section
4.1
CORE LESSON PLAN
New England: Commerce and Religion
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.1.spi.1., 8.1.spi.2., 8.1.spi.4., 8.1.spi.5., 8.1.spi.7., 8.2.spi.1., 8.2.spi.4., 8.2.spi.5., 8.2.spi.6., 8.2.spi.9., 8.3.spi.1., 8.3.spi.3., 8.3.spi.5.,
8.3.spi.7., 8.4.spi.2., 8.4.spi.3., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.7., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12.,
8.6.spi.1., 8.6.spi.2., 8.6.spi.3., 8.6.spi.4., 8.6.spi.5.
Performance Indicators Teacher
8.1.tpi.8., 8.1.tpi.13., 8.2.tpi.6., 8.2.tpi.7., 8.2.tpi.10., 8.2.tpi.12., 8.2.tpi.15., 8.3.tpi.3., 8.3.tpi.5., 8.3.tpi.6., 8.3.tpi.7., 8.3.tpi.8., 8.3.tpi.9.,
8.3.tpi.10., 8.3.tpi.12., 8.3.tpi.13., 8.3.tpi.15., 8.5.tpi.3., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.9., 8.5.tpi.10., 8.5.tpi.12., 8.5.tpi.13., 8.5.tpi.23.,
8.5.tpi.30., 8.5.tpi.31., 8.6.tpi.3., 8.6.tpi.4., 8.6.tpi.5.
Learning Expectations
1.01, 1.03, 2.01, 2.02, 3.01, 3.02, 3.03, 3.04, 3.05, 4.01, 4.04, 6.01
Process Standards
P1, P2, P3P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P32, P33, P36, P37
Blueprint
BP 1, BP 2, BP 5, BP 7, BP 8, BP 13, BP 14, BP 16, BP 18, BP 20, BP 21, BP 22, BP 23, BP 28, BP 31, BP 34, BP 37, BP 40, BP 41,
BP 44, BP 45, BP 46, BP 47, BP 49, BP 50, BP 51, BP 52, BP 53, BP 54, BP 55, BP 56, BP 57, BP 59, BP 60, BP 62, BP 63, BP 64,
BP 67, BP 69, BP 72, BP 73, BP 74, BP 77, BP 78, BP 87, BP 132, BP 135, BP 137, BP 139, BP 140, BP 142, BP 144, BP 149,
BP 150, BP 151, BP 152, BP 154, BP 155, BP 156, BP 157, BP 160, BP 161, BP 258, BP 259, BP 260, BP 263, BP 264, BP 266,
BP 272
1. ENGAGE
UTB = Unit 2 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. 92–93;
1. List New England’s major resources
2. Explain the effects of Atlantic trade on New England
3. Analyze the causes of King Philip’s War
4. S
ummarize the changes that took place in Puritan
society in the late 1600s
and @ ClassZone.com
o American History Video Series, DVD; and on
Power Presentations DVD-ROM
o Time Line Discussion, TE p. 92
o Read for the Essential Question, TE p. 94
o Interactive Reading/Vocabulary, PE/TE p. 94;
BPTK TT9–TT16, TT32
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 95; UTB TT6
o One American’s Story, PE/TE, p.95
o Reader, Recorder, Reporter: Small Group Activity—The Resources of New England, TE p. 95
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Core Lesson Plan: Section 4.1
Lesson Plans
Chapter 4
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 2 Resource Book
95
Section 4.1: 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 S pell and Define
o S ection 1: New
o C ompare Industries
o P ronounce and
Vocabulary, TE p. 94
England: Commerce
and Religion, PE/TE
pp. 94–101
o Illustrate New
England’s Industries,
TE p. 96
o R eading Study Guide,
oA
nalyze Causes and
Effects, TE p. 99
o R SG w/ Support, URB
pp. 79–80
oB
ackground, URB
p. 104
URB pp. 71–72
Past and Present, TE
p. 96
o J ournalism About
Slave Ships, TE p. 98
o P oint of View
Monologues, TE p. 99
oD
ifferentiation Activity
Bank: Strategies for
Pre-AP, BPTK
pp. 89–194
Preview, TE p. 94
o C omprehension:
Self-Monitor, TE p. 98
o R SG Spanish, URB
pp. 87–88
o R SG w/ Support,
Spanish, URB pp. 95–96
oB
ackground &
Vocabulary, URB
pp. 103–104
o e Edition w/ audio &
Spanish
All Students
Passage, TE p. 98; African Americans in Whaling, TE p. 99; The Salem Witch Trials, TE p. 100
Chapter 4
o Connect Geography & History: The New England Colonies 1750, PE/TE p. 96
o Connect to Today: Piracy, PE/TE p. 97
o Connecting Economics and History: Triangular Trade, PE/TE p. 98
o History through Art: A Changing Puritan World, PE/TE p. 100
96
Core Lesson Plan: Section 4.1
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
o Think, Pair, Share—Pair Activity: Atlantic Trade, TE p. 98; Changes in Puritan Society, TE p. 100
o Talk About It—Small Group Discussion: King Philip’s War, TE p. 99
o More About: Harvesting the Sea, TE p. 96; New England Whaling, TE p. 96; Blackbeard, TE p. 97; The Middle
Section 4.1: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
o Map Transparency: The Colonial Trade, 1750
o Connect to Language Arts: Editorial on the
UTB TT8
o After-Reading Activities: BPTK TT48–61; and @
ClassZone.com
o Animated History & Geography, Power
Presentations DVD-ROM; and @ ClassZone.com
o Research & Writing Center, Activity Center, Map
Navigation Acts, TE p. 97; Active Citizenship, URB
pp. 201–202
o Connect to Art: Illustration of Pirates: Myth vs. Fact,
TE p. 97
o Tiered Activity: Describe Changes in Puritan
Society, TE p. 100
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. 101; Interactive
o Reteaching Activity, URB p. 125
Review @ ClassZone.com
o Section Quiz, URB p. 121
o McDougal Littell Assessment System: Test
o Daily Test Practice 4.1, DTPT TT12
o T est Practice and Review Workbook, pp. 37–38
Chapter 4
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Generator CD-ROM: Section Quiz
Test Practice & Review
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Core Lesson Plan: Section 4.1
Lesson Plans
97
section
4.1
STRATEGIES FOR ENGLISH LEARNERS
New England: Commerce and Religion
1 Activate Prior Knowledge
Use a Cluster Diagram from the Best Practices Toolkit for the word “weather.” Draw
three ovals on the board. Write “weather” in the center oval, and “hot” and “cold” in the
other two. Have students discuss how hot and cold weather affects them. Point out that
weather had a big impact on the development of the colonial regions.
