass ■■ PE, p. 55and Population

__ Country Profiles: Quebec Province, Hawaii, ■■ TE, pp. 55, 57, 65Greenland

__ Map: The U.S. and Canada: Selected Native Peoples, ■■ PE, p. 57c. 1600

RESOURCES

Arkansas PlannerArkansas Social Studies Standards

TCC: 1.3

PPE: 1.6, 2.6, 2.7

SSPS: 2.2, 2.3

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UNIT 210

Lesson Plan for The United States and Canada continued

Instruct continued

__ More About: Tsunamis, The St. Lawrence Seaway, ■■ TE, pp. 55–57, 59–65Native Americans Today, District of Columbia,U.S. Census, Statistical Data, American Samoa,Puerto Rico, The Canadian Flag, Provincial Flags,Nunavut

Interdisciplinary Links

__ Current Events ■■ TE, p. 56

__ Logical-Mathematical ■■ TE, p. 58

__ Government/History ■■ TE, p. 61

__ Citizenship ■■ TE, p. 64

Differentiating Instruction

__ Less Proficient Readers ■■ TE, p. 59

__ Multiple Learning Styles: Interpersonal; Visual ■■ TE, pp. 60, 62, 63

Block Scheduling Options

__ Interdisciplinary Link: Writing ■■ TE, p. 54

Homework Assignments Other Teaching Materials

RESOURCES

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The Physical Geography of the United States and Canada


From Coast to Coast

Section 1 (pages 66–74)

11

FOCUS ON GEOGRAPHY OBJECTIVES• To introduce students to the geographical

features of Canada and the United States, two countries with similar cultures

• To help students understand the relationshipbetween geography and economy in Canada and the United States

SECTION 1 OBJECTIVES

1. To define North America as a region and explain how the location affects its relationship with other nations

2. To identify regions of the U.S. and Canada3. To explain physical processes that shape

the land

Introduce the Chapter

__ Interpreting the Photograph: The Aurora Borealis ■■ PE, pp. 66–67

__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 66

__ Focus on Geography ■■ PE, p. 67

__ Making Geographic Connections ■■ TE, p. 67

__ Reading Social Studies: Reading Strategy— ■■ PE, p. 68Drawing Conclusions

Focus & Motivate

__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 69and Terms & Names

__ Warm-Up: Making Inferences ■■ TE, p. 69

Instruct

__ Read the section ■■ PE, pp. 69–74■■ Unit 2 In-Depth Resources: Guided Reading, p. 3

__ Discuss key questions ■■ TE, pp. 69, 71, 73

__ Map: The Middle Latitudes ■■ PE, p. 70

__ Biography: Sacagawea ■■ PE, p. 71

__ Strange but True: Quakes Shake Central U.S. Lands ■■ PE, p. 73

__ Infographic: Formation of the Rocky Mountains ■■ PE, p. 73

RESOURCES


TCC: 1.1, 1.3, 2.1, 2.3, 2.4

PPE: 1.1, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7

PAG: 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 2 CHAPTER 312

Lesson Plan for From Coast to Coast continued

Instruct continued

__ The World’s Heritage: The St. Lawrence Seaway ■■ PE, p. 74

__ Critical Thinking Activity: Recognizing Effects ■■ TE, p. 70

__ More About: The Canadian Shield ■■ TE, p. 72

__ Critical Thinking Activity: Finding Causes ■■ TE, p. 72


__ Science ■■ TE, p. 71


__ Less Proficient Readers: Organizing Information ■■ TE, p. 72■■ Reading Study Guide, pp. 16–17

__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 13, 17■■ Spanish Reading Study Guide, pp. 16–17

__ Multiple Learning Styles: Bodily-Kinesthetic ■■ TE, p. 70

Integrate Technology

__ Electronic Teacher Tools

__ Test Generator ■■ Section 1 Quiz

__ The World’s Music CD ■■ Track 1: “Hello! Ma’ Baby”;Track 2: “Collective Legacy”

__ Using the Internet ■■ classzone.com

Assess & Reteach

__ Section 1 Assessment ■■ PE, p. 74

__ Section 1 Quiz ■■ Formal Assessment, p. 33

__ Reteaching Activity ■■ TE, p. 74■■ Unit 2 In-Depth Resources, p. 9


__ Interdisciplinary Link: Art ■■ TE, p. 73


RESOURCES

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The Physical Geography of the United States and Canada


