section
10.2
CORE LESSON PLAN
The Louisiana Purchase and Exploration
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.1.spi.2., 8.3.spi.1., 8.3.spi.4., 8.3.spi.5., 8.3.spi.6., 8.4.spi.2., 8.4.spi.3., 8.5.spi.3., 8.5.spi.5., 8.5.spi.6., 8.5.spi.10., 8.5.spi.11.,
8.5.spi.12., 8.5.spi.13., 8.6.spi.4.
Performance Indicators Teacher
8.1.tpi.13., 8.3.tpi.7., 8.3.tpi.13., 8.3.tpi.15., 8.4.tpi.17., 8.5.tpi.4., 8.5.tpi.12., 8.5.tpi.17., 8.5.tpi.31.
Learning Expectations
1.03, 2.02, 3.01, 3.02, 3.03, 3.04, 3.05, 5.14
Process Standards
P1, P2, P3P6, P5, P7, P8, P10, P12, P13, P15, P19, P20, P21, P28, P32, P33, P36, P37
Blueprint
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 4 Resource Book
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
1. ENGAGE
UTB = Unit 4 Transparency Book
BPTK = Best Practices Toolkit—Interact with History
DTPT = Daily Test Practice Transparencies
Read for Understanding
o Note Taking for Interactive Reading, PE/TE p. 344
o Cause-and-Effect Diagram, BPTK TT25
o Differentiated Vocabulary, TE p. 344; BPTK
TT9–TT16
2. EXPLORE
Focus & Motivate
Chapter 10
BP 1, BP 7, BP 8, BP 41, BP 42, BP 43, BP 44, BP 46, BP 49, BP 50, BP 57, BP 61, BP 63, BP 64, BP 67, BP 69, BP 87, BP 89,
BP 189, BP 190, BP 191, BP 192, BP 211, BP 215, BP 216, BP 217, BP 264, BP 266, BP 272
TIME: ___________ min. (10–40 min.)
Section Objectives
1. I dentify the boundaries of the Louisiana Purchase
and explain how it changed the United States
2. Summarize the Lewis and Clark expedition
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 345; UTB TT6
o One American’s Story, PE/TE p. 345
o Talk About It: Small Group Discussion—The Louisiana Purchase, TE p. 345
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 10: The Jefferson Era (1800–1816)
Core Lesson Plan: Section 10.2
Lesson Plans
245
Section 10.2: CORE LESSON PLAN, continued
3. EXPLAIN
Instruct
TIME: ___________ min. (10–30 min.)
Struggling Readers &
Inclusion
On-level
Gifted and Talented &
Pre-AP
English Learners
o L ocate the Terms and
o S ection 2: The
oM
apping Routes, TE
o P ronounce and
oD
ifferentiation Activity
o V ocabulary: Cognates,
Names in the Text, TE
p. 344
o R SG w/ Support, URB
pp. 69–70
Louisiana Purchase and
Exploration, PE/TE
pp. 344–349
o R eading Study Guide,
oB
ackground, URB
URB pp. 63–64
p. 346
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
p. 86
Preview, TE p. 344
TE p. 346
o R SG Spanish, URB
pp. 75–76
o R SG w/ Support
Spanish, URB pp. 81–82
oB
ackground &
Chapter 10
Vocabulary, URB
pp. 85–86
o e Edition w/ audio &
Spanish
All Students
o Reader, Recorder, Reporter—Small Group Activity: Exploring the Louisiana Territory, TE p. 346
o More About: The Haitian Revolt, TE p. 346; The Lewis and Clark Expedition, TE p. 347; St. Louis: Gateway to the
o Connect to the World: Dissent and Rebellion, PE/TE p. 346
o Connect Geography & History: Lewis and Clark, 1804–1806, PE/TE p. 347; URB pp. 93–94
o Comparing Perspectives, PE/TE p. 348
246
Core Lesson Plan: Section 10.2
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 10: The Jefferson Era (1800–1816)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
West, TE p. 348
Section 10.2: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
o Map Transparency: United States 1803, UTB TT8
o After-Reading Activities: BPTK TT48–61; and @
o Connect to Math: Figure Costs of the Louisiana
ClassZone.com
o Animated History & Geography, Power
Presentations DVD-ROM; and @ ClassZone.com
o Research & Writing Center, Activity Center, and
Map Center @ ClassZone.com
o EasyPlanner DVD-ROM; Resources2Go USB drive:
All worksheets and editable lesson material
Assess & Reteach
o Connect to Art: Presentation About a Native
American Group, TE p. 347
o American Literature Selection, from Streams to the
River, River to the Sea URB, pp. 100–102
o Interdisciplinary Projects: Backcountry Folk Music,
URB, pp. 91–92
o Tiered Activity: Newspaper Article on Lewis and
Clark Expedition, TE p. 348; Present an Oral Report,
TE pp. 350–351, Readers Theater, URB pp. 185–188
TIME: ___________ min. (5–20 min.)
Core Assessment
Reteaching
o Section Assessment, PE/TE p. 349; Interactive
o Reteaching Activity, URB p. 107
Review @ ClassZone.com
o Section Quiz, URB p. 104
o McDougal Littell Assessment System:
Test Practice & Review
o Daily Test Practice 10.2, DTPT TT34
o T est Practice and Review Workbook pp. 89–90
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Test Generator CD-ROM: Section Quiz
Chapter 10
5. EVALUATE
Purchase, TE p. 347
American History—Beginnings through Reconstruction
Chapter 10: The Jefferson Era (1800–1816)
Core Lesson Plan: Section 10.2
Lesson Plans
247
section
10.2
STRATEGIES FOR ENGLISH LEARNERS
The Louisiana Purchase and Exploration
1 Activate Prior Knowledge
Use a Pair-Share (Strategic Pairing) activity in the Best Practices Toolkit with students.
Ask them to imagine that they are about to explore a wilderness territory. What will they
take on the trip? How will they travel through the territory? What do they hope to find?
Tell students that they will learn about Lewis and Clark’s expedition in this section.
2 Preview Main Ideas and Language
Chapter 10
CONNECT VISUALLY
Have students study the map on PE p. 347. Ask, Where did Lewis and Clark begin?
(St. Louis) Where did their trip end? (where Columbia River meets the Pacific Ocean)
Have students trace their return routes. Who traveled along the Yellowstone River? (Clark)
BUILD VOCABULARY Introduce and discuss the following key terms and names
from the section: Louisiana Purchase, Meriwether Lewis, William Clark, and
Sacagawea. Then have student partners use the Peer Tutoring and Flash Card Game
from the Best Practices Toolkit to take turns quizzing each other.
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
3 Make Objectives Explicit
Present the objectives listed below. Then have pairs of students get together and explain
the objectives in their own words.
•Explain why Jefferson offered to buy New Orleans from France.
•Explain why Napoleon sold the Louisiana Territory to the United States.
•Describe the experiences of the Lewis and Clark expedition.
4 Support Student Reading
COOPERATIVE WORK
To help students understand the main ideas of the section, have partners use an
Agree/Disagree activity in the Best Practices Toolkit. Write several statements related
to the section on the board. Then ask student pairs to indicate whether they agree or
disagree. Instruct students to write notes that support or disprove the statements.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1.What happened when Jefferson offered to buy New Orleans? (p. 346, par. 3)
2.What were the goals of the Lewis and Clark expedition? (p. 348, par. 2)
3.What did Lewis and Clark bring back from the expedition? (p. 349, par. 2)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT34 of Daily Test
Practice Transparencies. To assess comprehension, use the Section Quiz on p. 104 of the
Unit 4 Resource Book.
American History—Beginnings through Reconstruction
Chapter 10: The Jefferson Era (1800–1816)
Strategies for E.L.: Section 10.2
Lesson Plans
249
section
10.2
STRATEGIES FOR INCLUSION
The Louisiana Purchase and Exploration
Before Reading
Chapter 10
ACTIVATING PRIOR KNOWLEDGE Set up a Knowledge Rating activity from the
Best Practices Toolkit. Chose six to eight key terms from the section and write them on the
transparency. Read the list of terms aloud and have students pairs mark an X in the box that
rates how well they each one. Then give student pairs one minute to share what they think the
terms mean, and ask volunteers for the definitions. As the class adequately defines each word,
write the definition on the transparency and have students copy it on their papers. Some
examples might be:
Term
Definition
Louisiana Purchase
The U.S. bought a very large tract of land from Napoleon
in 1803.
Lewis and Clark expedition
a trip by two explorers into the West
Sacagawea
Native American woman who helped Lewis and Clark
navigate the land
FOCUSED READING Have students use the Interpreting Maps activity in the Best
Practices Toolkit to help them understand the information on the map of Lewis and Clark,
1804–1806. Using the transparency, model how to read a map and use the model as you elicit
definitions for map terms. Then have students use copies of the transparency to interpret the
map.
After Reading
ASSESSING COMPREHENSION In addition to having students correct and refine
their definitions from the Knowledge Rating activity, work with students on a Collaborative
Rereading activity from the Best Practices Toolkit. Use the transparency as a model. Make
sure that the Reader is writing questions, the Listener is noting the main ideas, and that both
are discussing them. Here are some examples:
EXAMPLES: QUESTIONS
• What activity was going on in the Louisiana Territory?
• Why was the Mississippi River so important?
EXAMPLES: MAIN IDEAS
250
• France and Spain were negotiating for ownership of the Louisiana Territory.
• Farmers and merchants used the river to move products to New Orleans.
Strategies for Inclusion: Section 10.2
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 10: The Jefferson Era (1800–1816)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
During Reading
section
CORE LESSON PLAN
10.3 The War of 1812
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.2.spi.4., 8.4.spi.3., 8.4.spi.5., 8.4.spi.9., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6., 8.5.spi.7., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12.,
8.5.spi.13., 8.6.spi.1., 8.6.spi.4.