2 Preview Main Ideas and Language
CONNECT VISUALLY
Have students study the map on PE p. 96. Tell them that the symbols in the legend stand
for products produced in the New England Colonies. Ask students to point to areas on
the map that produced cattle. Then ask them to identify the region’s ocean-related
products. (fish, ships, whaling products) Why were so many of these products produced
in the region? (region is close to the sea)
BUILD VOCABULARY Model a Vocabulary: Frayer Model from the Best Practices
Toolkit for the term subsistence farming. Then have student partners do a Vocabulary:
Frayer Model for triangular trade. Briefly discuss the Vocabulary: Frayer Model
in class.
Present the objectives listed below. Then have pairs of students get together and explain
the objectives in their own words.
•Describe life in New England farms and towns.
•Describe the three types of Atlantic trade.
•Describe how Native Americans reacted to the growth of the Puritan colonies.
•Tell why Puritan society changed.
4 Support Student Reading
COOPERATIVE WORK
To help students learn about the development of the New England Colonies, use
Carousel Preview & Carousel Reports from the Best Practices Toolkit for the
­following terms: climate, land, resources, products, people.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1.Why did New England farmers practice subsistence farming? (p. 96, par. 1)
2.What were the four provisions of the Navigation Acts? (p. 97, par. 1–2)
3.What caused King Philip’s War? (p. 99, par. 5–6)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT12 of Daily Test
Practice Transparencies. To assess comprehension, use the Section Quiz on p. 121 of the
Unit 2 Resource Book.
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Strategies for E.L.: Section 4.1
Lesson Plans
Chapter 4
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
3 Make Objectives Explicit
99
section
4.1
STRATEGIES FOR INCLUSION
New England: Commerce and Religion
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. From the beginning, New England settlers were against slavery.
2. England tried to control colonial trade, but could not.
3. White New Englanders treated free Africans as equals.
4. The Puritan religion remained strong throughout colonial history.
During Reading
FOCUSED READING 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.
EXAMPLES: SURVEY
EXAMPLES: QUESTIONS
•What made each colonial region distinct?
•What were the farms and towns of New England like?
•How did people of New England harvest the sea?
Using the SQ3R transparency, model summarizing the key points. Then have student
partners finish the activity.
After Reading
Chapter 4
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.
100
Strategies for Inclusion: Section 4.1
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
•Distinct colonial regions will develop.
•New England colonies will have cattle, fishing, shipbuilding, timber, and whaling.
•The sea will be an important source of food.
Another part of SQ3R is to turn the headings into questions and then read to answer the
questions.
section
4.2
CORE LESSON PLAN
The Southern Colonies: Plantations
and Slavery
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.1.spi.2., 8.1.spi.7., 8.2.spi.1., 8.2.spi.4., 8.2.spi.5., 8.2.spi.6., 8.2.spi.9., 8.3.spi.1., 8.3.spi.3., 8.3.spi.5., 8.3.spi.7., 8.4.spi.2., 8.4.spi.3.,
8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.7., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.3., 8.6.spi.4.,
8.6.spi.5.
Performance Indicators Teacher
8.1.tpi.5., 8.1.tpi.7., 8.1.tpi.11., 8.1.tpi.12., 8.1.tpi.13., 8.2.tpi.1., 8.2.tpi.7., 8.2.tpi.10., 8.3.tpi.1., 8.3.tpi.2., 8.3.tpi.3., 8.3.tpi.4., 8.3.tpi.5.,
8.3.tpi.6., 8.3.tpi.7., 8.3.tpi.8., 8.3.tpi.9., 8.3.tpi.10., 8.3.tpi.11., 8.3.tpi.12., 8.3.tpi.13., 8.3.tpi.14., 8.3.tpi.15., 8.3.tpi.17., 8.5.tpi.3.,
8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.9., 8.5.tpi.10., 8.5.tpi.13., 8.5.tpi.20., 8.5.tpi.23., 8.5.tpi.30., 8.6.tpi.3.
Learning Expectations
1.03, 2.01, 2.02, 3.01, 3.02, 3.04, 5.06, 5.08
Process Standards
P1, P2, P6, P7, P8, P10, P12, P14, P19, P20, P21, P28, P32, P33, P36, P37
Blueprint
BP 2, BP 7, BP 8, BP 14, BP 16, BP 17, BP 20, BP 33, BP 37, BP 41, BP 43, BP 44, BP 46, BP 49, BP 50, BP 51, BP 52, BP 53,
BP 54, BP 55, BP 56, BP 57, BP 58, BP 59, BP 60, BP 61, BP 62, BP 63, BP 64, BP 69, BP 78, BP 131, BP 132, BP 135, BP 137,
BP 139, BP 140, BP 142, BP 144, BP 149, BP 150, BP 151, BP 155, BP 156, BP 157, BP 161, BP 258, BP 259, BP 266, BP 273,
BP 276
1. ENGAGE
UTB = Unit 2 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. 102
o Comparison Matrix, BPTK TT19
o Differentiated Vocabulary, PE/TE p. 102; BPTK
TT9–TT16
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (10–40 min.)
Section Objectives
1. Describe the plantation economy in the South
2. A
nalyze how the search for cheap labor led to
slavery
3. E xplain ways that African Americans resisted
enslavement
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 103; UTB TT6
o One American’s Story, PE/TE, p.103
o Reader, Recorder, Reporter: Small Group Activity—The Plantation Economy, TE p. 103
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Core Lesson Plan: Section 4.2
Lesson Plans
Chapter 4
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 2 Resource Book
101
Section 4.2: CORE LESSON PLAN, continued
3. EXPLAIN
Struggling Readers &
Inclusion
Instruct
TIME: ___________ min. (10–30 min.)