A Rich Diversity in Climate and Resources


13


1. To define weather, climate, and vegetation2. To identify the vegetation zones in

North America3. To explain how the natural wealth of the

United States and Canada positions them as leaders in the global economy

Focus & Motivate


__ Warm-Up: Finding Causes ■■ TE, p. 75

Instruct



__ Connections to History: The Dust Bowl Disaster ■■ PE, p. 76

__ Map: Vegetation Zones of Canada and the ■■ PE, p. 77United States

__ Spotlight on Culture: The Cajuns: Americans ■■ PE, p. 78with Canadian Roots

__ Citizenship in Action: The Nature Conservancy ■■ PE, p. 79

__ Skillbuilder: Reading a Physical Map ■■ PE, p. 80■■ Unit 2 In-Depth Resources: Skillbuilder Practice, p. 7


__ Technology: 1971 IMAX ■■ PE, p. 81


__ Geography/Art ■■ TE, p. 77



__ Less Proficient Readers ■■ Reading Study Guide, pp. 18–19

__ Gifted and Talented Students: Categorizing ■■ TE, p. 76


RESOURCES


TCC: 1.1, 1.3, 2.1, 2.2, 2.3, 2.4

PPE: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.1,2.2, 2.3, 2.4, 2.5, 2.6, 2.7

PAG: 1.4, 1.9, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 2 CHAPTER 314

Lesson Plan for A Rich Diversity in Climate and Resources continued



__ Test Generator ■■ Section 2 Quiz■■ Chapter Tests



Assess & Reteach




__ Chapter 3 Assessment ■■ PE, pp. 82–83

__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 35–46


__ Career Connection: Geologist ■■ TE, p. 80


RESOURCES

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The United States Today


We the People


15

FOCUS ON GEOGRAPHY OBJECTIVES• To help students identify how immigration

affected the culture of the United States• To identify and discuss the contributions

made by immigrants to the culture of the United States


1. To recognize the role of immigration in the development of UnitedStates culture

2. To explain the contributions of Native Americans, Africans, and Chinese

3. To understand the rights and responsibilities of citizenship


__ Interpreting the Photograph: Ellis Island ■■ PE, pp. 84–85

__ Critical Thinking Activity: Analyzing Motives ■■ TE, p. 84



__ Reading Social Studies: Reading Strategy— ■■ PE, p. 86Identifying Main Ideas

Focus & Motivate


__ Warm-Up: Drawing Conclusions ■■ TE, p. 87

Instruct



__ Map: North American Settlement, 1750 ■■ PE, p. 89

__ Connections to History: Indentured Servants ■■ PE, p. 89

__ Citizenship in Action: Americans Join Together ■■ PE, p. 90

__ Infographic: Duties of Citizens ■■ PE, p. 91

__ Critical Thinking Activity: Drawing Conclusions ■■ TE, p. 89

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.3, 2.4

PPE: 1.1, 1.6, 1.7, 2.3, 2.4, 2.5, 2.6, 2.7

PAG: 1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 2.1, 2.3, 2.4, 2.5

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 2 CHAPTER 416

Lesson Plan for We the People continued

Instruct continued

__ More About: The Great Seal, Taxes ■■ TE, pp. 88, 91

__ Interdisciplinary Challenge: Plan an Earth-Surveying ■■ PE, pp. 92–93Satellite Mission


__ Language Arts/Writing ■■ TE, p. 89



__ Gifted and Talented Students: Creating a Mural ■■ TE, p. 88







Assess & Reteach





__ Government ■■ TE, p. 90


RESOURCES

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A Constitutional Democracy


17


1. To recognize that the Constitution is the framework of the U.S. government

2. To identify the rights of citizenship granted by the Bill of Rights

3. To delineate the powers of the federal and state governments

4. To identify the three branches of government

Focus & Motivate


__ Warm-Up: Analyzing Motives ■■ TE, p. 94

Instruct



__ The World’s Heritage: The United States Constitution ■■ PE, p. 95

__ A Voice from the United States ■■ TE, p. 95

__ Biography: Martin Luther King, Jr. ■■ PE, p. 96

__ Map: Points of Interest in Washington, D.C. ■■ PE, p. 97

__ Infographic: How a Bill Becomes a Law ■■ PE, p. 97

__ Skillbuilder: Sequencing Events ■■ PE, p. 99■■ Unit 2 In-Depth Resources: Skillbuilder Practice, p. 17

__ Critical Thinking Activity: Drawing Conclusions ■■ TE, p. 97

__ Literature Connections: “Coney” by Virginia ■■ PE, pp. 100–101Schonborg; “Knoxville, Tennessee” by Nikki Giovanni; “Scenic” by John Updike