Performance Indicators Teacher
8.1.tpi.10., 8.4.tpi.17., 8.5.tpi.2., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.22., 8.5.tpi.30., 8.5.tpi.31.
Learning Expectations
1.03, 2.02, 3.01, 3.03, 3.04, 4.04, 5.14, 5.15
Process Standards
P1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P32, P33, P34, P36, P37
Blueprint
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 4 Resource Book
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
1. ENGAGE
UTB = Unit 4 Transparency Book
BPTK = Best Practices Toolkit—Interact with History
DTPT = Daily Test Practice Transparencies
Read for Understanding
o Note Taking for Interactive Reading, PE/TE p. 352
o Sequence Chain, BPTK TT31
o Differentiated Vocabulary, TE p. 352; BPTK
TT9–TT16
2. EXPLORE
Focus & Motivate
Chapter 10
BP 7, BP 8, BP 18, BP 20, BP 22, BP 23, BP 32, BP 49, BP 50, BP 67, BP 75, BP 78, BP 89, BP 194, BP 212, BP 215, BP 216,
BP 217, BP 221, BP 225, BP 264, BP 266, BP 272, BP 274, BP 276
TIME: ___________ min. (10–40 min.)
Section Objectives
1. Describe the events that led to the War of 1812
2. S
ummarize the phases of the War of 1812 as well as
its legacy
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 353; UTB TT6
o One American’s Story, PE/TE p. 353
o Talk About It: Small Group Discussion—The Path to War, TE p. 353
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 10: The Jefferson Era (1800–1816)
Core Lesson Plan: Section 10.3
Lesson Plans
251
Section 10.3: CORE LESSON PLAN, continued
3. EXPLAIN
Instruct
TIME: ___________ min. (10–30 min.)
Struggling Readers &
Inclusion
On-level
Gifted and Talented &
Pre-AP
English Learners
oM
atching Definitions,
o S ection 3: The War of
o R eport on Successful
o P ronounce and
TE p. 352
1812, PE/TE pp. 352–358
oH
ighlight Descriptions o R eading Study Guide,
of Battles, TE p. 357
o P atriotic “1812”
Posters, TE p. 357
o R SG w/ Support, URB
URB pp. 65–66
Battle Tactics, TE
p. 355
oD
ifferentiation Activity
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
pp. 71–72
o C ulture: Clarify, TE
p. 355
o R SG Spanish, URB
pp. 77–78
o R SG w/ Support
Spanish, URB pp. 83–84
oB
ackground, URB
Chapter 10
Preview, TE p. 352
oB
ackground &
p. 86
Vocabulary, URB
pp. 85–86
o e Edition w/ audio &
Spanish
All Students
o Think, Pair, Share—Pair Activity: The War of 1812, TE p. 355
o More About: Impressment, TE p. 354; Skillbuilder Practice, URB p. 87; Tecumseh, TE p. 354; Primary and
o Connect Geography & History: The War of 1812, PE/TE p. 355
o History through Art, PE/TE p. 357; Primary and Secondary Sources, URB pp. 98–99
o Connecting History: Leadership, PE/TE p. 358
o Connect to the Essential Question, PE/TE p. 355
252
Core Lesson Plan: Section 10.3
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 10: The Jefferson Era (1800–1816)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Secondary Sources, URB pp. 96–97; Oliver Hazard Perry, TE p. 356; The Star-Spangled Banner, TE p. 357;
The Treaty of Ghent, TE p. 357; Economics in History, URB p. 88
Section 10.3: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
o Cause-and-Effect Chapter Summary, UTB TT9
o Essential Question Graphic, UTB TT10
o After-Reading Activities: BPTK TT48–61; and @
o Connect to Music: Research Patriotic Songs, TE
o Animated History & Geography, Power
o Tiered Activity: Make a Poster, TE p. 356
ClassZone.com
p. 354
o Connect to Language Arts: Compare Word
Meanings and Histories, TE p. 354
Presentations DVD-ROM; and @ ClassZone.com
o Research & Writing Center, Activity Center, and
Map Center @ ClassZone.com
o EasyPlanner DVD-ROM; Resources2Go USB drive:
5. EVALUATE
Assess & Reteach
TIME: ___________ min. (5–20 min.)
Core Assessment
Reteaching
o Section Assessment, PE/TE p. 358
o Section Quiz, URB p. 105, Interactive Review @
o Reteaching Activity, URB p. 108
Chapter 10
All worksheets and editable lesson material
Test Practice & Review
ClassZone.com
o Daily Test Practice 10.3, DTPT TT35
o Chapter Interactive Review, PE/TE p. 359; Interactive o T est Practice and Review Workbook pp. 91–92
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Review @ ClassZone.com
o Chapter Assessment, PE/TE pp. 360–361
o Chapter Test (Levels A, B, C) URB
pp. 109–120
o McDougal Littell Assessment System:
Test Generator CD-ROM
• Section Quiz
• Chapter Tests: Forms A, B, & C (and Spanish A,
B, & C)
o S tudent Products—Guidelines and Rubrics, BPTK
pp. 1–14
American History—Beginnings through Reconstruction
Chapter 10: The Jefferson Era (1800–1816)
Core Lesson Plan: Section 10.3
Lesson Plans
253
section
10.3
STRATEGIES FOR ENGLISH LEARNERS
The War of 1812
1 Activate Prior Knowledge
Invite students to talk about some of their home country’s national anthems. When were
they written? In honor of what occasion? Write students’ responses on the board. Then
ask students what they know about the Star-Spangled Banner. Use a Venn Diagram
from Best Practices Toolkit to compare the Star-Spangled Banner with one of the
anthems discussed in class. Tell students the American anthem was written during the
War of 1812, which they will read about in this section.
2 Preview Main Ideas and Language
BUILD VOCABULARY Have students use a T-Chart from the Best Practices Toolkit
to help them understand the importance of these terms from the section: Embargo Act of
1807, Tecumseh, Oliver Hazard Perry, and Treaty of Ghent.
Chapter 10
CONNECT VISUALLY
Have students study the map on PE p. 355. Ask: Where do you see British ships? (along
the Atlantic coast and Gulf of Mexico) What do the ships tell you about the British navy?
(It was powerful.) Have students point to the locations of other battles. Ask: Why do you
think so many battles took place near Canada? (Canada was controlled by the British.)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
3 Make Objectives Explicit
Present the objectives listed below. Then have pairs of students get together and explain
the objectives in their own words.
•Describe key conflicts and events leading up to the War of 1812.
•Describe the battles of the first and second phases of the war.
•Discuss the effects of the war and its importance.
4 Support Student Reading
COOPERATIVE WORK
To help students understand the key events and results of the War of 1812, have student
pairs complete a Chain-of-Events Chart from the Best Practices Toolkit.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1.How did the Embargo Act of 1807 affect the United States? (p. 354, par. 3)
2.What was the condition of the U.S. military when the war began? (p. 356, par. 2)
3.What did the United States prove in the war? (p. 358, par. 4)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT35 of Daily Test
Practice Transparencies. To assess comprehension, use the Section Quiz on p. 105 of the
Unit 4 Resource Book. . To assess comprehension of the chapter, have students complete
Chapter 10 Test, Form A, on pp. 109–112.
American History—Beginnings through Reconstruction
Chapter 10: The Jefferson Era (1800–1816)
Strategies for E.L.: Section 10.3
Lesson Plans
255
section
10.3
STRATEGIES FOR INCLUSION
The War of 1812
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use an Agree/Disagree activity in the Best
Practices Toolkit as a motivational prereading activity. Write these statements and any others
you create on the blank transparency. Ask students to indicate whether they agree or disagree
with each statement. Here are some examples:
1. The American military was very strong at the beginning of the War of 1812.
2. The British once burned down the White House.
3. Once a treaty is signed, war stops immediately.
4.Since the Declaration of Independence, the United States has always believed that it
During Reading
FOCUSED READING Use a Listening-and-Reading Guide activity in the Best Practices
Toolkit with your students. Begin by reading aloud “One American’s Story” on the first page
of the section. Then tell the class: “In this section, we will find out how the United States had
to go to war again.” Read aloud the first three paragraphs under “The Path to War.” Pause, and
tell students that they have two minutes to take notes. Then ask them: “What Did I Read?”
Ask several individuals to give one-item responses.
Instruct student partners to continue the activity by taking turns asking “What did I read?”
and taking notes. Make sure students are taking notes according to the main ideas: The War
of 1812 was unwanted, it came second to Britain’s war with France, and the United States at
that time had a small, badly trained army.
After Reading
ASSESSING COMPREHENSION Have students evaluate the statements on the
Agree/Disagree activity again. Ask them to write an explanation of how their understanding
changed and why.
256
Strategies for Inclusion: Section 10.3
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 10: The Jefferson Era (1800–1816)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Chapter 10
would survive and prosper.
section
11.1
CORE LESSON PLAN
Early Industry and Inventions
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.1.spi.2., 8.1.spi.6., 8.2.spi.4., 8.2.spi.8., 8.5.spi.2., 8.5.spi.3., 8.5.spi.6., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1.
Performance Indicators Teacher
8.1.tpi.8., 8.1.tpi.9., 8.2.tpi.3., 8.2.tpi.9., 8.2.tpi.13., 8.2.tpi.20., 8.3.tpi.6., 8.5.tpi.2., 8.5.tpi.4., 8.5.tpi.17., 8.5.tpi.22.