On-level
Gifted and Talented &
Pre-AP
English Learners
o Create Audio or Visual o Section 2: The Southern o Population Graph, TE
o Pronounce and
o RSG w/ Support, URB
o Vocabulary: Idioms, TE
Vocabulary, TE p. 102
pp. 81–82
o Background, URB
Colonies: Plantations
and Slavery, PE/TE
pp. 102–107
o Reading Study Guide,
p. 104
URB pp. 73–74
p. 105
o Differentiation Activity
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
Preview, TE p. 102
p. 105
o RSG Spanish, URB
pp. 89–90
o RSG w/ Support,
Spanish, URB pp. 97–98
o Background &
Vocabulary, URB
pp. 103–104
o eEdition w/ audio &
Spanish
All Students
o Think, Pair, Share—Pair Activity: The Search for Cheap Labor, TE p. 105; Expansion of Plantations Brings
Resistance, TE p. 106
Literature Selection: from Roots, URB pp. 116–120; Eliza Lucas, TE p. 106; America’s History Makers, URB
pp. 107–108
Chapter 4
o Comparing Slave Populations, PE/TE p. 105
o Connecting History: Slavery, PE/TE p. 106
o Connect Geography & History: The Southern Colonies, 1750, PE/TE p. 107
o Animated History: A New England Seaport PE/TE pp. 108–109 and @ ClassZone.com
102
Core Lesson Plan: Section 4.2
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
o More About: Charles Town, TE p. 104; Nathaniel Bacon, TE p. 104; Living in Slavery, TE p. 105; American
Section 4.2: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
o Fine Art Transparency: Maryland Plantation,
o Connect to Language Arts: Newspaper Report of
UTB TT7
o After-Reading Activities: BPTK TT48–61; and @
ClassZone.com
o Animated History & Geography, Power
Presentations DVD-ROM; and @ ClassZone.com
o Research & Writing Center, Activity Center, and
Map Center @ ClassZone.com
Rebellion, TE p. 104; Write Bacon’s Persuasive
Speech, TE p. 104
o Tiered Activity: Create a Flow Chart of the Plantation
System, TE p. 106; Life in a New England Seaport, TE
pp. 108–109
o Interdisciplinary Projects: Dyeing Colonial Fabrics,
URB pp. 109–110
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. 107; Interactive
o R eteaching Activity, URB p. 126
Review @ ClassZone.com
o Section Quiz, URB p. 122
o McDougal Littell Assessment System: Test
Generator CD-ROM: Section Quiz
Test Practice & Review
o Daily Test Practice 4.2, DTPT TT13
o T est Practice and Review Workbook, pp. 39–40
pp. 1–14
Chapter 4
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
o Student Products—Guidelines and Rubrics, BPTK
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Core Lesson Plan: Section 4.2
Lesson Plans
103
section
4.2
STRATEGIES FOR ENGLISH LEARNERS
The Southern Colonies: Plantations
and Slavery
1 Activate Prior Knowledge
Model the KWL Chart in the Best Practices Toolkit. Then have students begin a KWL
Chart on slavery in the Southern Colonies. Begin by asking students what they know
about slavery. Have students 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.
Tell students to fill in the third column after they read the section.
2 Preview Main Ideas and Language
CONNECT VISUALLY
Have students study the graph on PE p. 105. Ask them to identify in which region the
slave population grew quickly. (South) Ask: Why do you think that African slavery
increased in the South during these years? (fewer indentured white servants and
European laborers; planters were unsuccessful enslaving Native Americans)
BUILD VOCABULARY Model a New Word Analysis from the Best Practices Toolkit
for the term indentured servant. Then have student partners do a New Word Analysis for
overseer. Briefly discuss the New Word Analyses in class.
Present the objectives listed below. Then have pairs of students get together and explain
the objectives in their own words.
•Explain the plantation economy and the use of slaves.
•Tell about life under slavery.
•Discuss resistance to slavery.
4 Support Student Reading
COOPERATIVE WORK
To help students summarize what they learned about slavery in the Southern Colonies,
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.How did the planter class gain power in the South? (p. 104, par. 3–4)
2.What source of labor was used in the Southern Colonies before the turn to African
slavery? (p. 105, par. 1–3)
3.What did enslaved Africans do to resist slavery? (p. 106, par. 4)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT13 of Daily Test
Practice Transparencies. To assess comprehension, use the Section Quiz on p. 122 of the
Unit 2 Resource Book.
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Strategies for E.L.: Section 4.2
Lesson Plans
Chapter 4
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
3 Make Objectives Explicit
105
section
4.2
STRATEGIES FOR INCLUSION
The Southern Colonies: Plantations
and Slavery
Before Reading
ACTIVATING PRIOR KNOWLEDGE Set up a Vocabulary: Knowledge Rating activity
from the Best Practices Toolkit for the concept “Plantation Economy.” For example:
Term
Definition
plantations
large farms that raised cash crops
cash crops
crops raised for money
overseers
men hired by planters to watch over and direct slaves’ work
Stono Rebellion
1793 slave rebellion in South Carolina
During Reading
FOCUSED READING Use a Listening/Reading Guide activity in the Best Practices
Toolkit and blank transparency to help students understand Section 2.
EXAMPLES: QUESTIONS
1.What was necessary for a plantation economy?
2.How did plantations expand?
After Reading
Chapter 4
ASSESSING COMPREHENSION Work with students to create a Cause-Effect Chart
as shown on the transparency in the Best Practices Toolkit, for the heading, “The Search for
Cheap Labor” in Section 2.
106
Strategies for Inclusion: Section 4.2
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
3.How did plantations affect the social classes?
section
4.3
CORE LESSON PLAN
The Middle Colonies: Farms and Cities
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.1.spi.1., 8.1.spi.2., 8.1.spi.4., 8.1.spi.5., 8.1.spi.7., 8.2.spi.1., 8.2.spi.4., 8.2.spi.7., 8.3.spi.1., 8.3.spi.2., 8.3.spi.5., 8.4.spi.2., 8.4.spi.5.,
8.5.spi.3., 8.5.spi.4., 8.5.spi.7., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.3., 8.6.spi.4., 8.6.spi.5.
Performance Indicators Teacher
8.1.tpi.1., 8.1.tpi.3., 8.1.tpi.7., 8.1.tpi.13., 8.1.tpi.14., 8.2.tpi.1., 8.2.tpi.7., 8.2.tpi.10., 8.3.tpi.3., 8.3.tpi.5., 8.3.tpi.6., 8.3.tpi.7., 8.3.tpi.8.,
8.3.tpi.9., 8.3.tpi.10., 8.3.tpi.11., 8.3.tpi.12., 8.3.tpi.13., 8.3.tpi.15., 8.5.tpi.3., 8.5.tpi.4., 8.5.tpi.9., 8.5.tpi.10., 8.5.tpi.13., 8.5.tpi.16.,
8.5.tpi.23., 8.6.tpi.3., 8.6.tpi.4., 8.6.tpi.5.
Learning Expectations
1.01, 1.02, 1.03, 2.01, 3.01, 3.02, 4.01, 4.02, 5.05, 5.08, 6.01
Process Standards
P1, P2, P6, P7, P8, P10, P12, P19, P20, P21, P28, P32, P33, P36, P37
Blueprint
BP 1, BP 2, BP 5, BP 7, BP 8, BP 9, BP 14, BP 16, BP 37, BP 41, BP 42, BP 44, BP 46, BP 49, BP 50, BP 51, BP 52, BP 53, BP 54,
BP 55, BP 56, BP 58, BP 59, BP 60, BP 62, BP 63, BP 64, BP 130, BP 131, BP 132, BP 135, BP 137, BP 140, BP 144, BP 150,
BP 152, BP 155, BP 156, BP 157, BP 160, BP 161, BP 258, BP 259, BP 263, BP 266, BP 268
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 2 Resource Book
Read for Understanding
o Note Taking for Interactive Reading, PE/TE p. 110
o Main Idea and Details, BPTK TT34
o Differentiated Vocabulary, PE/TE p. 110; BPTK
TT9–TT16
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (10–40 min.)
