Name
Date
CHAPTER
21
Section 2
Lesson Plan
The Reign of Louis XIV
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Describe conflicts in Europe.
• Analyze ideas of important French thinkers.
• Explain Louis XIV’s policies and characterize the
style of his court.
• Describe France’s disastrous wars.
Process Standards
P1, P2, P6, P10, P20, P32, P34, P36, P37
Learning Expectations
1.1, 5.5, 5.8, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
Unit 5
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: After a century of war and riots, France was ruled by Louis XIV, the most powerful
monarch of his time.
❑ Discuss WHY IT MATTERS NOW: Louis’s abuse of power led to revolution that would inspire the call for
democratic government throughout the world.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Montaigne and
Descartes, TE p. 597
❑ Cooperative Learning:
Dramatizing the Court
of Louis XIV, TE p. 599
❑ The War of the
Spanish Succession,
TE p. 601
❑ Understanding How
Louis XIV Came to
Power, TE p. 598
IDR Unit 5
IDR Unit 5
IDRS
❑ Guided Reading, p. 2
❑ Primary Source: Louis
XIV’s Advice to His
Son, p. 10
❑ Guided Reading, p. 146
❑ Literature: from The
Cat and the King, p. 14
❑ Section 2, p. 195
IDR Unit 5
❑ Guided Reading, p. 2
❑ Building Vocabulary,
p. 6
❑ Reteaching Activity,
p. 21
❑ Building Vocabulary,
p. 6
Reading Study Guide
ELPS
❑ Section 2, p. 195
❑ Two Views of
Versailles
❑ RSG Audio CD
RSG (Spanish)
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
ABSOLUTE MONARCHS IN EUROPE 151
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All Students
❑ TAKING NOTES: Following Chronological Order,
PE p. 596
❑ More About The Bourbons, TE p. 597; Molière,
TE p. 599; Building the Palace, TE p. 600;
Gibraltar, TE p. 601
REVIEW AND ENRICH
Integrate Technology
History in Depth
❑ Power Presentations: Lecture Notes, Section 2
❑ The Palace at Versailles, PE p. 600
❑ EasyPlanner Plus CD-ROM
Cross-Curricular Connections
❑ Electronic Library of Primary Sources
❑ Literature: from The Cat and the King,
Unit 5 IDR, p. 14
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 602
❑ Test Practice Transparencies, TT76
❑ Section Quiz, FA, p. 332
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 21
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
❑ Integrated Assessment
152 CHAPTER 21, SECTION 2
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Name
Date
CHAPTER
21
Section 3
Lesson Plan
Central European Monarchs Clash
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Describe the Thirty Years’ War.
• Explain the growth of central European states.
• Identify conflicts between Prussia and Austria.
Process Standards
P1, P2, P8, P10, P14, P20, P32, P33, P36, P37
Learning Expectations
3.2, 4.1, 5.5, 5.8, 5.10, 6.2
Performance Indicators
3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 5.5.1.a.,
5.5.2.a., 5.8.1.a., 5.10.2.c, 5.10.3.a., 5.10.3.b., 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: After a period of turmoil, absolute monarchs ruled Austria and the Germanic state of
Prussia.
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Understanding How
States Formed,
TE p. 605
IDR Unit 5
❑ Researching the
Thirty Years’ War,
TE p. 604
❑ Political Transition in
Central and Eastern
Europe, TE p. 606
IDR Unit 5
❑ Geography
Application, p. 8
ELPS
IDRS
❑ from Essay on Forms
of Government
❑ Guided Reading, p. 147
❑ Guided Reading, p. 3
❑ Building Vocabulary,
p. 6
❑ Geography
Application: Old
Empires and New
Powers, p. 8
❑ Reteaching Activity,
p. 22
Reading Study Guide
❑ Section 3, p. 197
❑ Guided Reading, p. 3
❑ History Makers:
Maria Theresa, p. 17
Unit 5
❑ Discuss WHY IT MATTERS NOW: Prussia built a strong military tradition in Germany that contributed in part
to world wars in the 20th century.
❑ Geography
Application, p. 151
RSG (Spanish)
❑ Section 3, p. 197
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
❑ RSG Audio CD
ABSOLUTE MONARCHS IN EUROPE 153
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All Students
❑ TAKING NOTES: Comparing, PE p. 603
❑ More About Gustavus Adolphus, TE p. 604;
The Hapsburgs, TE p. 605; Monarchs and
Baroque Art, TE p. 607
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 3
❑ Language Arts: Building Vocabulary, p. 6
❑ EasyPlanner Plus CD-ROM
❑ Geography Application: Old Empires and New
Powers, Unit 5 IDR, p. 8
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 607
❑ Test Practice Transparencies, TT77
❑ Section Quiz, FA, p. 333
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
❑ Reteaching Activity, Unit 5 IDR, p. 22
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
RETEACH
154 CHAPTER 21, SECTION 3
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Name
Date
CHAPTER
21
Section 4
Lesson Plan
Absolute Rulers of Russia
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Explain how Russian rulers began to build a
stronger Russian state.
• Characterize the differences between Russia and
western Europe.
• Describe Peter the Great’s reforms and their impact
on Russia.
Process Standards
P1, P2, P8, P10, P14, P26, P20, P32, P33, P36
Learning Expectations
1.1, 1.3, 3.1, 3.2, 5.5, 5.8, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 3.1.2.a., 3.1.3.a., 3.2.1.a.,
3.2.2.a., 3.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.2.c, 5.10.3.a.,
5.10.3.b., 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
❑ Discuss WHY IT MATTERS NOW: Many Russians today debate whether to model themselves on the West
or to focus on traditional Russian culture.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
IDR Unit 5
❑ Skillbuilder Practice:
Evaluating Decisions
and Courses of
Action, TE p. 610
IDR Unit 5
❑ Contrasting Russia
and Western Europe,
TE p. 609
❑ Guided Reading, p. 4
❑ Building Vocabulary,
p. 6
IDR Unit 5
❑ Reteaching Activity,
p. 23
❑ Guided Reading, p. 4
Reading Study Guide
❑ Skillbuilder Practice,
p. 7
❑ Section 4, p. 199
❑ RSG Audio CD
Critical Thinking
Transparencies
❑ CT21, The Age of
Absolute Monarchs
❑ Primary Source: Peter
the Great’s Reforms,
p. 11
Unit 5
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: Peter the Great made many changes in Russia to try to make it more like western Europe.
IDRS
ELPS
❑ Guided Reading, p. 148
❑ from Letters of Peter
the Great
❑ Skillbuilder Practice,
p. 150
RSG (Spanish)
❑ Section 4, p. 199
❑ RSG Audio CD
❑ Modified Lesson Plans
for English Learners
ABSOLUTE MONARCHS IN EUROPE 155
TN_WH_LPPG_00i-292.indd 155
4/27/07 11:21:34 AM
All Students
❑ TAKING NOTES: Summarizing, PE p. 608
❑ World Art and Cultures Transparencies:
AT46, Peter the Great Interrogating Alexei
AT47, Saint Basil’s Cathedral
❑ More About Gaits of the Troika, Samovars,
Shrovetide, TE p. 613
REVIEW AND ENRICH
Integrate Technology
Social History
❑ Power Presentations: Lecture Notes, Section 4
❑ Surviving the Russian Winter, PE p. 612
❑ EasyPlanner Plus CD-ROM
Cross-Curricular Connections
❑ Electronic Library of Primary Sources
❑ World Art and Cultures Transparencies:
AT46, Peter the Great Interrogating Alexei
AT47, Saint Basil’s Cathedral
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 611
❑ Test Practice Transparencies, TT78
❑ Section Quiz, FA, p. 334
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 23
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
ASSESS
156 CHAPTER 21, SECTION 4
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Name
Date
CHAPTER
21
Section 5
Lesson Plan
Parliament Limits the English Monarchy
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Identify conflicts between English rulers and
Parliament.
• Explain the causes and results of the English Civil
War.
• Describe the Restoration and the Glorious
Revolution.
• Explain changes under William and Mary.
Process Standards
P1, P2, P3, P8, P10, P15, P20, P26, P32, P33
Learning Expectations
3.2, 4.1, 5.1, 5.5, 5.8, 5.10, 6.2
Performance Indicators
3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 5.1.1.f, 5.5.1.a.,
5.5.2.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
❑ Discuss WHY IT MATTERS NOW: Many of the government reforms of this period contributed to the
democratic tradition of the United States.