Learning Expectations
1.04, 2.01, 2.04, 3.03, 5.15
Process Standards
P1, P2, P6, P7, P8, P10, P12, P19, P20, P21, P25, P28, P29, P32, P33, P34, P36, P37
Blueprint
BP 10, BP 11, BP 15, BP 16, BP 20, BP 36, BP 37, BP 39, BP 196, BP 211, BP 214, BP 216, BP 217, BP 273, BP 274
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 4 Resource Book
1. ENGAGE
UTB = Unit 4 Transparency Book
BPTK = Best Practices Toolkit—Interact with History
DTPT = Daily Test Practice Transparencies
Read for Understanding
Section Objectives
o Connect Geography & History, PE/TE
1. I dentify factors that led to the Industrial Revolution
and explain the spread of new manufacturing
methods
2. D
escribe new inventions that changed
transportation, communication, and agriculture
o American History Video Series, DVD; and on
Power Presentations DVD-ROM
o Time Line Discussion, TE p. 362
o Read for the Essential Question, TE p. 364
o Interactive Reading/Vocabulary, PE/TE p. 364;
BPTK TT9–TT16, TT31
2. EXPLORE
Focus & Motivate
Chapter 11
CHAPTER OPENER:
pp. 362–363; and @ ClassZone.com
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
TIME: ___________ min. (10–40 min.)
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 365; UTB TT11
o One American’s Story, PE/TE, p. 365
o Think, Pair, Share: Pair Activity—The Industrial Revolution, TE p. 365
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Core Lesson Plan: Section 11.1
Lesson Plans
257
Section 11.1: CORE LESSON PLAN, continued
3. EXPLAIN
Instruct
TIME: ___________ min. (10–30 min.)
Struggling Readers &
Inclusion
On-level
o R ecord Terms and
o S ection 1: Early Industry o D
ifferentiation Activity
Names, TE p. 364
oU
se a Time Line to
Sequence Events
TE p. 367
Gifted and Talented &
Pre-AP
and Inventions, PE/TE
pp. 364–371
o R eading Study Guide,
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
URB pp. 121–122
English Learners
o P ronounce and
­Preview, TE p. 364
o K ey Academic
Vocabulary, TE p. 367
o R SG Spanish, URB
o R SG w/ Support, URB
pp. 133–134
pp. 127–128
o R SG w/ Support,
oB
ackground, URB
­ panish, URB
S
pp. 139–140
p. 146
oB
ackground &
­ ocabulary, URB
V
pp. 145–146
o e Edition w/ audio &
Spanish
All Students
Chapter 11
TE p. 367, Primary and Secondary Sources, URB pp. 156–157; Samuel Morse, TE p. 368, Interdisciplinary
Projects: Morse Code, URB pp. 151–152
258
o Connect to the World: Child Labor, PE/TE p. 366
o Comparing Perspectives: Life in the Mills, PE/TE p. 366; American Literature Selection: from The Clock, URB
pp. 159–162
o Technology of the Time, PE/TE p. 368
Core Lesson Plan: Section 11.1
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
o Talk About It—Small Group Discussion: New Inventions Improve Life, TE p. 368
o More About: Samuel Slater and the Mill, TE p. 366; Lowell, Massachusetts, TE p. 367; Mill Girls on Strike,
Section 11.1: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
o Fine Art Transparency: New England Textile Mill,
o C onnect to Science: Diagram Waterpower, TE
o After-Reading Activities: BPTK TT48–61; and @
o C onnect to Civics: Women’s Rights Then and Now,
o Animated History & Geography, Power
o T iered Activity: Invention a Product, TE p. 368
o T iered Activity: Outline a Safety Plan, TE pp. 370–371
UTB TT12
ClassZone.com
­Presentations; and @ ClassZone.com
o Research & Writing Center, Activity Center, and
p. 366
TE p. 366
Map Center @ ClassZone.com
o EasyPlanner DVD-ROM; Resources2Go USB drive:
All worksheets and editable lesson material
5. EVALUATE
Assess & Reteach
TIME: ___________ min. (5–20 min.)
Core Assessment
Reteaching
o S ection Assessment, PE/TE p. 369; Interactive
o R eteaching Activity, URB p. 166
Review @ ClassZone.com
o S ection Quiz, URB p. 163
oM
cDougal Littell Assessment System: Test
oD
aily Test Practice 11.1, DTPT TT36
o T est Practice and Review Workbook pp. 93–94
Chapter 11
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Generator CD-ROM: Section Quiz
Test Practice & Review
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Core Lesson Plan: Section 11.1
Lesson Plans
259
section
11.1
STRATEGIES FOR ENGLISH LEARNERS
Early Industry and Inventions
1 Activate Prior Knowledge
Do a Pair-Share (Strategic Planning) activity in the Best Practices Toolkit to have
students discuss the kinds of machines they use every day. Tell students that these might
include cars, telephones, televisions, computers, and CD players. After students have
­finished, ask them to discuss what life would be like without these machines. Explain
that, in this section, they will learn about the new machines and factories in the late
1700s and early 1800s that made the machines and technology we enjoy today possible.
2 Preview Main Ideas and Language
CONNECT VISUALLY
Have students use a Draw It activity in the Best Practices Toolkit to illustrate what
­factories looked like in the late 1700s and early 1800s. What were the working conditions
like? When students have finished, have them compare their drawings with the pictures
of factories in this section.
BUILD VOCABULARY Introduce and discuss the following key terms and names
from the section: Industrial Revolution, factory system, Lowell mills, Samuel Slater,
Robert Fulton, and Peter Cooper. Then have student partners use the Peer Tutoring and
Flash Card Game from the Best Practices Toolkit to take turns quizzing each other.
Have student pairs get together and explain the objectives below in their own words.
• Explain how the Industrial Revolution began.
• Describe the importance of the factory system and interchangeable parts.
• Identify inventions that improved transportation and communication.
• Explain how farm production increased.
4 Support Student Reading
Chapter 11
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
3 Make Objectives Explicit
COOPERATIVE WORK
To help students understand the importance of the inventions discussed in the section,
have groups do a Numbered Heads Together activity in the Best Practices Toolkit.
Model the activity before students begin.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1.Where were the first American factories set up? (p. 366, par. 3)
2.What were the effects of using interchangeable parts? (p. 367, par. 7)
3.What new inventions increased farm production? (p. 369, par. 1–2)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT36 of Daily Test
Practice Transparencies. To assess comprehension, use the Section Quiz on p. 163 of the
Unit 4 Resource Book.
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Strategies for E.L.: Section 11.1
Lesson Plans
261
section
11.1
STRATEGIES FOR INCLUSION
Early Industry and Inventions
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use a List-Group-Label activity in the Best
Practices Toolkit to introduce “Early Industry and Inventions” to the class. Discuss what
­students know about the kinds of technology Americans had in the 1800s. Here are some
sample responses.
Student Brainstorm and Key Word List: better farming equipment, faster communication,
Samuel Slater, Industrial Revolution, interchangeable parts, Robert Fulton
Categories: People, Inventions
During Reading
FOCUSED READING Use a Listening/Reading Guide activity and transparency in the
Best Practices Toolkit to help students understand Section 1. Create questions on key ideas,
as shown below. Give each student sticky notes needed to mark the locations of the answers
as they read. Then read the questions aloud, and have students circle the most important
words in each question. Have students return to find and write the answers.
1. How did the Industrial Revolution begin?
2. How did the factory system change the American way of life?
3. Why was New England a good place to set up factories like Lowell Mills?
ASSESSING COMPREHENSION Use a Reading Between the Lines activity in the
Best Practices Toolkit to show students how to analyze facts and inferences in order to draw
conclusions. Have groups fill out copies of the transparency.
Stated Facts
Inferences
• New England had many fast-moving
rivers.
• New England was a good place to establish
factories.
• New England had ships and access to
the ocean.
• The access to trade routes benefited New
England factories.
• New England land was stony sand, hard to
farm for a living.
• New England farmers went to cities and
­factories to make a living.
Conclusion
Manufacturing became important to New England’s people, culture, and economy.
262
Strategies for Inclusion: Section 11.1
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Chapter 11
After Reading
section
11.2
CORE LESSON PLAN
Plantations and Slavery Spread
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.1.spi.2., 8.1.spi.7., 8.2.spi.4., 8.2.spi.9., 8.3.spi.1., 8.3.spi.7., 8.4.spi.4., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6., 8.5.spi.8.,
8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.3.
Performance Indicators Teacher
8.1.tpi.4., 8.1.tpi.7., 8.1.tpi.8., 8.1.tpi.12., 8.2.tpi.1., 8.2.tpi.14., 8.2.tpi.17., 8.3.tpi.6., 8.5.tpi.3., 8.5.tpi.4., 8.5.tpi.9., 8.5.tpi.12., 8.5.tpi.13.,
8.5.tpi.31., 8.6.tpi.3.
Learning Expectations
1.04, 2.01, 3.01, 3.02, 3.03, 3.04, 4.04, 5.15, 5.19, 6.01
Process Standards
P1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P29, P32, P33, P36, P37
Blueprint
BP 1, BP 3, BP 5, BP 7, BP 8, BP 9, BP 10, BP 14, BP 16, BP 20, BP 27, BP 37, BP 49, BP 50, BP 53, BP 56, BP 62, BP 189, BP 195,
BP 211, BP 215, BP 216, BP 217, BP 218, BP 223, BP 225, BP 226, BP 258, BP 259, BP 264, BP 266, BP 272
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 4 Resource Book
Read for Understanding
o Cause-and-Effect Diagram, BPTK TT25
o Read for the Essential Question, TE p. 372
o Interactive Reading/Vocabulary, PE/TE p. 372;
BPTK TT9–TT16
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (10–40 min.)
Section Objectives
1. E xplain the effect of the cotton gin on slavery in the
South
2. D
escribe the daily life and culture of African
­Americans in the South in the mid 1800s
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
Chapter 11
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
1. ENGAGE
UTB = Unit 4 Transparency Book
BPTK = Best Practices Toolkit—Interact with History
DTPT = Daily Test Practice Transparencies
o 3-Minute Warm-Up, TE p. 373; UTB TT11
o One American’s Story, PE/TE, p. 373
o Reader, Recorder, Reporter: Small Group Activity—The Cotton Boom, TE p. 373
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Core Lesson Plan: Section 11.2
Lesson Plans
263
Section 11.2: CORE LESSON PLAN, continued
3. EXPLAIN
Instruct
TIME: ___________ min. (10–30 min.)