Section Objectives
1. E xplain why the Middle Colonies were prosperous
2. D
escribe the role of African Americans in building
cities
3. S
ummarize ways that ethnic diversity encouraged
tolerance
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 111; UTB TT6
o One American’s Story, PE/TE p. 111
o Think, Pair, Share: Pair Activity—A Prosperous Region, TE p. 111
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Chapter 4
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
1. ENGAGE
UTB = Unit 2 Transparency Book
BPTK = Best Practices Toolkit—Interact with History
DTPT = Daily Test Practice Transparencies
Core Lesson Plan: Section 4.3
Lesson Plans
107
Section 4.3: 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 C reate Vocabulary
o S ection 3: The Middle
oD
ifferentiation Activity
o P ronounce and
Posters, TE p. 110
Colonies: Farms
and Cities, PE/TE
pp. 110–115
o L ocate Supporting
Details, TE p. 112
o R SG w/ Support, URB
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
o R eading Study Guide,
pp. 83–84
Preview, TE p. 110
o C omprehension:
Connection, TE p. 112
o R SG Spanish, URB
URB pp. 75–76
pp. 91–92
oB
ackground, URB
o R SG w/ Support,
p. 104
Spanish, URB
pp. 99–100
oB
ackground &
Vocabulary, URB
pp. 103–104
o e Edition w/ audio &
Spanish
o Reader, Recorder, Reporter—Small Group Activity: African Americans in the City, TE p. 113
o Think, Pair, Share—Pair Activity: Diversity and Tolerance, TE p. 114
o More About: Philadelphia and Benjamin Franklin, TE p. 112; New York City and Philadelphia, TE p. 112;
Connect Geography & History, URB pp. 111–112; Quakers, TE p. 114
Chapter 4
o Connect Geography & History, TE p. 113; Economics in History, URB p. 106
o Connect to the World: Tolerance, PE/TE p. 115
108
Core Lesson Plan: Section 4.3
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
All Students
Section 4.3: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
o After-Reading Activities: BPTK TT48–61; and @
o Connect to Math: Enslaved Populations Pie Charts,
o Animated History & Geography, Power
o Connect to World Languages: Roots of American
o Research & Writing Center, Activity Center, and
o Tiered Activity: Brochure Promoting Immigration,
ClassZone.com
Presentations DVD-ROM; and @ ClassZone.com
Map Center @ ClassZone.com
TE p. 113
English, TE p. 113
TE p. 114
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. 115; Interactive
o R eteaching Activity, URB p. 127
Review @ ClassZone.com
o Section Quiz, URB p. 123
o McDougal Littell Assessment System: Test
Generator CD-ROM: Section Quiz
Test Practice & Review
o Daily Test Practice 4.3, DTPT TT14
o T est Practice and Review Workbook, pp. 41–42
o Student Products—Guidelines and Rubrics, BPTK
Chapter 4
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
pp. 1–14
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Core Lesson Plan: Section 4.3
Lesson Plans
109
section
4.3
STRATEGIES FOR ENGLISH LEARNERS
The Middle Colonies: Farms and Cities
1 Activate Prior Knowledge
Use a Round Robin & Roundtable from the Best Practices Toolkit to have students
share what they know about the different groups of people living today in New York,
New Jersey, and Pennsylvania. Have groups of students spend a few minutes ­discussing
the topic. Then have the groups share their information. Tell students that people of many
different immigrant groups settled this area when it was part of the Middle Colonies.
2 Preview Main Ideas and Language
CONNECT VISUALLY
Have students use Interpreting Visual Sources from the Best Practices Toolkit to
describe the picture on PE p. 111. To get students started, ask the following questions:
What is the man pointing to? What else are the men presenting to the Native Americans?
What is the reaction of the Native Americans?
BUILD VOCABULARY Help students find definitions of the following key terms:
cash crop, artisans, denomination, and Conestoga wagon. Then have partners create
Flash Cards for these terms.
Present the objectives listed below. Then have pairs of students get together and explain
the objectives in their own words.
•Describe the resources of the Middle Colonies.
•Describe the wealth of the cities.
•Explain the diversity of the region.
•Discuss the treatment of African Americans.
4 Support Student Reading
COOPERATIVE WORK
To help students compare the Middle Colonies with the New England Colonies, have
pairs of students use a Venn Diagram from the Best Practices Toolkit. Review the diagrams in class.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1.What attracted settlers to the Middle Colonies? (p. 111–112, par. 4–6)
2.How did the Quakers view slavery? (p. 114, par. 2)
3.What happened as a result of racial tension in New York City? (p. 114, par. 1)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT14 of Daily Test
Practice Transparencies. To assess comprehension, use the Section Quiz on p. 123 of the
Unit 2 Resource Book.
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Strategies for E.L.: Section 4.3
Lesson Plans
Chapter 4
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
3 Make Objectives Explicit
111
section
4.3
STRATEGIES FOR INCLUSION
The Middle Colonies: Farms and Cities
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use a Vocabulary: Definition Mapping activity
in the Best Practices Toolkit to discuss the term diversity. Using a transparency, write “diversity” in the center square, and ask students to suggest definitions for the “What is it?” square.
Also ask students how they know the word. Have students scan the text under the subheads
“A Diverse Population” and “Diversity Leads to Tolerance.” Prompt them to provide information for the remaining areas. Here are some examples:
Definition: variety of people from many immigrant groups
Characteristics: different languages, different skills/crafts, climate of tolerance
Examples: English, German, African
Comparisons/Contrasts: New England, the South
During Reading
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 then find and record supporting details for Section 3. Use the transparency to model the
activity. Here is an example from the first page of the section:
Main Ideas
Visuals
Supporting Details
Climate of tolerance
Penn’s Treaty with the
Indians painting
Letter from William Penn to the Native
Americans, 1681
After Reading
Chapter 4
ASSESSING COMPREHENSION Assign pairs of students to outline a subsection of
Section 3. Have students share their outlines in class to create a complete outline of the
section.
I. A Prosperous Region
A. Farms—long growing season, rich soil
B. Cities—excellent harbors, New York City and Philadelphia prospered, rapid
growth
112
Strategies for Inclusion: Section 4.3
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
EXAMPLE: MIDDLE COLONIES
section
4.4
CORE LESSON PLAN
The Backcountry
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.1.spi.2., 8.1.spi.5., 8.1.spi.7., 8.2.spi.1., 8.2.spi.6., 8.3.spi.1., 8.3.spi.5., 8.3.spi.7., 8.5.spi.3., 8.5.spi.4., 8.5.spi.7., 8.5.spi.10.,
8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.3., 8.6.spi.4., 8.6.spi.5.
Performance Indicators Teacher
8.1.tpi.1., 8.1.tpi.5., 8.1.tpi.7., 8.1.tpi.11., 8.1.tpi.13., 8.1.tpi.14., 8.3.tpi.2., 8.3.tpi.3., 8.3.tpi.5., 8.3.tpi.7., 8.3.tpi.8., 8.3.tpi.9., 8.3.tpi.10.,
8.3.tpi.11., 8.3.tpi.12., 8.3.tpi.13., 8.3.tpi.14., 8.3.tpi.15., 8.3.tpi.17., 8.5.tpi.3., 8.5.tpi.4., 8.5.tpi.8., 8.5.tpi.9., 8.5.tpi.10., 8.5.tpi.13.,
8.5.tpi.16., 8.5.tpi.20., 8.5.tpi.23.