Unit 5
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: Absolute rulers in England were overthrown, and Parliament gained power.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Creating a Board
Game, TE p. 615
IDR Unit 5
❑ The Life and Death of
William of Orange,
TE p. 616
IDRS
IDR Unit 5
❑ Guided Reading, p. 5
❑ Building Vocabulary,
p. 6
❑ Guided Reading, p. 5
❑ History Makers:
William of Orange,
p. 18
IDR Unit 5
❑ Primary Sources:
from Diary of Samuel
Pepys, p. 12
❑ Reteaching Activity,
p. 24
❑ from the English Bill
of Rights, p. 13
Reading Study Guide
❑ Section 5, p. 201
❑ Connections Across
Time and Cultures,
p. 19
❑ RSG Audio CD
ELPS
❑ Guided Reading,
p. 149
RSG (Spanish)
❑ Section 5, p. 201
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
❑ “The Restoration of
Charles II”
ABSOLUTE MONARCHS IN EUROPE 157
TN_WH_LPPG_00i-292.indd 157
4/27/07 11:21:35 AM
All Students
❑ TAKING NOTES: Analyzing Causes, PE p. 614
❑ Critical Thinking Transparencies:
CT57, Chapter 21 Visual Summary
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Visual Summary Transparency, CT57
❑ Language Arts: Building Vocabulary, p. 6
❑ Power Presentations: Lecture Notes, Section 5
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 617
❑ Test Practice Transparencies, TT79
❑ Section Quiz, FA, p. 335
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
Struggling Readers
On-level
Above-level
English Learners
❑ Test Form A,
FA pp. 336–339
❑ Test Form B,
FA pp. 340–343
❑ Test Form C,
FA pp. 344–347
❑ Test Form A,
FA pp. 336–339
❑ Form A (Spanish),
classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 24
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
❑ Integrated Assessment
158 CHAPTER 21, SECTION 5
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Name
Date
CHAPTER
22
Section 1
Lesson Plan
The Scientific Revolution
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Analyze events that led Enlightenment scientists
and thinkers to question old ideas and to revolutionize the arts, religion,
government, and society.
❑ Previewing Main Ideas, PE/TE p. 620
❑ Time Line Discussion, TE p. 620
❑ Interpreting the Map, TE p. 621
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of
Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
• List circumstances that led to the Scientific
Revolution.
• Summarize the development of the heliocentric
theory.
• Describe the scientific method and explain
Newton’s law of gravity.
• Describe the importance of the scientific method in
different fields.
Process Standards
P1, P2, P3, P10, P11, P15, P20, P32, P37
Learning Expectations
1.3, 5.5, 5.8, 5.10, 6.2, 5.11,
Performance Indicators
1.3.1.a., 1.3.2.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.11.1.a., 5.11.2.a.,
6.2.1.a., 6.2.2.a.
Unit 5
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Students will
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Mozart, Child Genius
❑ Interact with History, PE/TE p. 622
❑ Discuss MAIN IDEA: In the mid-1500s, scientists began to question accepted beliefs and make new
theories based on experimentation.
❑ Discuss WHY IT MATTERS NOW: Such questioning led to the development of the scientific method still in
use today.
ENLIGHTENMENT AND REVOLUTION 159
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4/27/07 11:21:37 AM
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Summarizing
Scientific Advances,
TE p. 627
❑ Skillbuilder
Practice: Clarifying;
Summarizing,
TE p. 624
❑ Exploring Galileo’s
Recantation,
TE p. 625
❑ The Scientific
Revolution, TE p. 626
IDR Unit 5
❑ Guided Reading, p. 25
❑ Building Vocabulary,
p. 29
❑ Geography
Application: Theories
of the Solar System,
p. 31
❑ Reteaching Activity,
p. 44
IDR Unit 5
Reading Study Guide
❑ Skillbuilder Practice,
p. 30
❑ Section 1, p. 205
❑ Guided Reading, p. 25
IDR Unit 5
❑ Primary Sources: from
Starry Messenger,
p. 33
IDRS
❑ Guided Reading, p. 153
❑ Skillbuilder Practice,
p. 157
❑ Literature: from The
Recantation, p. 38
❑ Geography
Application, p. 158
ELPS
RSG (Spanish)
❑ “Of Studies”
❑ Section 1, p. 205
❑ RSG Audio CD
❑ History Makers: Nicolaus Copernicus,
Unit 5 IDR, p. 41
❑ More About Galileo’s Trial, TE p. 625; Newton’s
Law of Gravity, TE p. 626; Smallpox Inoculations,
TE p. 628
❑ World Art and Cultures Transparency:
AT48, Vermeer’s The Astronomer
Unit 5
❑ TAKING NOTES: Analyzing Causes, PE p. 623
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 1
❑ Geography Application, Unit 5 IDR, p. 31
❑ EasyPlanner Plus CD-ROM
❑ Literature: from Starry Messenger,
Unit 5 IDR, p. 38
❑ Electronic Library of Primary Sources
❑ Geography Transparency:
GT22, Maps of the World
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 628
❑ Test Practice Transparencies, TT80
❑ Section Quiz, FA, p. 348
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
All Students
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 44
160 CHAPTER 22, SECTION 1
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Name
Date
CHAPTER
22
Section 2
Lesson Plan
The Enlightenment in Europe
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Explain the ideas of Hobbes and Locke and other
Enlightenment philosophers.
• Describe women and the Enlightenment.
• Explain the legacy of the Enlightenment.
Process Standards
P1, P2, P7, P10, P11, P12, P20, P22, P27, P32, P36, P37
Learning Expectations
1.1, 1.3, 4.1, 4.2, 5.5, 5.8, 5.10, 5.11, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 4.1.1.a., 4.1.2.a., 4.1.3.a.,
4.2.1.a., 4.2.2.a., 4.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.1.b,
5.10.2.c, 5.10.3.a., 5.10.3.b, 5.11.1.a., 5.11.2.a., 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
❑ Discuss WHY IT MATTERS NOW: The various freedoms enjoyed in many countries today are a result of
Enlightenment thinking.
Unit 5
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: A revolution in intellectual activity changed Europeans’ view of government and society.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Enlightenment
Beliefs, TE p. 630
❑ Cooperative
Learning: Analyzing
Enlightenment
Philosophers,
TE p. 631
❑ Exploring Mary
Wollstonecraft’s
Ideas, TE p. 633
❑ Illustrating
Enlightenment Ideas,
TE p. 632
IDR Unit 5
IDRS
❑ Building Vocabulary,
p. 29
IDR Unit 5
❑ Primary Sources:
from The Social
Contract, p. 34
❑ Guided Reading,
p. 154
❑ Reteaching Activity,
p. 45
❑ History Makers:
Baron de
Montesquieu, p. 42
IDR Unit 5
❑ Guided Reading, p. 26
Reading Study Guide
❑ Guided Reading, p. 26
❑ Section 2, p. 207
Critical Thinking
Transparencies
❑ RSG Audio CD
❑ CT22, The Spread of
Enlightenment Ideas
❑ from Two Treatises on
Government, p. 35
❑ from A Vindication of
the Rights of Woman,
p. 36
RSG (Spanish)
❑ Section 2, p. 207
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
ENLIGHTENMENT AND REVOLUTION 161
TN_WH_LPPG_00i-292.indd 161
4/27/07 11:21:38 AM
All Students
❑ TAKING NOTES: Outlining, PE p. 629
❑ More About Jean Jacques Rousseau, TE p. 631;
The State of Nature, TE p. 632; Attitudes Toward
Children, TE p. 634; Satire, TE p. 635
❑ Critical Thinking Transparency:
CT22, The Spread of Enlightenment Ideas
REVIEW AND ENRICH
Integrate Technology
Different Perspectives
❑ Power Presentations: Lecture Notes, Section 2
❑ European Values During the Enlightenment,
PE p. 635
❑ EasyPlanner Plus CD-ROM
Cross-Curricular Connections
❑ Electronic Library of Primary Sources
from The Persian Letters; from
Gulliver’s Travels
❑ Language Arts: Building Vocabulary,
Unit 5 IDR, p. 29
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 634
❑ Test Practice Transparencies, TT81
❑ Section Quiz, FA, p. 349
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 45
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
ASSESS
162 CHAPTER 22, SECTION 2
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4/27/07 11:21:39 AM
Name
Date
CHAPTER
22
Section 3
Lesson Plan
The Enlightenment Spreads
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Explain how Enlightenment ideas spread
throughout Europe.
• Describe changes in art, music, and literature
during the Enlightenment.
• Show how Enlightenment ideas reformed
monarchies in Prussia, Austria, and Russia.
Process Standards
P1, P2, P10, P20, P32
Learning Expectations
1.1, 1.2, 5.5, 5.8, 5.10, 5.11, 6.2, 6.3
Performance Indicators
1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 4.2.3.a., 5.5.1.a.,
5.5.2.a., 5.8.1.a., 5.10.2.c, 5.10.3.a., 5.10.3.b, 5.11.1.a., 5.11.2.a.,
6.2.1.a., 6.2.2.a., 6.3.1.a.
FOCUS AND MOTIVATE
❑ Discuss WHY IT MATTERS NOW: An “enlightened” problem-solving approach to government and society
prevails in modern civilization today.