Struggling Readers &
Inclusion
On-level
Gifted and Talented &
Pre-AP
English Learners
o Illustrate Terms and
o Section 2: Plantations
o F low Chart of Cotton,
o P ronounce and
oD
ifferentiation Activity
o Language: Transitions,
Names, TE p. 372
o RSG w/ Support, URB
pp. 129–130
and Slavery Spread,
PE/TE pp. 372–377
o R eading Study Guide,
oB
ackground, URB
URB pp. 123–124
p. 146
TE p. 375
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
­Preview, TE p. 372
TE p. 375
o RSG Spanish, URB
pp. 135–136
o RSG w/ Support,
­Spanish, URB
pp. 141–142
o Background &
Vocabulary, URB
pp. 145–146
o e Edition w/ audio &
Spanish
All Students
o Talk About It—Small Group Discussion: African Americans in the South, TE p. 374; Primary and Secondary
Sources, URB p. 158
Chapter 11
Eli Whitney, TE p. 375; Native Americans in the South, TE p. 375; Frederick Douglass, TE p. 376, America’s
History Makers, URB pp. 149–150; Slave Rebellions, TE p. 376
264
o Connecting History: Human Rights, PE/TE p. 374
o America’s History Makers: Nat Turner, PE/TE p. 376
Core Lesson Plan: Section 11.2
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
o More About: 1808 Bill Abolishing Slave Importation, TE p. 374; African-American Craftspeople, TE p. 374;
Section 11.2: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
oA
fter-Reading Activities: BPTK TT48–61; and @
❑ C onnect to Math: Graph Slavery in the South, TE
oA
nimated History & Geography, Power
❑ C onnect to Science: Fact Sheet on Cotton, TE p. 374
❑ T iered Activity: Lecture on Nat Turner or Frederick
ClassZone.com
­Presentations; and @ ClassZone.com
o R esearch & Writing Center, Activity Center, and
Map Center @ ClassZone.com
p. 374
Douglass, TE p. 376
o E asyPlanner DVD-ROM; Resources2Go USB drive:
All worksheets and editable lesson material
5. EVALUATE
Assess & Reteach
TIME: ___________ min. (5–20 min.)
Core Assessment
Reteaching
o S ection Assessment, PE/TE p. 377; Interactive
o R eteaching Activity, URB p. 167
Review @ ClassZone.com
o S ection Quiz, URB p. 164
oM
cDougal Littell Assessment System: Test
oD
aily Test Practice 11.2, DTPT TT37
o T est Practice and Review Workbook pp. 95–96
Chapter 11
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Generator CD-ROM: Section Quiz
Test Practice & Review
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Core Lesson Plan: Section 11.2
Lesson Plans
265
section
11.2
STRATEGIES FOR ENGLISH LEARNERS
Plantations and Slavery Spread
1 Activate Prior Knowledge
Use a Brainstorming activity in the Best Practices Toolkit with your ­students. Begin by
asking students to name some labor-saving machines that are used today. Then ask them
how these machines save people time. Tell ­students that an invention called the cotton
gin (short for “engine”) saved workers time, but it also created more demand for cotton
and—as a result—more demand for slaves.
2 Preview Main Ideas and Language
CONNECT VISUALLY
Have students study the map on PE p. 375. Ask them to point to the cotton-growing
areas in 1840. Ask students: Since slaves were forced to work in the cotton-growing
areas, which states probably had the most enslaved African Americans? (South Carolina,
Georgia, Alabama) How far north was cotton grown? (Virginia)
BUILD VOCABULARY Explain and discuss the cotton boom. Use a Cluster
­Diagram ­activity from the Best Practices Toolkit to help students understand what the
cotton boom was, whom it affected, and why and where it happened. Then have student
pairs complete a Cluster Diagram for the cotton gin.
Have student pairs get together and explain the objectives below in their own words.
• Explain the relationship between the cotton boom and slavery.
• Identify the important divisions within Southern society.
• Describe African-American culture and family life under slavery.
4 Support Student Reading
COOPERATIVE WORK
To help students understand how slavery divided the South, use a Reciprocal Teaching
activity in the Best Practices Toolkit. Model the activity for the heading “The Cotton
Boom.” Then have student groups complete the activity for the heading “African
Americans in the South.”
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
Chapter 11
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
3 Make Objectives Explicit
1.How did the cotton gin change the cotton-cleaning process? (p. 373, par. 5)
2.How much of the South’s population in 1840 was made up of enslaved African
­Americans? (p. 374, par. 5)
3.What was the cruelest part of slavery? (p. 376, par. 1)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT37a and TT37b of
Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on
p. 164 of the Unit 4 Resource Book.
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Strategies for E.L.: Section 11.2
Lesson Plans
267
section
11.2
STRATEGIES FOR INCLUSION
Plantations and Slavery Spread
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use a P.L.A.N. activity in the Best Practices Toolkit
to have student groups preview the section. Project the transparency. Enter the section title,
“Plantations and Slavery Spread” in the center and write the subheads in the surrounding circles. Instruct students to scan for visuals and boldfaced terms, adding them to the appropriate
subheads. Have groups identify which information is familiar, interesting, or surprising.
During Reading
Main Ideas
Visuals
Supporting Details
The cotton gin changed the
South.
picture of workers
picking cotton
The cotton gin meant that one worker
could clean 50 pounds of cotton a
day, instead of just one pound a day
by hand.
Slavery expanded with the
increase of cotton.
map of cottongrowing areas
Enslaved population more than
doubled between 1810 and 1840.
After Reading
ASSESSING COMPREHENSION Work with students on a Collaborative ­Rereading
activity from the Best Practices Toolkit for Section 2. Use the transparency to model the
activity. Here are some examples for “The Cotton Boom”:
EXAMPLES: QUESTIONS
• What did Eli Whitney do that started the “cotton boom”?
• Why did many Southern farmers support slavery?
EXAMPLES: MAIN IDEAS
• Eli Whitney invented the cotton gin.
•Many Southern farmers hoped that they could someday buy slaves to raise more
­cotton and earn more money.
268
Strategies for Inclusion: Section 11.2
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Chapter 11
FOCUSED READING Have students use the Three-Column Journal activity in the Best
Practices Toolkit to help them take notes on the main ideas, connect visuals to the text, and
find and record supporting details for the section. Students can use copies of the transparency,
while you use the blank transparency to model the activity. Examples from the heading “The
Cotton Boom” are:
section
11.3
CORE LESSON PLAN
Nationalism and Sectionalism
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.1.spi.2., 8.1.spi.7., 8.2.spi.5., 8.2.spi.9., 8.3.spi.1., 8.3.spi.7., 8.4.spi.2., 8.4.spi.4., 8.4.spi.5., 8.4.spi.7., 8.4.spi.9., 8.5.spi.3., 8.5.spi.4.,
8.5.spi.5., 8.5.spi.6., 8.5.spi.7., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.2., 8.6.spi.4.
Performance Indicators Teacher
8.1.tpi.8., 8.3.tpi.6., 8.3.tpi.11., 8.4.tpi.6., 8.4.tpi.17., 8.4.tpi.21., 8.5.tpi.3., 8.5.tpi.4., 8.5.tpi.9., 8.5.tpi.13., 8.5.tpi.17., 8.5.tpi.32.
Learning Expectations
1.04, 2.01, 2.02, 2.04, 3.01, 3.02, 3.03, 3.04, 3.05, 4.04, 5.14, 5.15, 6.01
Process Standards
P1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P32, P33, P36, P37
Blueprint
BP 10, BP 12, BP 17, BP 18, BP 20, BP 21, BP 22, BP 23, BP 29, BP 49, BP 50, BP 53, BP 55, BP 56, BP 58, BP 62, BP 67, BP 69,
BP 71, BP 72, BP 75, BP 78, BP 87, BP 88, BP 89, BP 91, BP 93, BP 94, BP 95, BP 189, BP 190, BP 191, BP 193, BP 195, BP 196,
BP 198, BP 200, BP 211, BP 216, BP 217, BP 225, BP 227, BP 273
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 4 Resource Book
Read for Understanding
o Main Idea and Details, BPTK TT34
o Read for the Essential Question, TE p. 378
o Interactive Reading/Vocabulary, PE/TE p. 378;
BPTK TT9–TT16
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (10–40 min.)
Section Objectives
1. I dentify factors that promoted national unity in the
early 1800s
2. D
escribe events that increased sectionalism
3. S
ummarize how Americans reached agreements
with foreign nations to help secure its borders
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
Chapter 11
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
1. ENGAGE
UTB = Unit 4 Transparency Book
BPTK = Best Practices Toolkit—Interact with History
DTPT = Daily Test Practice Transparencies
o 3-Minute Warm-Up, TE p. 379; UTB TT11
o One American’s Story, PE/TE p. 379
o Reader, Reporter, Recorder: Small Group Activity—Nationalism Unites the Country, TE p. 379
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Core Lesson Plan: Section 11.3
Lesson Plans
269
Section 11.3: CORE LESSON PLAN, continued
3. EXPLAIN
Instruct
TIME: ___________ min. (10–30 min.)