__ Speech ■■ TE, p. 96


__ Less Proficient Readers: Recognizing Important ■■ TE, pp. 95, 97Details; Understanding Sequences ■■ Reading Study Guide, pp. 24–25


RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4

PPE: 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7

PAG: 1.3, 1.4, 1.5, 1.9, 2.4, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 2 CHAPTER 418

Lesson Plan for A Constitutional Democracy continued






Assess & Reteach





__ Career Connection: Archaeologist ■■ TE, p. 99


RESOURCES

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The United States Economy


19


1. To differentiate between goods and services2. To identify the four factors of production3. To explain the free enterprise system4. To recognize the workings of a global

economy

Focus & Motivate



Instruct


__ Discuss key questions ■■ TE, pp. 102–104, 106

__ Infographic: Factors of Production for a Music CD ■■ PE, p. 103

__ Strange but True: The Value of Money ■■ PE, p. 104

__ Chart: Estimated 1999 Per Capita GDP ■■ PE, p. 104

__ Infographic: Supply and Demand ■■ PE, p. 105

__ Map: World Trade Partners of the United States ■■ PE, p. 107

__ Critical Thinking Activity: Making Inferences ■■ TE, p. 103

__ More About: Consumerism, Competition ■■ TE, pp. 105, 106


__ Linking Past and Present: The Legacy of ■■ PE, pp. 108–109North America


__ Economics ■■ TE, p. 104


__ Less Proficient Readers: Finding the Main Idea ■■ TE, p. 105■■ Reading Study Guide, pp. 26–27

__ Students Acquiring English/ESL: Word Meanings ■■ TE, p. 103■■ Access for Students Acquiring English, pp. 21, 27■■ Spanish Reading Study Guide, pp. 26–27

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.3, 2.4

PPE: 1.6, 2.5, 2.6, 2.7, 2.8

PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 2 CHAPTER 420

Lesson Plan for The United States Economy continued






Assess & Reteach





__ Skillbuilder Mini-Lesson: Reading a Physical Map ■■ TE, p. 106


RESOURCES

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United States Culture: Crossing Borders


21


1. To understand the values that define culture2. To recognize the influences of other cultures

on United States society3. To understand how globalization affects the

United States4. To identify how discoveries made by United

States scientists affect the world

Focus & Motivate



Instruct


__ Discuss key questions ■■ TE, pp. 110–112

__ Spotlight on Culture: Skyscrapers ■■ PE, p. 112

__ Map: Progress Toward Making the World Polio Free ■■ PE, p. 113

__ More About: Basketball, Jonas Salk ■■ TE, pp. 111, 113


__ Art ■■ TE, p. 112




__ Multiple Learning Styles: Logical ■■ TE, p. 111






RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4

PPE: 1.2, 1.3, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7, 2.8

PAG: 1.4, 1.9, 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 2 CHAPTER 422

Lesson Plan for United States Culture: Crossing Borders continued

Assess & Reteach









RESOURCES

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Canada Today


O Canada! Immigrant Roots


23

FOCUS ON GEOGRAPHY OBJECTIVES• To introduce students to the range and

variety of Canada’s landforms• To demonstrate the influence of geography

on Canada’s history and culture


1. To identify the groups that make up Canada’s population and their origins

2. To trace Canada’s immigration history and policies regarding citizenship

3. To describe settlement patterns in Canada


__ Interpreting the Photograph: Hudson Bay ■■ PE, pp. 116–117

__ Critical Thinking Activity: Contrasting ■■ TE, p. 116



__ Reading Social Studies ■■ PE, p. 118

Focus & Motivate



Instruct



__ Spotlight on Culture: Totem Poles—Carving History ■■ PE, p. 120

__ Map: Population Distribution of Canada, 2000 ■■ PE, p. 122


__ More About: The French and Indian War ■■ TE, p. 121

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4

PPE: 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 2.3,2.4, 2.5, 2.6, 2.7