Unit 5
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: Enlightenment ideas spread through the Western world and profoundly influenced the
arts and government.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Creating Flash Cards,
TE p. 638
IDR Unit 5
❑ Researching
Enlightenment Arts,
TE p. 637
IDRS
IDR Unit 5
❑ Guided Reading, p. 27
❑ Building Vocabulary,
p. 29
❑ Reteaching Activity,
p. 46
Reading Study Guide
❑ Section 3, p. 209
❑ Guided Reading, p. 27
IDR Unit 5
❑ Connections Across
Time and Cultures:
The Search for Truth
and Reason, p. 43
ELPS
❑ Letter to Catherine
the Great
❑ Guided Reading,
p. 155
RSG (Spanish)
❑ Section 3, p. 209
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
❑ RSG Audio CD
ENLIGHTENMENT AND REVOLUTION 163
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All Students
❑ TAKING NOTES: Summarizing, PE p. 636
❑ More About The Literate Middle Class, TE p. 637;
Joseph II, TE p. 638
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 3
❑ Language Arts: Building Vocabulary,
Unit 5 IDR, p. 29
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 639
❑ Test Practice Transparencies, TT82
❑ Section Quiz, FA, p. 350
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
❑ Reteaching Activity, Unit 5 IDR, p. 46
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
RETEACH
164 CHAPTER 22, SECTION 3
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Name
Date
CHAPTER
22
Section 4
Lesson Plan
The American Revolution
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Describe America’s colonies in the late 1700s.
• List events that led to the American Revolution.
• Explain the Enlightenment’s influence on American
government.
Process Standards
P1, P2, P8, P10, P17, P18, P20, P23, P28, P32, P33, P36
Learning Expectations
3.1, 3.2, 4.1, 5.1, 5.5, 5.8, 5.10, 5.11, 6.1, 6.2
Performance Indicators
3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a.,
4.1.3.a., 4.2.3.a., 5.1.1.f, 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a.,
5.8.1.a., 5.11.1.a., 5.11.2.a., 6.1.1.a., 6.1.1.b, 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
Unit 5
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: Enlightenment ideas helped spur the American colonies to shed British rule and
create a new nation.
❑ Discuss WHY IT MATTERS NOW: The revolution created a republic, the United States of America, that
became a model for many nations of the world.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Causes of the
American Revolution,
TE p. 641
IDR Unit 5
❑ Reporting on the
Enlightenment,
TE p. 642
IDR Unit 5
Critical Thinking
Transparencies
❑ Connecting
Enlightenment Ideas
and Democracy,
TE p. 644
❑ Guided Reading, p. 28
❑ Building Vocabulary,
p. 29
❑ Reteaching Activity,
p. 47
Reading Study Guide
❑ Section 4, p. 211
❑ Guided Reading, p. 28
❑ CT58 Chapter 22
Visual Summary
IDR Unit 5
❑ Primary Source: from
The Declaration of
Independence, p. 37
ELPS
❑ Conflicting Accounts
of the Battles of
Lexington and
Concord
IDRS
❑ Guided Reading, p. 156
RSG (Spanish)
❑ Section 4, p. 211
❑ RSG Audio CD
Modified Lesson Plans for
English Learners
ENLIGHTENMENT AND REVOLUTION 165
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4/27/07 11:21:40 AM
All Students
❑ TAKING NOTES: Identifying Problems and Solutions,
PE p. 640
❑ Critical Thinking Transparency:
CT58, Chapter 22 Visual Summary
REVIEW AND ENRICH
Integrate Technology
Analyzing Key Concepts
❑ Visual Summary Transparency, CT58
❑ Democracy, PE p. 643
❑ Power Presentations: Lecture Notes, Section 4
Cross-Curricular Connections
❑ EasyPlanner Plus CD-ROM
❑ Language Arts: Building Vocabulary, p. 29
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 645
❑ Test Practice Transparencies, TT83
❑ Section Quiz, FA, p. 351
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
Struggling Readers
On-level
Above-level
English Learners
❑ Test Form A,
FA pp. 352–355
❑ Test Form B,
FA pp. 356–359
❑ Test Form C,
FA pp. 360–363
❑ Test Form A,
FA pp. 352–355
❑ Form A (Spanish),
classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 47
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
❑ Integrated Assessment
166 CHAPTER 22, SECTION 4
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Name
Date
CHAPTER
23
Section 1
Lesson Plan
The French Revolution Begins
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Analyze the French Revolution, the rise and fall
of Napoleon, and the Congress of Vienna.
❑ Previewing Main Ideas, PE/TE p. 648
❑ Time Line Discussion, TE p. 648
❑ Interpreting the Map, TE p. 649
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of
Primary Sources
SECTION CONTENT OBJECTIVES
Students will
TENNESSEE PLANNER
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Process Standards
P1, P2, P3, P10, P15, P20, P24, P32, P36, P37
Learning Expectations
1.1, 4.1, 5.1, 5.5, 5.8, 5.10, 5.11, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 5.1.1.f, 5.5.1.a., 5.5.2.a.,
5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 5.10.2.c, 5.10.3.a., 5.10.3.b,
5.11.1.a., 5.11.2.a., 6.2.1.a., 6.2.2.a.
Unit 5
• List the three estates of the Old Regime.
• Summarize the factors that led to the French
Revolution.
• Describe the creation of the National Assembly and
the storming of the Bastille.
• Explain the importance of the Great Fear and the
women’s march on Versailles.
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 650
❑ Discuss MAIN IDEA: Economic and social inequalities in the Old Regime helped cause the French
Revolution.
❑ Discuss WHY IT MATTERS NOW: Throughout history, economic and social inequalities have at times led
peoples to revolt against their governments.
THE FRENCH REVOLUTION AND NAPOLEON 167
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DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Reviewing the Start of
the Revolution,
TE p. 654
IDR Unit 5
❑ Marie Antoinette
and Êlisabeth VigéeLebrun, TE p. 653
❑ Paying for
Government Services,
TE p. 652
IDR Unit 5
ELPS
IDRS
❑ Guided Reading, p. 48
❑ History Makers:
Marie Antoinette,
p. 64
❑ Building Vocabulary,
p. 53
Geography
Transparencies
❑ from Memoirs of
Êlisabeth VigéeLebrun
❑ Guided Reading,
p. 160
❑ Reteaching Activity,
p. 68
❑ GT23, Early Sites
of the French
Revolution, 1789
Reading Study Guide
❑ Guided Reading, p. 48
RSG (Spanish)
❑ Section 1, p. 215
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
❑ Section 1, p. 215
❑ RSG Audio CD
Multi-Language
Glossary
❑ History Makers: Marie Antoinette, Unit 5 IDR, p. 64
❑ More About The Bastille, TE p. 654
❑ World Art and Cultures Transparency:
AT50, Portrait of Marie Antoinette
Unit 5
❑ TAKING NOTES: Analyzing Causes, PE p. 651
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 1
❑ Geography Transparency:
GT23, Early Sites of the French Revolution, 1789
❑ EasyPlanner Plus CD-ROM
❑ World Art and Cultures Transparency:
AT50, Portrait of Marie Antoinette
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 655
❑ Test Practice Transparencies, TT84
❑ Section Quiz, FA, p. 364
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
All Students
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 68
168 CHAPTER 23, SECTION 1
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Name
Date
CHAPTER
23
Section 2
Lesson Plan
Revolution Brings Reform and Terror
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Explain how the National Assembly changed
France’s government.
• Summarize the positions of the three factions that
tried to govern France.
• Explain how war and the king’s execution affected
the Revolution.
• Describe the events and the aftermath of the Reign
of Terror.
Process Standards
P1, P2, P3, P5, P7, P10, P11, P12, P13, P15, P16, P20, P23, P32,
P37
Learning Expectations
2.2, 4.1, 4.2, 5.1, 5.5, 5.7, 5.8, 5.9, 5.10, 5.11, 6.1, 6.2
Performance Indicators
2.2.1.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.1.a., 4.2.2.a., 5.1.1.f, 5.5.1.a.,
5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 5.9.1.a., 5.9.3.a.,
5.10.1.b, 5.10.2.c, 5.10.3.a., 5.10.3.b, 5.11.1.a., 5.11.2.a., 6.1.1.a.,
6.1.1.b, 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss WHY IT MATTERS NOW: Some governments that lack the support of a majority of their people still
use fear to control their citizens.