Struggling Readers &
Inclusion
On-level
Gifted and Talented &
Pre-AP
English Learners
oO
ral Terms and
o S ection 3: Nationalism
o T ransportation Sketch
o P ronounce and
o R eview Regional
o R eading Study Guide,
oD
ifferentiation Activity
o L anguage: Pronoun
Names Definitions,
TE p. 378
­Differences, TE p. 381
and Sectionalism, PE/TE
pp. 378–386
o C lassify States and
URB pp. 125–126
Map, TE p. 381
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
Territories, TE p. 382
­Preview, TE p. 378
Referents, TE p. 382
o R SG Spanish, URB
pp. 137–138
o R SG w/ Support,
o R SG w/ Support, URB
­ panish, URB
S
pp. 143–144
pp. 131–132
oB
ackground, URB
oB
ackground &
p. 146
Vocabulary, URB
pp. 145–146
o e Edition w/ audio &
Spanish
All Students
o Roleplay Your Answer—Small Group Activity: Sectional Tensions Increase, TE p. 381; Skillbuilder Practice,
URB p. 147
Chapter 11
URB p. 155
270
o More About: John Marshall, TE p. 380; The Erie Canal, TE p. 381, Connect Geography & History, URB p. 153;
The Missouri Compromise, TE p. 382; The Mason-Dixon Line, TE p. 382
oM
cCulloch v. Maryland (1819), PE/TE p. 380
o Make It Fun: Teacher-Tested Activity, TE p. 381
o Connect Geography & History: The Missouri Compromise, PE/TE p. 382
o Connect to the Essential Question, PE/TE p. 383
o Connect to the World: Latin American Independence, PE/TE p. 384
Core Lesson Plan: Section 11.3
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
o Talk About It—Small Group Discussion: National Boundaries and foreign Affairs, TE p. 383; Connect to Today,
Section 11.3: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
oM
ap Transparency: Railroads Extend Westward,
o C onnect to Drama: Dramatize McCulloch v.
o C ause-and-Effect Chapter Summary, UTB TT14
o E ssential Question Graphic, URB TT15
oA
fter-Reading Activities: BPTK TT48–61; and @
o C onnect to Civics: Create a Brochure on
oA
nimated History & Geography, Power
o T iered Activity: Narration on the Monroe Doctrine,
1850–1860, UTB TT13
ClassZone.com
Presentations; and @ ClassZone.com
­Maryland, TE p. 380
­Nationalism, TE p. 380
o T iered Activity: Display Promoting National Unity,
TE p. 383
TE p. 386
o R esearch & Writing Center, Activity Center, and
Map Center @ ClassZone.com
o E asyPlanner DVD-ROM; Resources2Go USB drive:
All worksheets and editable lesson material
5. EVALUATE
Assess & Reteach
Core Assessment
Reteaching
o S ection Assessment, PE/TE p. 384
o S ection Quiz, URB p. 165
o Interactive Review, PE/TE p. 387; and @
o R eteaching Activity, URB p. 168
ClassZone.com
o C hapter Assessment, PE/TE pp. 388–389
o C hapter Test (Levels A, B, C), URB pp. 169–180
o McDougal Littell Assessment System: Test
Generator CD-ROM
• Section Quiz
• Chapter Tests: Forms A, B, & C (and Spanish A,
B, & C)
Test Practice & Review
oD
aily Test Practice 11.3, DTPT TT38
o T est Practice and Review Workbook,
pp. 97–98
Cumulative Assessment
oU
nit 4 Benchmark Test, Standards-Based
­Assessment pp. 52–56
oU
nit 4 DBQ Test, Document-Based Question
­Practice Workbook pp. 59–74
Chapter 11
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
TIME: ___________ min. (5–20 min.)
o Student Products—Guidelines and Rubrics,
BPTK pp. 1–14
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Core Lesson Plan: Section 11.3
Lesson Plans
271
section
11.3
STRATEGIES FOR ENGLISH LEARNERS
Nationalism and Sectionalism
1 Activate Prior Knowledge
Do a Round Robin & Roundtable activity in the Best Practices Toolkit to have students
discuss what they know about patriotism. Write the word on the board and explain it.
Then have groups of students discuss the term. Encourage students to talk about what
patriotism means to them and how they and others show their patriotism. (flying flags,
singing the national anthem at sports events) Have the groups share their ideas.
2 Preview Main Ideas and Language
CONNECT VISUALLY
Have students study the map on PE p. 382. Ask them to point to the Missouri Compromise
Line. Explain that the Missouri Compromise banned slavery north of this line. Ask: What
geographical feature borders this line? (Missouri’s southern border) According to the map,
which territory is open to slavery? (Arkansas Territory)
BUILD VOCABULARY Discuss the term nationalism in class and help students
understand the concept. Do a New Word Analysis from the Best Practices Toolkit to
help students break the word into its parts. Then discuss and explain sectionalism. Have
student pairs complete a New Word Analysis for sectionalism.
Have student pairs get together and explain the objectives below in their own words.
• Tell what Americans did to improve transportation.
• Describe what happened when the nation became more united.
• Explain how the Missouri Compromise helped reduce sectional problems.
• Discuss the Monroe Doctrine.
4 Support Student Reading
COOPERATIVE WORK
To help students understand what events and issues encouraged the growth of
nationalism and sectionalism, have groups complete a T-Chart activity from the
Best Practices Toolkit. Discuss finished charts in class.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
Chapter 11
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
3 Make Objectives Explicit
1.How did opening the Erie Canal fuel nationalism? (p. 381, par. 2)
2.What created sectionalism within the United States? (p. 381, par. 5–6)
3.What was the Missouri Compromise? (p. 382, par. 3)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT38 of Daily Test
Practice Transparencies. To assess comprehension, use the Section Quiz on p. 165 of the
Unit 4 Resource Book. To assess comprehension of the chapter, have students complete
Chapter 11 Test, Form A, on pp. 169–172.
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Strategies for E.L.: Section 11.3
Lesson Plans
273
section
11.3
STRATEGIES FOR INCLUSION
Nationalism and Sectionalism
Before Reading
ACTIVATING PRIOR KNOWLEDGE Set up a Vocabulary: Knowledge Rating
a­ ctivity from the Best Practices Toolkit. Choose four to six key terms and write them on the
transparency. Read the list of terms aloud, having students mark an X in the box that rates
how well they know each one. Ask volunteers for definitions. As the class adequately defines
each word, write the definition on the transparency and have students copy it.
Term
Definition
nationalism
Feeling of pride and loyalty to one’s country
sectionalism
Feeling of loyalty to one’s own region or section of the country
Monroe Doctrine U.S. policy opposing European interference in the Western
Hemisphere
FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best Practices
Toolkit to make sure students understand “Nationalism Unites the ­Country.”
Teacher reads: “In 1815, Madison presented a plan to Congress for making America
­economically self-sufficient.”
Teacher says: “Self-sufficient means that the country would grow by itself, without foreign
products. I’ll keep reading to find out more about Madison’s plan.”
Teacher reads: “The plan—which Clay promoted as the American System—had three main
actions.”
Teacher says: “This sounds important. I think I’ll take some notes.”
After Reading
ASSESSING COMPREHENSION Work with students on a Cause-and-Effect
­Mapping activity for “Transportation Links Cities.”
Causes
•Canals improved transportation.
•Canals allowed farm products from the Great Lakes to travel east.
•Canals allowed people and manufactured goods from the East to travel west.
Transportation in the 1800s
Effects
•Better transportation caused increased trade.
•Increased trade caused New York City to become the nation’s largest city.
274
Strategies for Inclusion: Section 11.3
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 11: Nationalism and Sectionalism (1800–1844)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Chapter 11
During Reading
section
CORE LESSON PLAN
12.1 Jacksonian Democracy and
States’ Rights
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.2.spi.5., 8.3.spi.1., 8.3.spi.7., 8.4.spi.1., 8.4.spi.2., 8.4.spi.3., 8.4.spi.5., 8.4.spi.9., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6.,
8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1.
Performance Indicators Teacher
8.4.tpi.1., 8.4.tpi.2., 8.4.tpi.3., 8.4.tpi.4., 8.4.tpi.6., 8.4.tpi.9., 8.4.tpi.10., 8.4.tpi.16., 8.4.tpi.17., 8.4.tpi.20., 8.4.tpi.22., 8.4.tpi.25.,
8.4.tpi.27., 8.5.tpi.4., 8.5.tpi.6., 8.5.tpi.8., 8.5.tpi.14., 8.5.tpi.15., 8.5.tpi.19., 8.5.tpi.32., 8.6.tpi.4., 8.6.tpi.5.
Learning Expectations
2.01, 2.04, 3.02, 4.02, 4.04, 5.14, 5.15, 5.17
Process Standards
P1, P2, P6, P7, P8, P10, P12, P14, P17, P19, P20, P21, P28, P31, P32, P33, P36, P37
Blueprint
BP 18, BP 20, BP 23, BP 29, BP 30, BP 31, BP 37, BP 50, BP 62, BP 67, BP 68, BP 69, BP 71, BP 72, BP 73, BP 77, BP 78, BP 81,
BP 82, BP 83, BP 85, BP 87, BP 88, BP 89, BP 90, BP 91, BP 95, BP 99, BP 100, BP 101, BP 102, BP 189, BP 195, BP 196, BP 198,
BP 211, BP 216, BP 217, BP 220, BP 221, BP 222, BP 225, BP 227, BP 263, BP 266
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 5 Resource Book
Read for Understanding
TIME: ___________ min. (10–40 min.)
CHAPTER OPENER:
Section Objectives
o Connect Geography & History, PE/TE pp. 392–393;
1. E xplain the political divisions that appeared around
the 1824 presidential election
2. S
ummarize how democracy changed during
Jackson’s presidency
3. I dentify economic issues that increased tension
within the states
4. D
escribe the issue of states’ rights from two
opposing points of view
and @ ClassZone.com
o American History Video Series, DVD ; and on
Power Presentations DVD-ROM
o Time Line Discussion, TE p. 392
o Read for the Essential Question, TE p. 394
o Interactive Reading/Vocabulary, PE/TE p. 394;
BPTK TT9–TT16, TT34
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 395; UTB TT1
Chapter 12
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
1. ENGAGE
UTB = Unit 5 Transparency Book
BPTK = Best Practices Toolkit—Interact with History
DTPT = Daily Test Practice Transparencies
o One American’s Story, PE/TE, p.395
o Think, Pair, Share: Pair Activity—Sectionalism Changes Politics, TE p. 395
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Core Lesson Plan: Section 12.1
Lesson Plans
275
Section 12.1: CORE LESSON PLAN, continued
3. EXPLAIN
Instruct
TIME: ___________ min. (10–30 min.)