Learning Expectations
1.03, 3.01, 3.02, 3.03, 3.04, 3.05, 6.01
Process Standards
P1, P2, P6, P7, P8, P10, P12, P14, P19, P20, P21, P28, P32, P33, P36, P37
Blueprint
BP 1, BP 2, BP 7, BP 8, BP 9, BP 41, BP 44, BP 46, BP 49, BP 50, BP 51, BP 52, BP 56, BP 58, BP 59, BP 60, BP 62, BP 63, BP 64,
BP 130, BP 132, BP 135, BP 137, BP 140, BP 149, BP 150, BP 152, BP 155, BP 156, BP 160, BP 161, BP 266, BP 270, BP 273
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 2 Resource Book
Read for Understanding
o Note Taking for Interactive Reading, PE/TE p. 116
o Venn Diagram, BPTK TT22
o Differentiated Vocabulary, PE/TE p. 116; BPTK
TT9–TT16
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (10–40 min.)
Section Objectives
1. Describe the characteristics of the Backcountry
2. S
ummarize why many Scot-Irish emigrated to the
colonies
3. A
nalyze the conflicts that developed as Backcountry
settlers push west
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 117; UTB TT6
o One American’s Story, PE/TE, p. 117
o Think, Pair, Share: Pair Activity—Settling the Backcountry, TE p. 117
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
Chapter 4
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
1. ENGAGE
UTB = Unit 2 Transparency Book
BPTK = Best Practices Toolkit—Interact with History
DTPT = Daily Test Practice Transparencies
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Core Lesson Plan: Section 4.4
Lesson Plans
113
Section 4.4: 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 Locate Vocabulary
o Section 4: The
o Differentiation Activity
o Pronounce and
o Define and Illustrate
o Reading Study Guide,
Terms on a Map, TE
p. 116
Terms, TE p. 118
Backcountry, PE/TE
pp. 116–120
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
URB pp. 77–78
Preview, TE p. 116
o Vocabulary: Key
Academic Vocabulary,
TE p. 118
o RSG w/ Support, URB
o RSG Spanish, URB
o Background, URB
o RSG w/ Support,
pp. 85–86
pp. 93–94
p. 104
Spanish, URB
pp. 101–102
o Background &
Vocabulary, URB
pp. 103–104
o eEdition w/ audio &
Spanish
All Students
pp. 114–115
Chapter 4
o Connect Geography & History: The Backcountry 1750, PE/TE p. 118; Skillbuilder Practice, URB p. 105
o Connect to the Essential Question: PE/TE p. 119
o Make It Fun: Teacher-Tested Activity, TE p. 119
114
Core Lesson Plan: Section 4.4
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
o Think, Pair, Share—Pair Activity: The Scots-Irish Arrive, TE p. 118; Connect to Today, URB p. 113
o Talk About It—Small Group Discussion: Beyond the Frontier, TE p. 120; Primary and Secondary Sources, URB
Section 4.4: 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 Tiered Activity: Create a Mural, TE p. 119
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
5. EVALUATE
Assess & Reteach
Core Assessment
Reteaching
o Section Assessment, PE/TE p. 120
o Section Quiz, URB p. 124, Interactive Review @
o Reteaching Activity, URB p. 128
ClassZone.com
o Interactive Review, PE/TE p. 121; and @
ClassZone.com
Test Practice & Review
o Daily Test Practice 4.4, DTPT TT15
o T est Practice and Review Workbook, pp. 43–44
o Chapter Assessment, PE/TE pp. 122–123
o Chapter Test (Levels A, B, C) URB pp. 129–140
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
pp. 1–14
Chapter 4
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
TIME: ___________ min. (5–20 min.)
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Core Lesson Plan: Section 4.4
Lesson Plans
115
section
4.4
STRATEGIES FOR ENGLISH LEARNERS
The Backcountry
1 Activate Prior Knowledge
Use a Draw It Out activity from the Best Practices Toolkit to have students draw pictures about what they think the Backcountry looked like. Before students begin drawing,
tell them that the Backcountry was a rough area of thick forests and streams. After students finish their drawing, have them share it with a partner. Tell students that they will
have a better idea of what the Backcountry looked like after they read the section.
2 Preview Main Ideas and Language
CONNECT VISUALLY
Have students study the map on PE p. 118. Ask them to point to the Appalachian Mountains. Then have them point to the Backcountry. Ask students where the Backcountry
was in relation to the Appalachians. (in or near the mountains) According to the map,
what group of settlers lived in this area in 1750? (Scots-Irish settlers)
BUILD VOCABULARY Model a Vocabulary: Frayer Model from the Best Practices
Toolkit for the term denomination. Then have student partners do a Vocabulary: Frayer
Model for clan. Briefly discuss the Vocabulary: Frayer Model in class.
Present the objectives listed below. Then have pairs of students get together and explain
the objectives in their own words.
•Describe the geography of the Backcountry.
•Tell about Backcountry settlers and Backcountry life.
•Identify other peoples in that part of North America.
4 Support Student Reading
COOPERATIVE WORK
To help learn about conditions and life in the Backcountry, use a Numbered Heads
Together activity from the Best Practices Toolkit. Explain that students should be
prepared to discuss the following topics: geography, settlers, daily life, and conflicts.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1.What kind of reputation did the Backcountry have? (p. 118, par. 2)
2.What group settled in the Backcountry? (p. 118, par. 3)
3.Who did Backcountry settlers come into contact with as they moved west?
(p. 120, par. 1)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT15 of Test Practice
Transparencies. To assess comprehension of the section, use the Section Quiz on
p. 124 of the Unit 2 Resource Book. To assess comprehension of the chapter, have
students complete Chapter 4 Test, Form A, on pp. 129–132.
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Strategies for E.L.: Section 4.4
Lesson Plans
Chapter 4
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
3 Make Objectives Explicit
117
section
4.4
STRATEGIES FOR INCLUSION
The Backcountry
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use the following sentences in a People Search
activity from the Best Practices Toolkit as a motivational prereading activity.
1. Find someone who can tell you the location of the Appalachian Mountains.
2. Find someone who can tell you what a clan is.
3. Find someone who can tell you one difficulty settlers had west of the colonies.
4. Find someone who can tell you where the Scots-Irish were from.
During Reading
FOCUSED READING Use a Listening/Reading Guide activity in the Best Practices
Toolkit to help students understand Section 4. Using the transparency, create questions on key
ideas. Give each student sticky notes to mark the locations of the answers in the text. Read
the text aloud while students use the notes to mark the locations of the answers. Afterwards,
have students return to their tabs to find and write the answers.