Unit 5
❑ Discuss MAIN IDEA: The revolutionary government of France made reforms but also used terror and
violence to retain power.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Depicting the
Revolution’s Early
Years, TE p. 660
IDR Unit 5
❑ Comparing Sources
on the French
Revolution, TE p. 657
❑ Charting the
Revolution, TE p. 658
IDR Unit 5
❑ Geography
Application, p. 55
❑ Guided Reading, p. 49
❑ Building Vocabulary,
p. 53
❑ Geography
Application, p. 55
❑ Reteaching Activity,
p. 69
Reading Study Guide
❑ Section 2, p. 217
❑ Guided Reading, p. 49
❑ History Makers:
Robespierre, p. 65
IDR Unit 5
❑ Primary Sources: from
A Declaration, p. 57
IDRS
❑ Guided Reading, p. 161
❑ Geography
Application, 166
❑ from The Execution of
Louis XVI, p. 59
RSG (Spanish)
❑ Literature, p. 61
❑ Section 2, p. 217
❑ Connections Across
Time and Cultures,
p. 66
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
❑ Science &
Technology, p. 67
THE FRENCH REVOLUTION AND NAPOLEON 169
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4/27/07 11:21:43 AM
All Students
❑ TAKING NOTES: Recognizing Effects, PE p. 656
❑ History Makers: Robespierre, Unit 5 IDR, p. 65
❑ More About The French Catholic Church,
TE p. 657; Long-Term Changes in France,
TE p. 660; Robespierre, TE p. 661
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 2
❑ Science & Technology: The Guillotine, PE p. 659
❑ EasyPlanner Plus CD-ROM
❑ Geography Application, Unit 5 IDR, p. 55
❑ Electronic Library of Primary Sources
❑ Literature: from A Tale of Two Cities,
Unit 5 IDR, p. 61
Different Perspectives
❑ Science & Technology, Unit 5 IDR, p. 67
❑ The French Revolution, PE p. 662
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 661
❑ Test Practice Transparencies, TT85
❑ Section Quiz, FA, p. 365
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 69
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
ASSESS
170 CHAPTER 23, SECTION 2
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Name
Date
CHAPTER
23
Section 3
Lesson Plan
Napoleon Forges an Empire
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Explain how Napoleon Bonaparte came to power.
• Summarize how Napoleon restored order in
France.
• Describe the extent and weaknesses of Napoleon’s
empire.
Process Standards
P1, P2, P8, P10, P20, P32, P33, P34, P37
Learning Expectations
3.2, 4.1, 5.5, 5.8, 5.10, 6.2, 5.12
Performance Indicators
3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 5.5.1.a.,
5.5.2.a., 5.8.1.a., 5.12.1.a., 5.12.3.a., 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Napoleon Bonaparte, a military genius, seized power in France and made himself emperor.
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
❑ Discuss WHY IT MATTERS NOW: In times of political turmoil, military dictators often seize control of nations.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Examining a Primary
Source, TE p. 665
IDR Unit 5
❑ Analyzing Napoleon’s
Control of the Media,
TE p. 666
❑ Understanding
Idioms, TE p. 664
IDR Unit 5
❑ Guided Reading, p. 50
❑ Building Vocabulary,
p. 53
❑ Reteaching Activity,
p. 70
Reading Study Guide
❑ Section 3, p. 219
❑ RSG Audio CD
❑ Guided Reading, p. 50
World Art and Cultures
Transparencies
❑ AT51, Napoleon
Crossing the St.
Bernard Pass
IDR Unit 5
❑ Primary Source:
Napoleon’s
Proclamation of
Austerlitz, p. 60
IDRS
❑ Guided Reading, p. 12
❑ Geography
Application: Catal
Huyuk, p. 15
ELPS
RSG (Spanish)
❑ from The Letters of
Napoleon I
❑ Section 3, p. 219
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
THE FRENCH REVOLUTION AND NAPOLEON 171
TN_WH_LPPG_00i-292.indd 171
4/27/07 11:21:44 AM
All Students
❑ TAKING NOTES: Following Chronological Order,
PE p. 663
❑ World Art and Cultures Transparency:
AT51, Napoleon Crossing the St. Bernard Pass
❑ More About Empires Face Disease, TE p. 665;
The Battle of Trafalgar, TE p. 667
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 3
❑ World Art and Cultures Transparency:
AT51, Napoleon Crossing the St. Bernard Pass
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 667
❑ Test Practice Transparencies, TT86
❑ Section Quiz, FA, p. 366
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 70
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
❑ Integrated Assessment
172 CHAPTER 23, SECTION 3
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Name
Date
CHAPTER
23
Section 4
Lesson Plan
Napoleon’s Empire Collapses
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Explain Napoleon’s tactical and political mistakes.
• Summarize Napoleon’s defeat, comeback, and final
downfall.
Process Standards
P1, P2, P3, P8, P10, P15, P20, P32, P33
Learning Expectations
3.1, 3.2, 5.5, 5.8, 5.10, 6.2
Performance Indicators
3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 5.5.1.a., 5.5.2.a.,
5.8.1.a., 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
❑ Discuss WHY IT MATTERS NOW: In the 1990s, nationalistic feelings contributed to the breakup of nations
such as Yugoslavia.
Unit 5
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: Napoleon’s conquests aroused nationalistic feelings across Europe and contributed to
his downfall.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
IDR Unit 5
❑ Skillbuilder Practice:
Interpreting Maps,
TE p. 670
ELPS
❑ Causes of Napoleon’s
Defeat, TE p. 669
❑ Guided Reading, p. 51
❑ Building Vocabulary,
p. 53
❑ Skillbuilder Practice:
Interpreting Maps,
p. 54
❑ Reteaching Activity,
p. 71
IDR Unit 5
❑ Guided Reading, p. 51
❑ Skillbuilder Practice,
p. 54
❑ “The Battle of
Waterloo: The Finale”
IDRS
❑ Guided Reading, p. 163
❑ Skillbuilder Practice,
p. 165
RSG (Spanish)
❑ Section 4, p. 221
Reading Study Guide
❑ RSG Audio CD
❑ Section 4, p. 221
Modified Lesson Plans
for English Learners
❑ RSG Audio CD
Multi-Language
Glossary
THE FRENCH REVOLUTION AND NAPOLEON 173
TN_WH_LPPG_00i-292.indd 173
4/27/07 11:21:46 AM
All Students
❑ TAKING NOTES: Recognizing Effects, PE p. 668
❑ More About Scorched-Earth Policies, Francisco
Goya, TE p. 669; Napoleon’s Family, TE p. 671
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 4
❑ Language Arts: Building Vocabulary,
Unit 5 IDR, p. 53
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 671
❑ Test Practice Transparencies, TT87
❑ Section Quiz, FA, p. 367
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
❑ Reteaching Activity, Unit 5 IDR, p. 71
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
RETEACH
174 CHAPTER 23, SECTION 4
TN_WH_LPPG_00i-292.indd 174
4/27/07 11:21:46 AM
Name
Date
CHAPTER
23
Section 5
Lesson Plan
The Congress of Vienna
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• List the results of the Congress of Vienna.
• Show how the ideas of the French Revolution
continued to influence people.
Process Standards
P1, P2, P3, P8, P10, P15, P20, P32, P33
Learning Expectations
3.2, 5.1, 5.5, 5.8, 5.10, 6.2
Performance Indicators
3.2.1.a., 3.2.2.a., 3.2.3.a., 5.1.1.f, 5.5.1.a., 5.5.2.a., 5.8.1.a., 6.2.1.a.,
6.2.2.a.
FOCUS AND MOTIVATE
Unit 5
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: After exiling Napoleon, European leaders at the-Congress of Vienna tried to restore
order and reestablish peace.
❑ Discuss WHY IT MATTERS NOW: International bodies such as the United Nations play an active role in
trying to maintain world peace and stability today.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Understanding the
Balance of Power,
TE p. 673
IDR Unit 5
ELPS
❑ Guided Reading, p. 52
IDR Unit 5
Critical Thinking
Transparencies
❑ from Memoirs of
Prince Klemens von
Metternich
❑ Making Posters About
Liberty, TE p. 674
❑ Guided Reading, p. 52
❑ Building Vocabulary,
p. 53
❑ Reteaching Activity,
p. 72
Reading Study Guide
❑ Section 5, p. 223
❑ RSG Audio CD
❑ CT23, The French
Revolution to the
Congress of Vienna
IDRS
❑ Guided Reading,
p. 164
RSG (Spanish)
❑ Section 5, p. 223
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
THE FRENCH REVOLUTION AND NAPOLEON 175
TN_WH_LPPG_00i-292.indd 175
4/27/07 11:21:47 AM
All Students
❑ TAKING NOTES: Recognizing Effects, PE p. 672
❑ Critical Thinking Transparency:
CT59, Chapter 23 Visual Summary
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Visual Summary Transparency, CT59
❑ Language Arts: Building Vocabulary,
Unit 5 IDR, p. 53
❑ Power Presentations: Lecture Notes, Section 5
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 675
❑ Test Practice Transparencies, TT88
❑ Section Quiz, FA, p. 368
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
Struggling
Readers
❑ Test Form A,
FA pp. 369–372
On-level
Above-level
English Learners
❑ Test Form B,
FA pp. 373–376
❑ Test Form C,
FA pp. 377–380
❑ Test Form A,
FA pp. 369–372
❑ Form A (Spanish),
classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 72
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
❑ Integrated Assessment
176 CHAPTER 23, SECTION 5
TN_WH_LPPG_00i-292.indd 176
4/27/07 11:21:48 AM
Name
Date
CHAPTER
24
Section 1
Lesson Plan
Latin American Peoples Win Independence
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Examine the great shifts in thinking that altered
politics and the arts during the period 1789–1900.