Struggling Readers &
Inclusion
On-level
Gifted and Talented &
Pre-AP
English Learners
o C reate Visual or Oral
o S ection 1: Jacksonian
o E valuate the Electoral
o P ronounce and
o C ampaign for Student
o K ey Academic
o T ariffs vs. Taxes
o R SG Spanish, URB
Clues, TE p. 394
Democracy and States’
Rights, PE/TE
pp. 394–401
o T ime Line of Jackson’s
Life, TE p. 396
oU
se Symbols to
o R eading Study Guide,
Illustrate Points of
View, TE p. 399
URB pp. 1–2
o R SG w/ Support, URB
pp. 7–8
oB
ackground, URB
p. 26
College, TE p. 396
Office, TE p. 397
Graphic Organizer, TE
p. 399
oD
ifferentiation Activity
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
Preview, TE p. 394
Vocabulary, TE p. 397
pp. 13–14
o R SG w/ Support,
Spanish, URB pp. 19–20
oB
ackground &
Vocabulary, URB
pp. 25–26
o e Edition w/ audio &
Spanish
All Students
o Reader, Recorder, Reporter—Small Group Activity: Jackson Redefines “Democracy,” TE p. 396
o Reader, Recorder, Reporter—Small Group Activity: Rising Sectional Differences, TE p. 398, Historic Supreme
o Roleplay Your Answer—Small Group Activity: Federal Government vs. the States, TE p. 399
o More About: The Electoral College, TE p. 396; Jackson’s Inauguration, TE p. 397, American Literature
Selection: from Jackson, URB pp. 38–40; Andrew Jackson, TE p. 397; John C. Calhoun, TE p. 400; Daniel
Webster, TE p. 400, Primary and Secondary Sources, URB p. 37
Chapter 12
o America’s History Makers: Andrew Jackson, PE/TE p. 396
o Connect Citizenship and History, PE/TE p. 397; Connect to Today, URB p. 35
o Analyze a Chart, PE/TE p. 398
o Comparing Sectional Interests, PE/TE p. 399
276
Core Lesson Plan: Section 12.1
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Court Decisions, URB pp. 191–192
Section 12.1: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
o Map Transparency: State Voting Qualifications,
o Connect to Civics: Rachel Jackson and Campaign
o After-Reading Activities: BPTK TT48–61; and @
o Connect to Art: Create Still Scenes of Jackson’s
o Animated History & Geography, Power
o Tiered Activity: Interview on States’ Rights, TE p. 400
UTB TT3
ClassZone.com
Presentations; and @ ClassZone.com
Politics, TE p. 398
Life, TE p. 398
o Research & Writing Center, Activity Center, and
Map Center @ ClassZone.com
o EasyPlanner DVD-ROM; Resources2Go USB drive:
All worksheets and editable lesson material
5. EVALUATE
Assess & Reteach
TIME: ___________ min. (5–20 min.)
Core Assessment
Reteaching
o Section Assessment, PE/TE p. 401; Interactive
o Reteaching Activity, URB p. 44
Review @ ClassZone.com
o Section Quiz, URB p. 41
o McDougal Littell Assessment System: Test
o Daily Test Practice 12.1, DTPT TT39
o T est Practice and Review Workbook pp. 99–100
Chapter 12
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Generator CD-ROM: Section Quiz
Test Practice & Review
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Core Lesson Plan: Section 12.1
Lesson Plans
277
section
12.1
STRATEGIES FOR ENGLISH LEARNERS
Jacksonian Democracy and
States’ Rights
1 Activate Prior Knowledge
Use a Round Robin & Roundtable activity from the Best Practices Toolkit to have
students generate as many facts, ideas, and questions as they can about strong leaders.
What qualities make a strong leader? Which earlier presidents would students consider
strong leaders? Write the topic on the board and have groups of students spend three to
five minutes giving responses. After you call time, have the groups share their ideas.
2 Preview Main Ideas and Language
CONNECT VISUALLY
Have students study the graphic on PE p. 399. Explain that, when Jackson became president, legislators in different parts of the country disagreed about key economic issues.
Ask: Why do you think Westerners wanted Western lands sold at low prices? (to encourage settlement there) Why do you think Northeasterners opposed this? (workers needed
in the Northeast might leave for the West)
BUILD VOCABULARY Have students use a T-Chart activity from the Best Practices Toolkit to keep track of unfamiliar words they encounter in the section. Help students understand that they can use context clues to figure out the words’ meanings. Use
finished charts to create a master list of the words and post it in class.
Have student pairs get together and explain the objectives below in their own words.
•Describe Jackson’s idea of spreading political power to all the people.
•Explain the issues in the debate over states’ rights.
•Tell how South Carolina’s threat to separate from the country was solved.
4 Support Student Reading
COOPERATIVE WORK
Model a Reporter’s Questions activity on the spoils system. Then have groups of
students complete a Reporter’s Questions activity on Jacksonian democracy.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1.Why did Jackson lose the election of 1824? (p. 396, par. 1–2)
2.What two parties were created from the 1828 election? (p. 396, par. 5)
3.What was the “doctrine of nullification”? (p. 400, par. 2)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT39a and TT39b of
Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on
p. 41 of the Unit 5 Resource Book.
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Strategies for E.L.: Section 12.1
Lesson Plans
Chapter 12
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
3 Make Objectives Explicit
279
section
12.1
STRATEGIES FOR INCLUSION
Jacksonian Democracy and
States’ Rights
Before Reading
ACTIVATING PRIOR KNOWLEDGE Set up a Vocabulary: Knowledge Rating activity
from the Best Practices Toolkit for Section 1. Choose six to eight key terms and write them
on the transparency. Read the list of terms aloud, having students mark an X in the box that
rates how well they know each one. Ask volunteers for definitions. As the class defines each
word, write the definition on the transparency and have students copy it.
Term
Definition
Jacksonian democracy
idea of giving political power to more of the people
spoils system
practice of giving government jobs to political backers
doctrine of nullification
idea that a state could reject a federal law
secession
withdrawal from a political union
During Reading
FOCUSED READING Have students use the SQ3R activity in the Best Practices Toolkit
for taking notes on Section 1. First survey the text and make predictions about the reading.
Next, use the transparency to model summarizing key points. Then have student partners
finish the activity. Here are some examples.
• Jackson will lose the election of 1824.
• There will be increasing differences between sections of the country.
• There will be a “Tariff of Abominations.”
Next, turn the subheads into questions and then read to answer the questions.
EXAMPLES: QUESTIONS
• Why did Jackson lose the election of 1824?
• What will cause the increasing differences between sections?
• What will the states’ rights debate be about?
Chapter 12
After Reading
280
ASSESSING COMPREHENSION Ask each student to write a paragraph that gives
examples from the text to answer the following question:
Why did South Carolina threaten secession, or withdrawal from the Union, and what finally
happened to prevent bloodshed?
Strategies for Inclusion: Section 12.1
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
EXAMPLES: SURVEY
section
CORE LESSON PLAN
12.2 Jackson’s Policy Toward Native
Americans
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.1.spi.2., 8.3.spi.1., 8.3.spi.7., 8.4.spi.3., 8.4.spi.4., 8.4.spi.5., 8.4.spi.7., 8.4.spi.9., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6., 8.5.spi.7.,
8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.3.
Performance Indicators Teacher
8.1.tpi.13., 8.3.tpi.7., 8.3.tpi.13., 8.3.tpi.15., 8.4.tpi.25., 8.5.tpi.4., 8.5.tpi.6., 8.5.tpi.8., 8.5.tpi.10., 8.5.tpi.12., 8.5.tpi.14., 8.5.tpi.15.,
8.5.tpi.28., 8.5.tpi.31., 8.5.tpi.32., 8.6.tpi.1., 8.6.tpi.3.
Learning Expectations
1.03, 3.01, 3.02, 3.04, 3.05, 4.04, 5.14
Process Standards
P1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P32, P33, P36, P37
Blueprint
BP 1, BP 2, BP 7, BP 8, BP 50, BP 59, BP 61, BP 62, BP 63, BP 64, BP 67, BP 69, BP 71, BP 77, BP 78, BP 87, BP 102, BP 189,
BP 190, BP 207, BP 210, BP 211, BP 213, BP 215, BP 216, BP 217, BP 219, BP 220, BP 221, BP 222, BP 225, BP 226, BP 227,
BP 228, BP 258, BP 259, BP 264, BP 266
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 5 Resource Book
Read for Understanding
o Causes and Effects, BPTK TT24–25
o Interactive Reading/Vocabulary, PE/TE p. 3402;
BPTK TT9–TT16
o Read for the Essential Question, TE p. 402
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (10–40 min.)
Section Objectives
1. E xplain why Jackson wanted the Native Americans
to move West
2. S
ummarize the effects of the Indian Removal Act on
Native Americans
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 403; UTB TT1
o One American’s Story, PE/TE, p.403
o Think, Pair, Share: Pair Activity—Native Americans Forced West, TE p. 403
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
Chapter 12
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
1. ENGAGE
UTB = Unit 5 Transparency Book
BPTK = Best Practices Toolkit—Interact with History
DTPT = Daily Test Practice Transparencies
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Core Lesson Plan: Section 12.2
Lesson Plans
281
Section 12.2: CORE LESSON PLAN, continued
3. EXPLAIN
Instruct
TIME: ___________ min. (10–30 min.)