EXAMPLES: QUESTIONS
•What major geographical feature was located in and near the Backcountry?
•Why did the Scots-Irish settle in the colonies?
•What conflicts occurred between English colonists and other peoples living in the
After Reading
Chapter 4
ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activity in
the Best Practices Toolkit to summarize each of the four subtopics in this section. Here is an
example for “The Scots-Irish Arrive”:
•Scots-Irish came from the Scotland-England border.
•Drought, rent increases, and religious persecution caused Scots-Irish to move to the
colonies.
•Brought clan system, or large groups of families, to Backcountry.
•Clans helped families deal with dangers.
118
Strategies for Inclusion: Section 4.4
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 4: The Colonies Develop (1651–1753)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
region?
section
5.1
CORE LESSON PLAN
Early American Culture
Performance Indicators State
8.1.spi.1., 8.1.spi.2., 8.1.spi.5., 8.1.spi.7., 8.2.spi.1., 8.2.spi.4., 8.2.spi.6., 8.3.spi.1., 8.5.spi.3., 8.5.spi.8., 8.5.spi.11., 8.5.spi.12.,
8.6.spi.1., 8.6.spi.3., 8.6.spi.4., 8.6.spi.5.
Performance Indicators Teacher
Chapter 5
TENNESSEE CURRICULUM STANDARDS
8.1.tpi.4., 8.2.tpi.13., 8.3.tpi.6., 8.5.tpi.4., 8.6.tpi.4., 8.6.tpi.5.
Learning Expectations
1.01, 1.02, 1.03, 2.01, 3.03, 3.04, 5.06
Process Standards
P1, P2, P6, P7, P8, P10, P12, P14, P19, P20, P21, P28, P32, P33, P36, P37
Blueprint
BP 3, BP 5, BP 7, BP 8, BP 50, BP 53, BP 54, BP 71, BP 72, BP 74, BP 80, BP 82, BP 132, BP 133, BP 135, BP 140, BP 141, BP 150,
BP 152, BP 155, BP 156, BP 160, BP 260, BP 263, BP 270, BP 273, BP 274
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 2 Resource Book
1. ENGAGE
UTB = Unit 2 Transparency Book
BPTK = Best Practices Toolkit—Interact with History
DTPT = Daily Test Practice Transparencies
Read for Understanding
CHAPTER OPENER:
TIME: ___________ min. (10–40 min.)
Section Objectives
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
o Connect Geography & History, and @ ClassZone.
1. Contrast the colonies with older societies
2. Describe daily life in the colonies
American History Video Series, DVD and on Power 3. I dentify changes in American society caused by the
Presentations DVD-ROM
Great Awakening
Time Line Discussion, TE p. 124
4. S
ummarize Enlightenment ideas and how they
affected
the colonies
Read for the Essential Question, TE p. 126
com PE/TE pp. 124–125
o
o
o
o Interactive Reading/Vocabulary, PE/TE p. 126;
BPTK TT9–TT16, TT34
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 127; UTB TT11
o One American’s Story, PE/TE, p.127
o Talk About It: Small Group Discussion—A New Kind of Society, TE p. 127
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Core Lesson Plan: Section 5.1
Lesson Plans
119
Section 5.1: CORE LESSON PLAN, continued
Chapter 5
3. EXPLAIN
Instruct
TIME: ___________ min. (10–30 min.)
Struggling Readers &
Inclusion
On-level
Gifted and Talented &
Pre-AP
English Learners
o C ompleting
o S ection 1: Early
oD
emonstrate Colonial
o P ronounce and
o C hart Differences in
o C omprehension:
o Identify Religious
o R SG Spanish, URB
oD
ifferentiation Activity
o R SG w/ Support
Definitions, TE p. 126
o Illustrate Social
Classes Today, TE
p. 128
American Culture,
PE/TE pp. 126–133
o R eading Study Guide,
o C ompare Technology
in Religious Revivals,
TE p. 131
o R SG w/ Support, URB
pp. 147–148
URB pp. 141–142
Work, TE p. 129
Societies, TE p. 129
Doctrines, TE p. 131
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
oB
ackground, URB
Preview, TE p. 126
Connections, TE p.128
pp. 153–154
Spanish, URB
pp. 159–160
oB
ackground &
Vocabulary, URB
pp. 165–166
p. 166
o e Edition w/ audio &
Spanish
o Think, Pair, Share—Pair Activity: Colonial Life, TE p. 129; Skillbuilder Practice, URB p. 167
o Reader, Recorder, Reporter—Small Group Activity: Religious Revival, TE p. 131
o Roleplay Your Answer—Small Group Activity: The Enlightenment, TE p. 132
o More About: Colonial Voting Rights, TE p. 128; Quaker Women, TE p. 129; Children in the Colonies, TE p. 130;
Colonial Newspapers, TE p. 130; Colleges and the Great Awakening, TE p. 131; George Whitefield, TE p. 132;
Building in Cities, TE p. 134; Building Houses in the Colonies, TE p. 135
o Comparing Class Systems, PE/TE p. 128; Primary and Secondary Sources, URB p. 176
o America’s History Makers: Ben Franklin, PE/TE p. 132; URB pp. 169–170
o Make It Fun: Teacher-Tested Activities, TE p. 129
120
Core Lesson Plan: Section 5.1
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
All Students
Section 5.1: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Interdisciplinary and Tiered Activities
o After-Reading Activities: BPTK TT48–61; and @
o Connect to Math: Create a Literacy Graph, TE p. 130;
o Animated History & Geography, Power
o Connect to Language Arts: Create an Almanack, TE
o Research & Writing Center, Activity Center, and
o Tiered Activity: Oral Presentation On Benjamin
ClassZone.com
Presentations DVD-ROM; and @ ClassZone.com
Map Center @ ClassZone.com
o EasyPlanner DVD-ROM; Resources2Go USB drive:
All worksheets and editable lesson material
Calculate House Dimensions, TE p. 135
Chapter 5
Integrated Technology
p. 130
Franklin, TE p. 132; Create and Advertisement, TE
p. 134–135
o Interdisciplinary Projects: The New England Primer,
URB pp. 171–172
o Interpreting Maps, BPTK p. 118
o Team Teaching, BPTK p. 26
5. EVALUATE
Assess & Reteach
TIME: ___________ min. (5–20 min.)
Core Assessment
Reteaching
o Section Assessment, PE/TE p. 133; Interactive
o Reteaching Activity, URB p. 186
Review @ ClassZone.com
o Section Quiz, URB p. 183
o McDougal Littell Assessment System: Test
o Daily Test Practice 5.1, DTPT TT16
o T est Practice and Review Workbook, pp. 45–46
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Generator CD-ROM: Section Quiz
Test Practice & Review
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Core Lesson Plan: Section 5.1
Lesson Plans
121
section
Early American Culture
1 Activate Prior Knowledge
Use a Brainstorming activity from the Best Practices Toolkit to have students explore
what draws people together. Point out that people may be drawn together by many elements, including similar values, religion, and holidays. Write the students’ ideas on the
board. Then tell them that, in the section they are about to read, they will learn about
customs and practices that drew the colonists together.