❑ Previewing Main Ideas, PE/TE p. 678
❑ Time Line Discussion, TE p. 678
❑ Interpreting the Map, TE p. 679
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of
Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Process Standards
P1, P2, P8, P10, P20, P30, P32, P33
Learning Expectations
3.2, 4.1, 5.1, 5.5, 5.7, 5.8, 5.10, 6.2
Performance Indicators
3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 5.1.1.f, 5.5.1.a.,
5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
Unit 5
• Identify the elements of colonial society that
caused unrest in Latin America.
• Explain how Haiti won independence.
• Describe the activities of Bolívar, San Martín,
Native Americans, and mestizos in liberation
events.
• Describe Brazil’s peaceful liberation.
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 680
❑ Discuss MAIN IDEA: Spurred by discontent and Enlightenment ideas, peoples in Latin America fought
colonial rule.
❑ Discuss WHY IT MATTERS NOW: Sixteen of today’s Latin American nations gained their independence at
this time.
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DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Understanding Class
Structure, TE p. 682
❑ Skillbuilder Practice:
Hypothesizing,
TE p. 683
IDR Unit 5
❑ Independence Day
Celebrations,
TE p. 685
IDR Unit 5
❑ Guided Reading, p. 73
❑ Building Vocabulary,
p. 77
❑ Reteaching Activity,
p. 91
Reading Study Guide
IDR Unit 5
❑ Guided Reading, p. 73
❑ Skillbuilder Practice:
Hypothesizing, p. 681
❑ History Makers:
Símon Bolívar, p. 88
❑ Section 1, p. 227
❑ Primary Sources:
from Proclamation of
1813, p. 81
❑ Literature: from All
Souls’ Rising, p. 85
ELPS
❑ from Address to the
Second National
Congress of
Venezuela, 1819
❑ RSG Audio CD
IDRS
❑ Guided Reading, p. 168
❑ Skillbuilder Practice:
Hypothesizing, p. 172
RSG (Spanish)
❑ Section 1, p. 227
❑ RSG Audio CD
Multi-Language
Glossary
All Students
❑ TAKING NOTES: Clarifying, PE p. 681
❑ World Art and Cultures Transparency:
AT52, Father Miguel Hidalgo Crowns Mexico
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 1
❑ Language Arts: Building Vocabulary,
Unit 5 IDR, p. 77
❑ EasyPlanner Plus CD-ROM
❑ World Art and Cultures Transparency:
AT52, Father Miguel Hidalgo Crowns Mexico
❑ Electronic Library of Primary Sources
Global Impact
❑ Struggling Toward Democracy, PE p. 684
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 686
❑ Test Practice Transparencies, TT89
❑ Section Quiz, FA, p. 381
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
REVIEW AND ENRICH
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 91
178 CHAPTER 24, SECTION 1
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Name
Date
CHAPTER
24
Section 2
Lesson Plan
Europe Faces Revolutions
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Identify three schools of political thought.
• Trace the development of nationalism.
• Describe nationalism in the Balkans.
• Analyze reform in France and Russia
Process Standards
P1, P2, P10, P20, P22, P32, P36
Learning Expectations
4.1, 4.2, 4.3, 5.1, 5.5, 5.7, 5.8, 5.10, 6.2
Performance Indicators
4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.1.a, 4.2.2.a., 4.3.1.a., 4.3.2.a.,
4.3.3.a., 5.1.1.f, 5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a.,
6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
❑ Discuss WHY IT MATTERS NOW: The system of nation-states established in Europe during this period
continues today.
Unit 5
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: Liberal and nationalist uprisings challenged the old conservative order of Europe.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Role Playing Political
Positions, TE p. 690
IDR Unit 5
IDR Unit 5
❑ Guided Reading, p. 74
❑ Primary Source:
Letter to Thomas
Moore, p. 82
❑ Nationalist
Revolutions: Key
Terms, TE p. 689
IDR Unit 5
❑ Guided Reading, p. 74
❑ Building Vocabulary,
p. 77
❑ Reteaching Activity,
p. 92
Reading Study Guide
❑ Section 2, p. 229
❑ RSG Audio CD
IDRS
❑ Guided Reading, p. 169
RSG (Spanish)
❑ Section 2, p. 229
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
NATIONALIST REVOLUTIONS SWEEP THE WEST 179
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All Students
❑ TAKING NOTES: Summarizing, PE p. 687
❑ More About Nationalism, TE p. 688
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 2
❑ Language Arts: Building Vocabulary,
Unit 5 IDR, p. 77
❑ EasyPlanner Plus CD-ROM
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 691
❑ Test Practice Transparencies, TT90
❑ Section Quiz, FA, p. 382
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
RETEACH
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
❑ Reteaching Activity, Unit 5 IDR, p. 92
180 CHAPTER 24, SECTION 2
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Name
Date
CHAPTER
24
Section 3
Lesson Plan
Nationalism Case Study: Italy and Germany
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Identify the links that create nation-states and
explain how nationalism weakened empires.
• Summarize how Cavour unified Italy.
• Describe the unification of Germany and explain
shifts in power.
Process Standards
P1, P2, P8, P9, P10, P20, P26, P32, P33, P36
Learning Expectations
3.2, 4.3, 5.5, 5.8, 5.10, 6.2
Performance Indicators
3.2.1.a., 3.2.2.a., 3.2.3.a., 4.3.1.a., 4.3.2.a., 4.3.1.a., 4.3.2.a.,
4.3.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.1.b., 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
Unit 5
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: Nationalism contributed to the formation of two new nations and a new political
order in Europe.
❑ Discuss WHY IT MATTERS NOW: Nationalism is the basis of world order today and has often caused
conflicts and wars.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Images Related to
Nationalism, TE p. 696
❑ Connections Across
Time and Cultures,
TE p. 693
❑ Creating a News
Report about
Garibaldi, TE p. 694
❑ Understanding
Italian and Germany
Unification, TE p. 695
IDR Unit 5
IDR Unit 5
IDRS
❑ Guided Reading, p. 75
❑ Primary Sources:
Proclamation of 1860,
p. 83
❑ Guided Reading, p. 170
IDR Unit 5
❑ Guided Reading, p. 75
❑ Building Vocabulary,
p. 77
❑ Geography
Application, p. 79
❑ Geography
Application:
Languages Fuel
Nationalism, p. 79
❑ Reteaching Activity,
p. 93
Critical Thinking
Transparencies
Reading Study Guide
❑ CT1, The Unification
of Germany and Italy
❑ Section 3, p. 231
❑ Connections Across
Time and Cultures,
p. 90
ELPS
❑ Geography
Application, p. 173
RSG (Spanish)
❑ Section 3, p. 231
❑ RSG Audio CD
❑ from “Duties of
Country”
NATIONALIST REVOLUTIONS SWEEP THE WEST 181
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4/27/07 11:21:51 AM
All Students
❑ TAKING NOTES: Following Chronological Order,
PE p. 692
❑ Critical Thinking Transparency:
CT24, The Unification of Germany and Italy
❑ More About Russification, TE p. 693; The Seven
Weeks’ War, TE p. 696
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 3
❑ Geography Application, Unit 5 IDR, p. 79
❑ EasyPlanner Plus CD-ROM
❑ Geography Transparency:
GT24, Ethnic Groups of Austria-Hungary, 1867
❑ Electronic Library of Primary Sources
Analyzing Political Cartoons
❑ “Right Leg in the Boot at Last,” PE p. 695
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 697
❑ Test Practice Transparencies, TT91
❑ Section Quiz, FA, p. 383
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 93
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
ASSESS
182 CHAPTER 24, SECTION 3
TN_WH_LPPG_00i-292.indd 182
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Name
Date
CHAPTER
24
Section 4
Lesson Plan
Revolutions in the Arts
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Define romanticism and give examples of romantic
literature and music.
• Explain the shift to realism and give examples of
realistic art and literature.
• Explain why impressionists reacted against
realism.
Process Standards
P1, P2, P6, P9, P10, P21, P26, P32, P36
Learning Expectations
1.1, 1.2, 5.5, 5.8, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 5.5.1.a., 5.5.2.a.,
5.8.1.a., 5.10.1.b., 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
Unit 5
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: Artistic and intellectual movements both reflected and fueled changes in Europe
during the 1800s.