Struggling Readers &
Inclusion
On-level
Gifted and Talented &
Pre-AP
English Learners
o Assemble Vocabulary
o Section 2: Jackson’s
o The Decision to
o Pronounce and
o Differentiation Activity
o RSG Spanish, URB
Word Tiles, TE p. 402
Policy Toward Native
Americans, PE/TE
pp. 402–407
o Draw a Sketch Map
of Indian Territory, TE
p. 405
o Reading Study Guide,
URB pp. 3–4
o RSG w/ Support, URB
pp. 9–10
Remove the Cherokee,
TE p. 405
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
o Background, URB
Preview, TE p. 402; URB
pp. 25–26
pp. 15–16
o RSG w/ Support,
Spanish, URB pp. 21–22
o Background &
p. 26
Vocabulary, URB pp. 26
o eEdition w/ audio &
Spanish
All Students
o Talk About It—Small Group Discussion: The Trail of Tears, TE p. 405
o More About: Gold in Georgia, TE p. 404; Jackson and Native Americans, TE p. 404, Primary and Secondary
Sources, URB p. 36; The Cherokee Nation Today, TE p. 406
4. EXTEND
Enrich
Integrated Technology
TIME: ___________ min. (10–40 min.)
Interdisciplinary and Tiered Activities
o Fine Art Transparency: Andrew Jackson and Native o Connect to Language Arts: Write an Article for the
Americans, UTB TT2
Cherokee Phoenix, TE p. 404
o After-Reading Activities: BPTK TT48–61; and @
o Connect to Language Arts: Explore the Cherokee
o Animated History & Geography, Power
o Tiered Activity: Patchwork Quilt, TE p. 406
ClassZone.com
Presentations; and @ ClassZone.com
Language, TE p. 404
o Research & Writing Center, Activity Center, and
Map Center @ ClassZone.com
o EasyPlanner DVD-ROM; Resources2Go USB drive:
Chapter 12
All worksheets and editable lesson material
5. EVALUATE
Assess & Reteach
Core Assessment
Reteaching
o Section Assessment, PE/TE p. 407; Interactive
o Reteaching Activity, URB p. 45
Review @ ClassZone.com
o Section Quiz, URB p. 42
o McDougal Littell Assessment System:
Test Generator CD-ROM: Section Quiz
282
TIME: ___________ min. (5–20 min.)
Core Lesson Plan: Section 12.2
Lesson Plans
Test Practice & Review
o Daily Test Practice 12.2, DTPT TT40
o T est Practice and Review Workbook, pp. 101–102
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
o Connect Geography & History: Removal of Southeast Tribes 1820–1840, PE/TE p. 405; URB pp. 33–34
o Connect to Today, PE/TE p. 406
section
12.2
STRATEGIES FOR ENGLISH LEARNERS
Jackson’s Policy Toward Native
Americans
1 Activate Prior Knowledge
Model the KWL Chart in the Best Practices Toolkit. Then have students begin a KWL
Chart on the treatment of Native Americans in the early 1800s. Begin by asking students what they know about the topic. Have them use the discussion to fill in the first
column of the KWL Chart. Then have them fill in the second column, writing any
questions they may have.
2 Preview Main Ideas and Language
3 Make Objectives Explicit
Present the objectives listed below. Then have pairs of students get together and explain
the objectives in their own words.
•Explain the conflict between whites and Native Americans in the Southeast.
•Tell how Jackson planned to remove Native Americans from their land.
•Describe the hardships on the Trail of Tears.
4 Support Student Reading
COOPERATIVE WORK
To help students summarize what they learned about the treatment of Native Americans,
have partners work together to fill in the third column of the KWL Chart.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1.What was the Indian Removal Act? (p. 404, par. 6)
2.What is the harsh journey of the Cherokee called? (p. 406, par. 4)
3.What happened when the Seminoles refused to leave Florida? (p. 407, par. 2)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT40 of Daily Test
Practice Transparencies. To assess comprehension, use the Section Quiz on p. 42 of the
Unit 5 Resource Book.
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Strategies for E.L.: Section 12.2
Lesson Plans
Chapter 12
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
CONNECT VISUALLY
Have students use Interpreting Visual Sources to describe what they see in the Trail
of Tears painting on PE p. 402. Ask: Who are the people in this painting? (Native
Americans) What are they doing? (moving) How can you tell? (They are carrying their
possessions.) How are the people dressed? (in blankets and heavy clothing) What do
their clothes tell you about the weather? (It is cold.) How do the people look? (cold,
tired, sad)
BUILD VOCABULARY Help students define these terms and names from the
section: Indian Removal Act, Indian Territory, Trail of Tears, and Osceola. Then have
students use the Peer Tutoring and Flash Card Game from the Best Practices Toolkit
to quiz each other.
283
section
12.2
STRATEGIES FOR INCLUSION
Jackson’s Policy Toward Native
Americans
Before Reading
ACTIVATING PRIOR KNOWLEDGE Have students use a Brainstorming activity to
discuss what it would be like if their community were conquered by foreigners who had a
completely different way of life, different religious beliefs, and different culture. How much
of their culture and way of life would they be willing to give up to fit in with the new group?
What things would be easiest to change? What would be hardest to change? Would they
rather try to fit in, or give up their homes and move far away from the new people?
During Reading
FOCUSED READING Have students use the Interpreting Maps and Graphs activities
in the Best Practices Toolkit to help them understand the information on the “Removal of
Southeast Tribes” map and the “Southeastern People Relocated” graph. Give students copies
of the transparency. Once they have finished the activity, review answers as a class. Finally,
lead a discussion of the map and graph by asking questions such as the following:
1. Which groups gained land in the removal, and which ended up with less land?
2. Which group had to go the greatest distance?
After Reading
ASSESSING COMPREHENSION Ask students to answer the following questions. Tell
them that the answers appear in the text in the same order as the questions.
1. How did many whites feel about Native Americans in the Southeast?
2. What happened when gold was discovered on Cherokee land in Georgia?
3.What did Andrew Jackson think about moving Native Americans west of the
Chapter 12
Mississippi?
4. What were the two choices Jackson thought Native Americans had?
5.How did Jackson solve the problem of Southern states wanting gold on Cherokee land?
6. What was the Trail of Tears?
7. Who was Osceola?
284
Strategies for Inclusion: Section 12.2
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
3. How many Native Americans moved, in all?
section
CORE LESSON PLAN
12.3 Prosperity and Panic
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.2.spi.3., 8.2.spi.6., 8.4.spi.2., 8.4.spi.3., 8.4.spi.5., 8.4.spi.9., 8.5.spi.2., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.10., 8.5.spi.11.,
8.5.spi.12., 8.6.spi.1.
Performance Indicators Teacher
8.2.tpi.4., 8.2.tpi.21., 8.4.tpi.25., 8.5.tpi.2., 8.5.tpi.4., 8.5.tpi.6., 8.5.tpi.14., 8.5.tpi.15., 8.5.tpi.22., 8.5.tpi.31., 8.5.tpi.32.
Learning Expectations
2.01, 2.02, 2.04
Process Standards
P1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P29, P32, P33, P34, P36, P37
Blueprint
BP 17, BP 18, BP 20, BP 23, BP 25, BP 26, BP 27, BP 34, BP 71, BP 95, BP 101, BP 102, BP 211, BP 216, BP 217, BP 221, BP 225,
BP 227, BP 263, BP 272, BP 274
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 5 Resource Book
Read for Understanding
o Note Taking for Interactive Reading, PE/TE p. 408
o Sequence Chain, BPTK TT31
o Differentiated Vocabulary, TE p. 408; BPTK
TT9–TT16
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (10–40 min.)
Section Objectives
1. I dentify causes and effects of Jackson’s destruction
of the national bank
2. E xplain the formation of the Whig Party in the United
States
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 409; UTB TT1
o One American’s Story, PE/TE p. 409
o Roleplay Your Answer: Small Group Activity—Jackson Targets the National Bank, TE p. 409
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
Chapter 12
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
1. ENGAGE
UTB = Unit 5 Transparency Book
BPTK = Best Practices Toolkit—Interact with History
DTPT = Daily Test Practice Transparencies
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Core Lesson Plan: Section 12.3
Lesson Plans
285
Section 12.3: CORE LESSON PLAN, continued
3. EXPLAIN
Instruct
TIME: ___________ min. (10–30 min.)
Struggling Readers &
Inclusion
On-level
Gifted and Talented &
Pre-AP
English Learners
o S equence and Sort
o S ection 3: Prosperity
oD
ifferentiation Activity
o P ronounce and
Terms, TE p. 408
o R SG w/ Support, URB
pp. 11–12
and Panic, PE/TE
pp. 408–412
o R eading Study Guide,
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
URB pp. 5–6
oB
ackground, URB
Preview, TE p. 408
o R SG Spanish, URB
pp. 17–18
o R SG w/ Support,
p. 26
Spanish, URB pp. 23–24
oB
ackground &
Vocabulary, URB
pp. 25–26
o e Edition w/ audio &
Spanish
All Students
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
o Cause-and-Effect Chapter Summary, UTB TT4
o Essential Question Graphic, URB TT5
o After-Reading Activities: BPTK TT48–61; and @
o Connect to Music: Create and Perform Campaign
o Animated History & Geography, Power
o Tiered Activity: Letter to the Editor, TE p. 411
o Interdisciplinary Projects: Political Cartooning, URB
ClassZone.com
Presentations; and @ ClassZone.com
o Research & Writing Center, Activity Center, and
Jingles, TE p. 410
o Connect to Language Arts: Create a Cause-andEffect Chain, TE p. 410
pp. 31–32
Map Center @ ClassZone.com
o EasyPlanner DVD-ROM; Resources2Go USB drive:
Chapter 12
All worksheets and editable lesson material
286
Core Lesson Plan: Section 12.3
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
o Think, Pair, Share— Pair Activity: The Birth of the Whigs, TE p. 412; Skillbuilder Practice, URB p. 27
o More About: The 1832 Presidential Election, TE p. 410; The Panic of 1837, TE p. 411
o Connect Economics and History, PE/TE p. 410; Economics in History, URB p. 28
o Connect to the Essential Question, PE/TE pp. 411
Section 12.3: CORE LESSON PLAN, continued
5. EVALUATE
Assess & Reteach
TIME: ___________ min. (5–20 min.)