Chapter 5
5.1
STRATEGIES FOR ENGLISH LEARNERS
2 Preview Main Ideas and Language
CONNECT VISUALLY
Have students use Interpreting Visual Sources to describe what they see in the colonial
schoolroom painting on PE p. 130. Ask: What is the boy near the teacher doing? What is
the teacher holding in his hand? Describe the classroom. How does it compare with yours?
BUILD VOCABULARY Model a New Word Analysis activity from the Best Practices Toolkit for the term Great Awakening. Then have student partners do a New Word
Analysis for Enlightenment. Briefly discuss the analyses in class.
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 what was important to the colonists.
•Identify the roles of women and children.
•Discuss how the colonies were affected by the high literacy rate.
•Explain the effects of the Great Awakening and Enlightenment.
4 Support Student Reading
COOPERATIVE WORK
To help students learn about the values, social structure, and new movements within the
British colonies, have students complete a Note-Taking, Note Making activity from the
Best Practices Toolkit. Then have students share their logs with a partner.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1.What people belong to the highest colonial social rank? (p. 128, par. 3)
2.What rights were not given to colonial women? (p. 129, par. 5)
3.Why were most children taught to read? (p. 130, par. 4)
4.What was the major difference between the Great Awakening and the Enlightenment?
(p. 131, par. 2)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT16 of Daily Test
Practice Transparencies. To assess comprehension, use the Section Quiz on p. 183 of the
Unit 2 Resource Book.
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Strategies for E.L.: Section 5.1
Lesson Plans
123
section
Chapter 5
5.1
STRATEGIES FOR INCLUSION
Early American Culture
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use a P.L.A.N. activity in the Best Practices
Toolkit to have student groups scan the text to preview content, visuals, and boldfaced key
terms. Model the recording process on the transparency.
Enter “Early American Culture” in the center circle. Record the subheads in surrounding
circles. Ask students to locate all visual information and vocabulary terms. List group results
and connect each to its appropriate subhead. Remind students to react to each piece of information with the provided symbols.
During Reading
After Reading
ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activity
from the Best Practices Toolkit to help students summarize the five subtopics in this section.
Here is an example for “A New Kind of Society”:
1. New climates and living conditions helped create a new American identity.
2.In the colonies, many colonists owned land and could vote; in England, few owned land.
3. In the colonies, large landholders held highest rank.
4. Colonies had no aristocracy and a large middle class.
124
Strategies for Inclusion: Section 5.1
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
FOCUSED READING Use a Note-Taking, Note-Making activity from the Best
­Practices Toolkit with your students. Begin by reading aloud “One American’s Story,” the
first heading of the section. Then tell the class: “The story about Eliza Lucas Pinckney shows
how people in the colonies were resourceful and willing to experiment. In this section we
will find out more about that and also about how things began to change for the colonists.
Follow along as I read, and take notes.” Read aloud the first three paragraphs under “A New
Kind of Society.” Pause, and tell students that they have two minutes to take notes. Then ask
them: “What did I read?” Make sure student responses address the main idea: The ability to
own land in the colonies contributed to colonists’ prosperity.
section
5.2
CORE LESSON PLAN
Roots of American Democracy
Performance Indicators State
8.1.spi.2., 8.2.spi.5., 8.2.spi.6., 8.4.spi.1., 8.4.spi.2., 8.4.spi.3., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1.,
8.6.spi.4.
Performance Indicators Teacher
Chapter 5
TENNESSEE CURRICULUM STANDARDS
8.4.tpi.1., 8.4.tpi.2., 8.4.tpi.3., 8.4.tpi.4., 8.4.tpi.6., 8.4.tpi.7., 8.4.tpi.8., 8.4.tpi.9., 8.4.tpi.14., 8.4.tpi.16., 8.4.tpi.20., 8.4.tpi.24., 8.4.tpi.26.,
8.4.tpi.27., 8.4.tpi.28., 8.5.tpi.2., 8.5.tpi.4., 8.5.tpi.19., 8.5.tpi.22., 8.6.tpi.4., 8.6.tpi.5.
Learning Expectations
4.01, 4.02, 5.10, 5.11
Process Standards
P1, P2, P6, P7, P8, P10, P12, P19, P20, P21, P24, P25, P27, P28, P31, P32, P33, P34, P36, P37
Blueprint
BP 6, BP 66, BP 67, BP 68, BP 69, BP 70, BP 73, BP 74, BP 77, BP 78, BP 80, BP 81, BP 82, BP 83, BP 85, BP 86, BP 87, BP 90,
BP 91, BP 92, BP 95, BP 99, BP 105, BP 134, BP 135, BP 140, BP 148, BP 150, BP 155, BP 156, BP 258, BP 263, BP 274
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 2 Resource Book
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
1. ENGAGE
UTB = Unit 2 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. 136
o Sequence Chain, BPTK TT31
o Differentiated Vocabulary, TE p. 136;
BPTK TT9–TT16
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (10–40 min.)
Section Objectives
1. D
escribe the growth of English rights between 1215
and the late 1600s
2. I dentify issues which created conflicts between
England and the colonies over colonists’ rights
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 137; UTB TT11
o One American’s Story, PE/TE, p.137
o Think, Pair, Share: Pair Activity—The Rights of Englishmen, TE p. 137
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Core Lesson Plan: Section 5.2
Lesson Plans
125
Section 5.2: CORE LESSON PLAN, continued
Chapter 5
3. EXPLAIN
Instruct
TIME: ___________ min. (10–30 min.)