❑ Discuss WHY IT MATTERS NOW: Romanticism and realism are still found in novels, dramas, and films
produced today.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Understanding Art
Movements, TE p. 700
IDR Unit 5
ELPS
❑ Guided Reading, p. 76
❑ “Kubla Khan”
❑ Words Related to the
Arts, TE p. 699
❑ Guided Reading, p. 76
❑ History Makers:
Beethoven, p. 89
❑ from Frankenstein
❑ Building Vocabulary,
p. 77
World Art and Cultures
Transparency
❑ Reteaching Activity,
p. 94
❑ AT53, Couturiere
IDR Unit 5
Reading Study Guide
❑ Section 4, p. 233
❑ RSG Audio CD
IDRS
❑ Guided Reading,
p. 171
RSG (Spanish)
❑ Section 4, p. 233
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
NATIONALIST REVOLUTIONS SWEEP THE WEST 183
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4/27/07 11:21:52 AM
All Students
❑ TAKING NOTES: Outlining, PE p. 698
❑
❑ Critical Thinking Transparency:
CT60, Chapter 24 Visual Summary
World Art and Cultures Transparency:
AT53, Couturiere
REVIEW AND ENRICH
Integrate Technology
Analyzing Photographs
❑ Visual Summary Transparency, CT60
❑ Motion Studies, PE p. 700
❑ Power Presentations: Lecture Notes, Section 4
Cross-Curricular Connections
❑ EasyPlanner Plus CD-ROM
❑ History Through Art: Revolutions in Painting,
PE p. 702
❑ Electronic Library of Primary Sources
❑
World Art and Cultures Transparency:
AT53, Couturiere
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 701
❑ Test Practice Transparencies, TT92
❑ Section Quiz, FA, p. 384
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
Struggling Readers
On-level
Above-level
English Learners
❑ Test Form A,
FA pp. 385–389
❑ Test Form B,
FA pp. 390–394
❑ Test Form C,
FA pp. 395–399
❑ Test Form A,
FA pp. 385–389
❑ Form A (Spanish),
classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 94
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 5
ASSESS
184 CHAPTER 24, SECTION 4
TN_WH_LPPG_00i-292.indd 184
4/27/07 11:21:53 AM
Name
Date
CHAPTER
25
Section 1
Lesson Plan
The Beginnings of Industrialization
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Trace key events of the industrial revolution
and analyze how these affected economics and politics.
❑ Previewing Main Ideas, PE/TE p. 714
❑ Time Line Discussion, TE p. 714
❑ Interpreting the Map, TE p. 715
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of
Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
Process Standards
P1, P2, P10, P17, P18, P20, P23, P28, P32, P34, P36
Learning Expectations
2.2, 2.3, 2.5, 5.5, 5.8, 5.9, 5.10, 5.11, 6.1, 6.2
Performance Indicators
2.2.1.a., 2.2.2.a., 2.3.1.a., 2.3.2.a., 2.5.1.a., 5.5.1.a., 5.5.2.a.,
5.8.1.a., 5.9.1.a., 5.9.3.a., 5.11.1.a., 5.11.2.a., 6.1.1.a., 6.1.1.b,
6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD
Unit 6
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
• Explain the beginnings of industrialization in Britain.
• Describe key inventions that furthered the
Industrial Revolution.
• Identify transportation improvements.
• Trace the impact of railroads on British industry.
❑ Interact with History, PE/TE p. 716
❑ Discuss MAIN IDEA: The Industrial Revolution started in England and soon spread to other countries.
❑ Discuss WHY IT MATTERS NOW: The changes that began in Britain paved the way for modern industrial
societies.
THE INDUSTRIAL REVOLUTION 185
TN_WH_LPPG_00i-292.indd 185
4/27/07 11:21:54 AM
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Understanding
Technological
Advances, TE p. 718
IDR Unit 6
❑ Linking Causes and
Effects, TE p. 721
IDR Unit 6
❑ History Makers:
James Watt, p. 16
❑ Connecting
Inventions and
Scientific Principles,
TE p. 720
IDR Unit 6
❑ Guided Reading,
p. 175
❑ Guided Reading, p. 1
❑ Guided Reading, p. 1
❑ Primary Source:
from “The Opening
of the Liverpool to
Manchester Railway,”
p. 9
❑ Building Vocabulary,
p. 4
❑ Reteaching Activity,
p. 19
IDRS
RSG (Spanish)
❑ Section 1, p. 237
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Reading Study Guide
❑ Section 1, p. 237
Multi-Language
Glossary
❑ RSG Audio CD
All Students
❑ TAKING NOTES: Following Chronological
Order, PE p. 717
❑ More About The Business of War, TE p. 718;
The Cotton Gin, TE p. 720; Roads, TE p. 721
Integrate Technology
Global Impact
❑ Patterns of Interaction Video: The Industrial
and Electronic Revolutions
❑ Textiles Industrialize First, PE p. 719
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary,
Unit 6 IDR, p. 5
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 722
❑ Test Practice Transparencies, TT93
❑ Section Quiz, FA, p. 400
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Unit 6
REVIEW AND ENRICH
RETEACH
❑ Reteaching Activity, Unit 6 IDR, p. 19
186 CHAPTER 25, SECTION 1
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Name
Date
CHAPTER
25
Section 2
Lesson Plan
Industrialization Case Study: Manchester
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Describe the social and economic effects of
industrialization.
• Examine growing tensions between the middle and
working classes.
• Identify positive effects of the Industrial Revolution.
• Describe Manchester as an industrial city.
Process Standards
P1, P2, P3, P10, P15, P20, P25, P32, P36, P37
Learning Expectations
1.1, 1.3, 2.2, 2.3, 2.4, 2.5, 5.5, 5.8, 5.10, 5.11, 6.1, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 2.2.2.a., 2.3.1.a., 2.3.2.a.,
2.4.3.a., 2.5.1.a., 2.5.2.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.11.1.a.,
5.11.2.a., 6.1.3.a., 6.1.3.b., 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
❑ Discuss WHY IT MATTERS NOW: Many less-developed countries are undergoing the difficult process of
industrialization today.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Creating a Political
Cartoon, TE p. 724
IDR Unit 6
IDR Unit 6
❑ Debating Effects of
Industrialism,
TE p. 726
❑ Understanding
Workers and Factory
Owners, TE p. 725
❑ Geography
Application: British
Population Moves to
the Cities, p. 7
IDR Unit 6
IDRS
❑ Primary Source: Child
Labor, p. 10
❑ Guided Reading, p. 176
❑ Guided Reading, p. 2
❑ Building Vocabulary,
p. 5
❑ Reteaching Activity,
p. 20
Reading Study Guide
❑ Section 2, p. 239
❑ RSG Audio CD
❑ Guided Reading, p. 2
World Art and Cultures
Transparencies
❑ Literature: from Mary
Barton, p. 13
❑ AT54 Arkwright’s
Cotton Mill at
Cromford, Derbyshire,
England
ELPS
❑ from “Child Labor in
the Mines”
❑ “The Sentencing of
the Luddites”
Unit 6
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: The factory system changed the way people lived and worked, introducing a variety
of problems.
❑ Geography
Application, p. 180
RSG (Spanish)
❑ Section 2, p. 239
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
THE INDUSTRIAL REVOLUTION 187
TN_WH_LPPG_00i-292.indd 187
4/27/07 11:21:55 AM
All Students
❑ TAKING NOTES: Outlining, PE p. 723
❑ More About Urban Growth, TE p. 724; Luddites,
TE p. 725
❑ World Art and Cultures Transparency:
AT54, Arkwright’s Cotton Mill at Cromford,
Derbyshire, England
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 2
❑ Geography Application, Unit 6 IDR, p. 7
❑ EasyPlanner Plus CD-ROM
❑ World Art and Cultures Transparency:
AT54, Arkwright’s Cotton Mill at Cromford,
Derbyshire, England
❑ Electronic Library of Primary Sources
Analyzing Key Concepts
❑ Industrialization, PE p. 727
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 728
❑ Test Practice Transparencies, TT94
❑ Section Quiz, FA, p. 401
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
RETEACH
Unit 6
❑ Reteaching Activity, Unit 6 IDR, p. 20
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
ASSESS
188 CHAPTER 25, SECTION 2
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4/27/07 11:21:56 AM
Name
Date
CHAPTER
25
Section 3
Lesson Plan
Industrialization Spreads
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Describe industrialization in the United States and
Europe.
• Identify the effects of industrialization on the rest of
the world.
Process Standards
P1, P2, P8, P10, P14, P20, P29, P32, P33, P37
Learning Expectations
1.1, 2.2, 2.3, 2.4, 3.2, 5.5, 5.8, 5.10, 5.11, 6.2, 6.3
Performance Indicators
1.1.1.a., 1.1.3.a., 2.2.2.a., 2.3.1.a., 2.3.2.a., 2.3.3.a., 2.4.3.a.,
2.4.2.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a.,
5.11.1.a., 5.11.2.a., 6.2.1.a., 6.2.2.a., 6.3.1.a., 6.3.2.a.