PAG: 1.1, 1.2, 1.3, 1.4, 1.6, 1.8, 1.9,2.1, 2.3, 2.4, 2.5

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 2 CHAPTER 524

Lesson Plan for O Canada! Immigrant Roots continued


__ Geography ■■ TE, p. 120








__ The World’s Music CD


Assess & Reteach





__ Interdisciplinary Link: Geography ■■ TE, p. 120

__ Skillbuilder Mini-Lesson: Sequencing Events ■■ TE, p. 121


RESOURCES

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Canada Today


A Constitutional Monarchy


25


1. To examine the structure of Canada’s government2. To describe the role of government in protecting

civil rights and preserving multiculturalism3. To explore the issue of independence

for Quebec

Focus & Motivate



Instruct


__ Discuss key questions ■■ TE, pp. 124, 127

__ Map: The First Nations of Canada, 2001 ■■ PE, p. 125

__ Chart: Comparing the Canadian and ■■ TE, p. 126U.S. Governments

__ Focus on Visuals: Interpreting the Chart ■■ TE, p. 126

__ Biography: Pierre Elliott Trudeau ■■ PE, p. 126


__ More About: Naturalization, Amartya Sen ■■ TE, p. 18


__ Government/History ■■ TE, p. 126


__ Less Proficient Readers: Organizing Information ■■ TE, p. 125■■ Reading Study Guide, pp. 34–35







RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.6, 2.5, 2.6, 2.7

PAG: 2.4, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 2 CHAPTER 526

Lesson Plan for A Constitutional Monarchy continued

Assess & Reteach





__ Interdisciplinary Link: Government/History ■■ TE, p. 126


RESOURCES

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Canada Today


Canada’s Economy


27


1. To identify Canada’s natural resources and the importance of trade

2. To examine the connection between industry and the economy

3. To show the importance of transportation in the economy

Focus & Motivate



Instruct



__ Map: Land Use and Resources of Canada ■■ PE, p. 129

__ Focus on Visuals: Interpreting the Map ■■ TE, p. 129

__ Chart: Types of Industry ■■ PE, p. 130



__ Language Arts/Writing ■■ TE, p. 129










RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4

PPE: 1.6, 2.5, 2.6, 2.7

PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8

PAG: 2.4

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 2 CHAPTER 528

Lesson Plan for Canada’s Economy continued

Assess & Reteach





__ Interdisciplinary Link: Language Arts/Writing ■■ TE, p. 129


RESOURCES

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Canada Today


A Multicultural Society


29


1. To describe Canada’s national identity2. To explain how Canadians value the arts3. To examine Canada’s commitment to a

multicultural society

Focus & Motivate



Instruct



__ Map: Distribution of Bilingual Speakers, 2001 ■■ PE, p. 133

__ Connections to History: Raising the Maple Leaf ■■ TE, p. 135

__ Skillbuilder: Identifying Cause and Effect ■■ PE, p. 137■■ Unit 2 In-Depth Resources: Skillbuilder Practice, p. 29

__ Critical Thinking Activity: Forming and ■■ TE, p. 133Supporting Opinions


__ A Voice from Canada ■■ TE, p. 136


__ The Arts ■■ TE, p. 134



__ Students Acquiring English/ESL: Using Prefixes ■■ TE, p. 133■■ Access for Students Acquiring English, pp. 32, 38■■ Spanish Reading Study Guide, pp. 38–39

__ Multiple Learning Styles: Visual ■■ TE, p. 135

RESOURCES


TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4

PPE: 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7

PAG: 1.4, 1.9, 2.4, 2.6

SSPS: 1.1, 1.2, 2.1, 2.2, 2.3

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UNIT 2 CHAPTER 530

Lesson Plan for A Multicultural Society continued






Assess & Reteach







__ Career Connection: Sociologist ■■ TE, p. 137


RESOURCES

the united states and canada - mcdougal littell - united states and canada 2 section 1 (pages...

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