Core Assessment
Reteaching
o Section Assessment, PE/TE p. 412
o Section Quiz, URB p. 43
o Interactive Review, PE/TE p. 413; and @
o Reteaching Activity, URB p. 46
ClassZone.com
Test Practice & Review
o Daily Test Practice 12.3, DTPT TT41
o T est Practice and Review Workbook pp. 103–104
o Chapter Assessment, PE/TE pp. 414–415
o Chapter Test (Levels A, B, C), URB
pp. 47–58
o McDougal Littell Assessment System:
Test Generator CD-ROM
• Section Quiz
• Chapter Tests: Forms A, B, & C (and Spanish A,
B, & C)
o Student Products—Guidelines and Rubrics, BPTK
Chapter 12
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
pp. 1–14
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Core Lesson Plan: Section 12.3
Lesson Plans
287
section
12.3
STRATEGIES FOR ENGLISH LEARNERS
Prosperity and Panic
1 Activate Prior Knowledge
Draw a Cluster Diagram from the Best Practices Toolkit on the board and write economy in the center oval. Explain the meaning of the word and then have students discuss
the topic. What helps make a nation’s economy strong? What makes it weak? How does
a good or bad economy affect people? Write students’ responses in the diagram. Then
tell them that, in this section, they will learn about the state of the economy during
Jackson’s term.
2 Preview Main Ideas and Language
CONNECT VISUALLY
Have students study the chart on PE p. 410. Have students point to the peaks in the
economy. Ask: Do consumers spend more or less during these periods? (more) Then
have students point to the low points. Ask: How does the decrease in consumer spending
affect the economy? (more unemployment; business profits and production go down)
BUILD VOCABULARY Discuss the term inflation in class. Model a New Word
Analysis activity from the Best Practices Toolkit to help students break the word into its
parts. Then have student pairs complete a New Word Analysis for depression.
Have student pairs get together and explain the objectives below in their own words.
•Explain the conflict over the Second Bank of the United States.
•Describe how Jackson destroyed the bank.
•Explain how a growing economy suddenly collapsed.
•Tell how the Whig Party won the election of 1840.
4 Support Student Reading
COOPERATIVE WORK
To help students understand the effects of key events in the section, have small groups
complete a Note-Taking, Note Making activity from the Best Practices Toolkit. Before
students begin, model the activity.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1.Who was Nicholas Biddle? (p. 409, par. 4–5)
2.Why was Jackson against the bank? (p. 410, par. 1)
3.What happened to the nation after Jackson left office? (p. 411, par. 2–3)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT41 of Daily Test
Practice Transparencies. To assess comprehension, use the Section Quiz on p. 43 of the
Unit 5 Resource Book. To assess comprehension of the chapter, have students complete
Chapter 12 Test, Form A, on pp. 47–50.
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Strategies for E.L.: Section 12.3
Lesson Plans
Chapter 12
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
3 Make Objectives Explicit
289
section
12.3
STRATEGIES FOR INCLUSION
Prosperity and Panic
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use an Agree/Disagree activity in the Best
­Practices Toolkit as a motivational prereading activity. Write these statements and any others
you create on the blank transparency. Ask students to indicate whether they agree or disagree
with each statement. Here are some examples:
1. Andrew Jackson believed the nation’s most powerful bank was corrupt.
2. When Martin Van Buren became president, the nation enjoyed continued prosperity.
3. The Whig Party supported Jackson and his beliefs.
4. William Henry Harrison was never inaugurated as president.
During Reading
Main Ideas
Explanation
inflation
increase in prices and decrease in the value of money
Martin Van Buren
Jackson’s V.P., elected president in 1836
Panic of 1837
a widespread fear about the state of the economy
depression
a severe economic slump
After Reading
Chapter 12
ASSESSING COMPREHENSION Have students evaluate the statements on the
Agree/Disagree activity again. Ask them to write an explanation of how their understanding
changed and why.
290
Strategies for Inclusion: Section 12.3
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 12: The Age of Jackson (1824–1840)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
FOCUSED READING Have students use a T-Chart activity in the Best Practices Toolkit
for taking notes on Section 3. Here is an example from the third subhead, called “Prosperity
to Panic.”
section
13.1
CORE LESSON PLAN
Trails West
Performance Indicators State
8.1.spi.2., 8.1.spi.7., 8.2.spi.1., 8.3.spi.7., 8.5.spi.3., 8.5.spi.5., 8.5.spi.7., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1.,
8.6.spi.2.
Performance Indicators Teacher
Chapter 13
TENNESSEE CURRICULUM STANDARDS
8.1.tpi.13., 8.3.tpi.7., 8.3.tpi.13., 8.3.tpi.15., 8.5.tpi.4., 8.5.tpi.8., 8.5.tpi.10., 8.5.tpi.17., 8.5.tpi.31., 8.6.tpi.1.
Learning Expectations
1.03, 3.01, 3.02, 3.03, 3.04, 3.05, 5.14
Process Standards
P1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P30, P32, P33, P36, P37
Blueprint
BP 2, BP 5, BP 7, BP 50, BP 55, BP 56, BP 59, BP 63, BP 64, BP 189, BP 190, BP 191, BP 196, BP 210, BP 211, BP 215, BP 216,
BP 217, BP 220, BP 221, BP 222, BP 225, BP 228, BP 264, BP 266, BP 272, BP 277
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 5 Resource Book
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
1. ENGAGE
UTB = Unit 5 Transparency Book
BPTK = Best Practices Toolkit—Interact with History
DTPT = Daily Test Practice Transparencies
Read for Understanding
TIME: ___________ min. (10–40 min.)
CHAPTER OPENER:
Section Objectives
o Connect Geography & History, PE/TE pp. 416–417;
1. I dentify the reasons why the early pioneers moved
west
2. S
ummarize the challenges that people faced in
settling the West
and @ ClassZone.com
o American History Video Series, DVD; and on
Power Presentations DVD-ROM
o Time Line Discussion, TE p. 416
o Read for the Essential Question, TE p. 418
o Interactive Reading/Vocabulary, TE p. 418; BPTK
TT9–TT16, TT34
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 419; UTB TT6
o One American’s Story, PE/TE, p.419
o Think, Pair, Share: Pair Activity—The Early Pioneers, TE p. 419
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 13: Manifest Destiny (1821–1853)
Core Lesson Plan: Section 13.1
Lesson Plans
291
Section 13.1: CORE LESSON PLAN, continued
Chapter 13
3. EXPLAIN
Instruct
TIME: ___________ min. (10–30 min.)
Struggling Readers &
Inclusion
On-level
Gifted and Talented &
Pre-AP
English Learners
o T erms in Context, TE
o S ection 1: Trails West,
oD
ifferentiation Activity
o P ronounce and
o L and Speculation
o R eading Study Guide,
p. 418
Role-Play, TE p. 420
PE/TE pp. 418–423
URB pp. 59–60
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
Preview, TE p. 418
o V ocabulary: Pronoun
Referents, TE p. 420
o R SG w/ Support, URB
o R SG Spanish, URB
oB
ackground, URB
o R SG w/ Support,
pp. 67–68
pp. 75–76
p. 92
Spanish, URB pp. 83–84
oB
ackground &
Vocabulary, URB
pp. 91–92
o e Edition w/ audio &
Spanish
o Reader, Recorder, Reporter—Small Group Activity: Settling the West, TE p. 421;
o More About: William Henry Ashley, TE p. 420; Narcissa Whitman, TE p. 422; Great Salt Lake, TE p. 423
o America’s History Makers: James Beckwourth, PE/TE p. 420
o Connect Geography & History: Trails West 1850, PE/TE p. 421, URB pp. 99–100
o Daily Life on the Trail: A Difficult Journey, PE/TE p. 422
o Animated History: American Trails West, PE/TE pp. 424–425 and @ ClassZone.com
292
Core Lesson Plan: Section 13.1
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 13: Manifest Destiny (1821–1853)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
All Students
Section 13.1: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Interdisciplinary and Tiered Activities
o Fine Art Transparency: The Cowboy, UTB TT7
o After-Reading Activities: BPTK TT48–61; and @
o Connect to Language Arts: Spanish and English
ClassZone.com
o Animated History & Geography, Power
Presentations DVD-ROM; and @ ClassZone.com
Word Comparisons, TE p. 421
o Connect to Language Arts: Chimney Rock Journal
Entry, TE p. 421; McDougal Littell Literature: Trouble
River and Related Readings
o Research & Writing Center, Activity Center, and
o Tiered Activity: Challenges of the Oregon Trail, TE
o EasyPlanner DVD-ROM; Resources2Go USB drive:
o Tiered Activity: Pioneer Life, TE pp. 424–425
o Interdisciplinary Projects: Geometry of Quilts, URB
Map Center @ ClassZone.com
All worksheets and editable lesson material
5. EVALUATE
Assess & Reteach
p. 422
pp. 97–98
TIME: ___________ min. (5–20 min.)
Core Assessment
Reteaching
o Section Assessment, PE/TE p. 423; Interactive
o Reteaching Activity, URB p. 113
Review @ ClassZone.com
o Section Quiz, URB p. 109
o McDougal Littell Assessment System:
Test Practice & Review
o Daily Test Practice 13.1, DTPT TT42
o T est Practice and Review Workbook, pp. 105–106
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Test Generator CD-ROM: Section Quiz
Chapter 13
Integrated Technology
American History—Beginnings through Reconstruction
Chapter 13: Manifest Destiny (1821–1853)
Core Lesson Plan: Section 13.1
Lesson Plans
293