FOCUS AND MOTIVATE
❑ Discuss WHY IT MATTERS NOW: The Industrial Revolution set the stage for the growth of modern cities
and a global economy.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Understanding
Obstacles to
Industrial Growth,
TE p. 732
IDR Unit 6
❑ Planning an Industrial
Fair, TE p. 731
❑ Analyzing a Primary
Source, TE p. 730
IDR Unit 6
IDRS
❑ Primary Source: “Life
in a New England
Factory,” p. 11
❑ Guided Reading, p. 177
ELPS
❑ Section 3, p. 241
❑ from A New England
Girlhood
❑ RSG Audio CD
IDR Unit 6
❑ Guided Reading, p. 3
❑ Building Vocabulary,
p. 5
❑ Reteaching Activity,
p. 21
Reading Study Guide
❑ Section 3, p. 241
❑ Guided Reading, p. 3
World Art and Cultures
Transparencies
❑ AT55, Monet’s Arrival
of the Normandy
Train, Gare SaintLazare
Unit 6
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: The industrialization that began in Great Britain spread to other parts of the world.
RSG (Spanish)
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
❑ RSG Audio CD
THE INDUSTRIAL REVOLUTION 189
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All Students
❑ TAKING NOTES: Comparing, PE p. 729
❑ More About Early Railroads, TE p. 730;
U.S. Railroads, TE p. 731; German Unification,
TE p. 732
❑ World Art and Cultures Transparency:
AT55, Monet’s Arrival of the Normandy
Train, Gare Saint-Lazare
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 3
❑ World Art and Cultures Transparency:
AT55, Monet’s Arrival of the Normandy Train,
Gare Saint-Lazare
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 733
❑ Test Practice Transparencies, TT95
❑ Section Quiz, FA, p. 402
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
RETEACH
Unit 6
❑ Reteaching Activity, Unit 6 IDR, p. 21
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Integrated Assessment
190 CHAPTER 25, SECTION 3
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Name
Date
CHAPTER
25
Section 4
Lesson Plan
Reforming the Industrial World
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Identify thinkers and ideas that supported
industrialization.
• Explain the origins and main concepts of socialism
and Marxism.
• Examine unionization and legislative reform.
• Describe other reform movements of the 1800s.
Process Standards
P1, P2, P5, P7, P10, P11, P12, P13, P16, P20, P22, P26, P32, P36,
P37
Learning Expectations
1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 4.1, 4.2, 5.5, 5.6, 5.8, 5.10, 6.2, 6.1
Performance Indicators
1.3.1.a., 1.3.2.a., 2.1.2.a., 2.2.2.a., 2.3.1.a., 2.3.2.a., 2.4.3.a.,
2.5.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.1.a., 4.2.2.a., 5.5.1.a.,
5.5.2.a., 5.6.1.a., 5.6.2.a., 5.6.3.a., 5.8.1.a., 5.10.1.b, 5.10.2.c,
5.10.3.a., 5.10.3.b, 6.1.3.a., 6.1.3.b., 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
❑ Discuss WHY IT MATTERS NOW: Many modern social welfare programs developed during this period of
reform.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
IDR Unit 6
❑ Skillbuilder Practice:
Developing Historical
Perspective, PE p. 736
❑ Researching Socialist,
Marxist, and Utopian
Societies, TE p. 735
❑ Analyzing Key Terms,
TE p. 737
IDR Unit 6
IDR Unit 6
❑ Guided Reading, p. 4
❑ Primary Source:
from The Wealth of
Nations, p. 12
❑ Guided Reading, p. 4
❑ Building Vocabulary,
p. 5
❑ Reteaching Activity,
p. 22
Reading Study Guide
❑ Section 4, p. 243
❑ RSG Audio CD
❑ Skillbuilder Practice,
p. 6
IDRS
❑ Guided Reading, p. 178
❑ Skillbuilder Practice,
p. 179
RSG (Spanish)
❑ History Makers: Henri
de Saint-Simon, p. 17
❑ Connections Across
Time and Cultures,
p. 18
Critical Thinking
Transparencies
ELPS
❑ RSG Audio CD
❑ from The Communist
Manifesto
Modified Lesson Plans
for English Learners
❑ from “How I Served
My Apprenticeship”
Multi-Language
Glossary
❑ CT25, Industrialists
and Reformers
Unit 6
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: The Industrial Revolution led to economic, social, and political reforms.
❑ Section 4, p. 243
THE INDUSTRIAL REVOLUTION 191
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4/27/07 11:21:57 AM
All Students
❑ TAKING NOTES: Summarizing, PE p. 734
❑ Critical Thinking Transparency:
CT61, Chapter 25 Visual Summary
❑ Different Perspectives: Industrialization, PE p 741
REVIEW AND ENRICH
Integrate Technology
Analyzing Key Concepts
❑ Visual Summary Transparency, CT61
❑ Capitalism vs. Socialism, PE p. 737
❑ Power Presentations: Lecture Notes, Section 4
Cross-Curricular Connections
❑ EasyPlanner Plus CD-ROM
❑ Language Arts: Building Vocabulary,
Unit 6 IDR, p. 5
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 740
❑ Test Practice Transparencies, TT96
❑ Section Quiz, FA, p. 403
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
Struggling Readers
On-level
Above-level
English Learners
❑ Test Form A,
FA pp. 404–407
❑ Test Form B,
FA pp. 408–411
❑ Test Form C,
FA pp. 412–415
❑ Test Form A,
FA pp. 404–407
Unit 6
❑ Form A (Spanish),
classzone.com
RETEACH
❑ Reteaching Activity, Unit 6 IDR, p. 22
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Integrated Assessment
192 CHAPTER 25, SECTION 4
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Name
Date
CHAPTER
26
Section 1
Lesson Plan
Democratic Reform and Activism
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Trace the spread of democratic ideals and
industrial and scientific progress in the 19th century.
❑ Previewing Main Ideas, PE/TE p. 744
❑ Time Line Discussion, TE p. 744
❑ Interpreting the Map, TE p. 745
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of
Primary Sources
SECTION CONTENT OBJECTIVES
Students will
TENNESSEE PLANNER
• Describe the evolution of British democracy.
• Explain the origin and goals of the woman suffrage
movement.
• Trace the development of democratic institutions in
France.
Process Standards
P1, P2, P10, P20, P32, P37
Learning Expectations
1.3, 4.1, 4.2, 5.5, 5.8, 5.10, 6.2
Performance Indicators
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 746
Unit 6
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
1.3.1.a., 1.3.2.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.1.a., 4.2.2.a.,
5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.2.c, 5.10.3.a., 5.10.3.b., 6.2.1.a.,
6.2.2.a.
❑ Discuss MAIN IDEA: Spurred by the demands of the people, Great Britain and France underwent
democratic reforms.
❑ Discuss WHY IT MATTERS NOW: During this period, Britain and France were transformed into the
democracies they are today.
AN AGE OF DEMOCRACY AND PROGRESS 193
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4/27/07 11:21:59 AM
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Creating Campaign
Materials, TE p. 748
IDR Unit 6
❑ Analyzing Primary
and Secondary
Sources, TE p. 749
IDRS
IDR Unit 6
❑ Guided Reading, p. 23
❑ Building Vocabulary,
p. 27
❑ Guided Reading, p. 23
❑ History Makers:
Emmeline Pankhurst,
p. 40
IDR Unit 6
❑ Primary Source: from
Five Years of My Life,
p. 31
❑ Reteaching Activity,
p. 43
ELPS
Reading Study Guide
❑ from Prisons and
Prisoners
❑ Section 1, p. 247
❑ Guided Reading,
p. 182
RSG (Spanish)
❑ Section 1, p. 247
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
❑ RSG Audio CD
All Students
❑ TAKING NOTES: Evaluating Courses of Action,
PE p. 747
❑ More About The Dreyfus Affair, TE p. 750
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 1
❑ Language Arts: Building Vocabulary,
Unit 6 IDR, p. 27
❑ EasyPlanner Plus CD-ROM
Unit 6
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 750
❑ Test Practice Transparencies, TT97
❑ Section Quiz, FA, p. 416
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
RETEACH
❑ Reteaching Activity, Unit 6 IDR, p. 43
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
REVIEW AND ENRICH
194 CHAPTER 26, SECTION 1
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Name
Date
CHAPTER
26
Section 2
Lesson Plan
Self-Rule for British Colonies
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Describe how Canada achieved self-rule.
• Explain how Australia and New Zealand became
democracies
• Describe British domination of Ireland.
Process Standards
P1, P2, P7, P8, P10, P11, P12, P14, P20, P22, P32, P33, P36, P37
Learning Expectations
1.1, 3.2, 4.2, 5.3, 5.5, 5.8, 5.10, 5.12, 6.2, 6.3
Performance Indicators
1.1.1.a., 1.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 4.2.1.a., 4.2.2.a.,
5.3.1.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.1.b, 5.10.2.c, 5.10.3.a.,
5.10.3.b, 5.12.1.a., 5.12.3.a., 6.2.1.a., 6.2.2.a., 6.3.1.a.
FOCUS AND MOTIVATE
❑ Discuss WHY IT MATTERS NOW: Canada, Australia, and New Zealand are strong democracies today, while
Ireland is divided.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ Causes and Effects of
the Great Famine,
TE p. 754
IDR Unit 6
❑ Indigenous Peoples
of Australia and New
Zealand, TE p. 752
❑ The British Settle
Australia and New
Zealand, TE p. 753
IDR Unit 6
❑ Geography
Application: The
British Settle
Australia and New
Zealand, p. 29
IDR Unit 6
IDRS
❑ Primary Source: Irish
Petition to Emigrate,
p. 32
❑ Guided Reading, p. 183
World Art and Cultures
Transparencies
❑ Literature: “Easter
1916,” p. 35
RSG (Spanish)
❑ AT57, Maori pigment
container
ELPS
❑ Section 2, p. 249
❑ “The Irish Potato
Famine”
❑ RSG Audio CD
❑ Guided Reading, p. 24
❑ Building Vocabulary,
p. 27
❑ Reteaching Activity,
p. 44
Reading Study Guide
❑ Section 2, p. 249
❑ RSG Audio CD
❑ Guided Reading, p. 24
Unit 6
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: Britain allowed self-rule in Canada, Australia, and New Zealand but delayed it for Ireland.
❑ Geography
Application, p. 187
Modified Lesson Plans
for English Learners
AN AGE OF DEMOCRACY AND PROGRESS 195
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4/27/07 11:22:01 AM
All Students
❑ TAKING NOTES: Comparing, PE p. 751
❑ Social History: Life in Early Australia, PE p. 756
❑ More About Settlement of Australia,
TE p. 752; The Australian Ballet, TE p. 753;
Crime and Transportation, TE p. 757
REVIEW AND ENRICH
Integrate Technology
Analyzing Primary Sources
❑ Patterns of Interaction Video: The Geography
of Food
❑ Starvation in Ireland, PE p. 754
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
Cross-Curricular Connections
❑ Geography Application, Unit 6 IDR, p. 29
❑ Geography Transparency:
GT26, Canada: Growth of the Dominion
❑ Electronic Library of Primary Sources
❑ World Art and Cultures Transparency:
AT57, Maori pigment container
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 755
❑ Test Practice Transparencies, TT98
❑ Section Quiz, FA, p. 417
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
Unit 6
RETEACH
❑ Reteaching Activity, Unit 6 IDR, p. 44
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
ASSESS
196 CHAPTER 26, SECTION 2
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4/27/07 11:22:01 AM
Name
Date
CHAPTER
26
Section 3
Lesson Plan
War and Expansion in the United States
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Trace U.S. expansion to the Pacific.
• Describe effects of the Civil War.
• Analyze postwar economic expansion.
Process Standards
P1, P2, P8, P10, P20, P32, P33, P34, P37
Learning Expectations
2.4, 3.2, 5.5, 5.8, 5.10, 6.2
Performance Indicators
2.4.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a.,
6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
❑ Discuss WHY IT MATTERS NOW: The 20th-century movements to ensure civil rights for African Americans
and others are a legacy of this period.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
❑ The Chronology of the
Civil War, TE p. 759
IDR Unit 6
IDR Unit 6
❑ Guided Reading, p. 25
IDR Unit 6
❑ Primary Source:
Railroad Poster, p. 33
❑ Comparing Casualty
Rates of Different
Wars, TE p. 760
❑ Guided Reading, p. 25
ELPS
❑ Building Vocabulary,
p. 27
❑ from a Message to
Congress on Indian
Policy
❑ Reteaching Activity,
p. 45
Reading Study Guide
❑ Section 3, p. 251
❑ RSG Audio CD
Unit 6
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: The United States expanded across North America and fought a civil war.
IDRS
❑ Guided Reading, p. 184
RSG (Spanish)
❑ Section 3, p. 251
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
AN AGE OF DEMOCRACY AND PROGRESS 197
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4/27/07 11:22:02 AM
All Students
❑ TAKING NOTES: Following Chronological Order, PE p. 758
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Power Presentations: Lecture Notes, Section 3
❑ Language Arts: Building Vocabulary,
Unit 6 IDR, p. 27
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 761
❑ Test Practice Transparencies, TT99
❑ Section Quiz, FA, p. 418
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
❑ Integrated Assessment
RETEACH
Unit 6
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Reteaching Activity, Unit 6 IDR, p. 45
198 CHAPTER 26, SECTION 3
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Name
Date
CHAPTER
26
Section 4
Lesson Plan
Nineteenth-Century Progress
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
TENNESSEE PLANNER
Students will
• Describe inventions of the late 19th century and
their impact on daily life.
• Trace advances in medicine and science.
• Describe the emergence of the social sciences.
• Explain the rise of mass culture.
Process Standards
P1, P2, P10, P20, P22, P26, P32, P36
Learning Expectations
1.1, 1.3, 2.2, 2.4, 5.5, 5.8, 5.9, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 2.2.1.a., 2.4.3.a., 5.5.1.a.,
5.5.2.a., 5.8.1.a., 5.9.1.a., 5.9.3.a., 5.9.2.a., 5.10.1.a., 5.10.2.c,
5.10.3.a., 5.10.3.b, 6.2.1.a., 6.2.2.a.
FOCUS AND MOTIVATE
❑ Discuss WHY IT MATTERS NOW: Electric lights, telephones, cars, and many other conveniences of modern
life were invented during this period.
DIFFERENTIATING INSTRUCTION
Struggling Readers
On-level
Above-level
English Learners
IDR Unit 6
❑ Skillbuilder Lesson:
Analyzing Issues,
TE p. 765
❑ Examining the
Technology of
Filmmaking, TE p. 766
❑ Understanding the
Germ Theory of
Disease, TE p. 764
IDR Unit 6
IDR Unit 6
IDRS
❑ Guided Reading, p. 26
❑ Primary Source: from
Orville Wright’s Diary,
p. 34
❑ Guided Reading, p. 185
❑ Guided Reading, p. 26
❑ Building Vocabulary,
p. 27
❑ Skillbuilder Practice,
p. 28
❑ Reteaching Activity,
p. 46
Reading Study Guide
❑ Section 4, p. 253
❑ RSG Audio CD
❑ Skillbuilder Practice:
Analyzing Issues,
p. 28
❑ History Makers:
Marie and Pierre
Curie, p. 41
Critical Thinking
Transparencies
❑ CT26, Movers and
Shakers, 1815–1914
❑ Literature: from The
Origin, p. 37
❑ Skillbuilder Practice,
p. 186
RSG (Spanish)
❑ Connections Across
Time and Cultures,
p. 42
❑ Section 4, p. 253
ELPS
Modified Lesson Plans
for English Learners
❑ from Journal of the
Voyage of HMS Beagle
Unit 6
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Discuss MAIN IDEA: Breakthroughs in science and technology transformed daily life and entertainment.
❑ RSG Audio CD
Multi-Language
Glossary
AN AGE OF DEMOCRACY AND PROGRESS 199
TN_WH_LPPG_00i-292.indd 199
4/27/07 11:22:03 AM
All Students
❑ TAKING NOTES: Summarizing, PE p. 762
❑ Critical Thinking Transparency:
CT62, Chapter 26 Visual Summary
❑ More About Thomas Edison, TE p. 763;
The Wright Brothers, Louis Pasteur, TE p. 764
REVIEW AND ENRICH
Integrate Technology
Cross-Curricular Connections
❑ Visual Summary Transparency, CT62
❑ Science & Technology: Edison’s Inventions,
PE p. 763
❑ Power Presentations: Lecture Notes, Section 4
❑ Literature: from The Origin, Unit 6 IDR, p. 37
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
ASSESS
Content Assessment
Test-Taking Practice
❑ Section Assessment, PE, p. 767
❑ Test Practice Transparencies, TT100
❑ Section Quiz, FA, p. 419
❑ Strategies for Test Preparation Book
❑ Test Generator CD-ROM
❑ Online Test Practice: classzone.com
Struggling Readers
On-level
Above-level
English Learners
❑ Test Form A,
FA pp. 420–424
❑ Test Form B,
FA pp. 425–429
❑ Test Form C,
FA pp. 430–434
❑ Test Form A,
FA pp. 420–424
Unit 6
❑ Form A (Spanish),
classzone.com
RETEACH
❑ Reteaching Activity, Unit 6 IDR, p. 46
Copyright © McDougal Littell, a division of Houghton Mifflin Company.
❑ Integrated Assessment
200 CHAPTER 26, SECTION 4
TN_WH_LPPG_00i-292.indd 200
4/27/07 11:22:04 AM