Struggling Readers &
Inclusion
On-level
Gifted and Talented &
Pre-AP
English Learners
o Terms and Names
o Section 2: Roots of
o Differentiation Activity
o Pronounce and
Read-Along, TE p. 136
o Paraphrase the
Magna Carta, TE
p. 138
American Democracy,
PE/TE pp. 136–141
o Reading Study Guide,
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
URB pp. 143–144
Preview, TE p. 136
o Vocabulary: Roots, TE
p. 138
o RSG Spanish, URB
o RSG w/ Support, URB
pp. 155–156
pp. 149–150
o RSG w/ Support
o Background, URB
Spanish, URB
pp. 161–162
p. 166
o Background &
Vocabulary, URB
pp. 165–166
o eEdition w/ audio &
Spanish
All Students
o Reader, Recorder, Reporter—Small Group Activity: English Rights Threatened, TE p. 139
o More About: Taxation, TE p. 138; The Virginia House of Burgesses, TE p. 139; John Peter Zenger, TE p. 141;
o Connecting Citizenship and History: Trail by Jury, PE/TE p. 138
o Connecting History, PE/TE p. 139
o Colonial Governments, PE/TE p. 140; Connect to Today, URB p. 175
126
Core Lesson Plan: Section 5.2
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Readers Theater, URB pp. 205–213
Section 5.2: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Interdisciplinary and Tiered Activities
o After-Reading Activities: BPTK TT48–61; and @
o Connect to Art: Royal Governor Protest Posters, TE
o Animated History & Geography, Power
o Connect to Language Arts: Letter Protesting
o Research & Writing Center, Activity Center, and
o Tiered Activity: Create a Magna Carta Brochure, TE
ClassZone.com
Presentations DVD-ROM; @ ClassZone.com
Map Center @ ClassZone.com
p. 139
Chapter 5
Integrated Technology
Andros’s Actions, TE p. 139
p. 140
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. 141; Interactive
o R eteaching Activity, URB p. 187
Review @ ClassZone.com
o Section Quiz, URB p. 184
o McDougal Littell Assessment System: Test
o Daily Test Practice 5.2, DTPT TT17
o T est Practice and Review Workbook pp.47–48
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Generator CD-ROM: Section Quiz
Test Practice & Review
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Core Lesson Plan: Section 5.2
Lesson Plans
127
section
Roots of American Democracy
1 Activate Prior Knowledge
Use a Pair-Share activity from the Best Practices Toolkit to have students discuss what
rights they feel they are entitled to as Americans. Do they believe they have the right
to go to school? to get a driver’s license at 16? to vote at 18? Explain that the colonists
expected to have certain rights under the English government.
Chapter 5
5.2
STRATEGIES FOR ENGLISH LEARNERS
2 Preview Main Ideas and Language
CONNECT VISUALLY
Have students study the chart on PE p. 140. Ask students to point to the council and
colonial assembly. Who had authority over the council? (the royal governor) Have them
trace the arrow that points both up and down between the royal governor and colonial
assembly. What does this arrow mean? (They worked together.)
BUILD VOCABULARY Model a Comparison Matrix from the Best Practices
Toolkit. Then introduce and discuss the following terms from the section: Magna Carta,
Parliament, English Bill of Rights, and salutary neglect. Have pairs of students complete
a Comparison Matrix for these terms.
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.
•Name the rights that colonists expected under the English government.
•Explain why colonists were angered by the rule of Governor Edmund Andros.
•Tell how England’s Glorious Revolution affected the colonies.
•Explain the importance of the ruling in the Zenger trial.
4 Support Student Reading
COOPERATIVE WORK
To help students understand the material in this section, model the SQ3R activity from
the Best Practices Toolkit. Then have students use the method to ask and answer questions about each of the three main headings in the section.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1.What two houses made up Parliament? (p. 139, par. 1)
2.How did Governor Andros anger the colonists? (p. 139, par. 6–7)
3.How did England treat the colonies after the Glorious Revolution? (p. 140, par. 4–6)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT17 of Daily Test
Practice Transparencies. To assess comprehension, use the Section Quiz on p. 184 of the
Unit 2 Resource Book.
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Strategies for E.L.: Section 5.2
Lesson Plans
129
section
Chapter 5
5.2
STRATEGIES FOR INCLUSION
Roots of American Democracy
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use a Vocabulary: Definition Mapping activity
and transparency in the Best Practices Toolkit to discuss representative government. Sample
responses are shown.
Definition: rule by elected officials
Characteristics: citizens can vote; elected officials can be voted out of office
Comparisons/Contrasts: democracy
Examples: United States, Mexico
During Reading
FOCUSED READING Use the SQ3R activity in the Best Practices Toolkit for taking
notes on Section 2. First survey the text and make predictions about the reading. Then use the
transparency to model summarizing key points.
EXAMPLES: SURVEY
• Colonists will want to have the “Rights of Englishmen.”
• The Magna Carta will be important.
Next, turn the subheads into questions and then read to answer the questions.
• What was the Glorious Revolution?
• How was power shared in the colonies?
After Reading
ASSESSING COMPREHENSION Use the Mapping Main Ideas and Details in the
Best Practices Toolkit to help evaluate students’ understanding of the Magna Carta.
130
Strategies for Inclusion: Section 5.2
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
EXAMPLES: QUESTIONS
section
5.3
CORE LESSON PLAN
The French and Indian War
Performance Indicators State
8.1.spi.2., 8.1.spi.7., 8.2.spi.1., 8.2.spi.4., 8.2.spi.5., 8.3.spi.1., 8.3.spi.5., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.7.,
8.5.spi.11., 8.5.spi.12., 8.6.spi.1.
Performance Indicators Teacher
Chapter 5
TENNESSEE CURRICULUM STANDARDS
8.1.tpi.10., 8.2.tpi.11., 8.4.tpi.6., 8.4.tpi.7., 8.4.tpi.8., 8.4.tpi.14., 8.4.tpi.17., 8.4.tpi.20., 8.4.tpi.24., 8.4.tpi.27., 8.4.tpi.28., 8.5.tpi.4.,
8.5.tpi.7., 8.5.tpi.8., 8.5.tpi.23., 8.5.tpi.30., 8.5.tpi.31., 8.6.tpi.1., 8.6.tpi.3.
Learning Expectations
1.03, 2.02, 3.01, 3.02, 3.03, 3.04, 3.05, 4.01, 4.02, 5.06
Process Standards
P1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P29, P32, P33, P36, P37
Blueprint
BP 7, BP 8, BP 9, BP 41, BP 43, BP 49, BP 50, BP 56, BP 67, BP 75, BP 78, BP 89, BP 90, BP 135, BP 136, BP 137, BP 140, BP 146,
BP 149, BP 150, BP 151, BP 154, BP 155, BP 156, BP 161, BP 259, BP 264, BP 266, BP 272
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 2 Resource Book
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
1. ENGAGE
UTB = Unit 2 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. 142
o T-Chart/Two-Column Chart, BPTK TT20
o Differentiated Vocabulary, TE p. 142; BPTK
TT9–TT16
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (10–40 min.)
Section Objectives
1. I dentify conflicts created by European claims to
Native American lands
2. D
escribe events that led to the beginning and spread
of the French and Indian War
3. D
escribe the changing attitudes of colonial
Americans and Native Americans following the
French and Indian War
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 143; UTB TT11
o One American’s Story, PE/TE p. 143
o Talk About It: Small Group Group Discussion—Europeans in Native American Lands, TE p. 143
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Core Lesson Plan: Section 5.3
Lesson Plans
131
Section 5.3: CORE LESSON PLAN, continued
Chapter 5
3. EXPLAIN
Instruct
TIME: ___________ min. (10–30 min.)
Struggling Readers &
Inclusion
On-level
Gifted and Talented &
Pre-AP
English Learners
oM
ake Predictions
o S ection 3: The French
oB
rainstorm Reasons
o P ronounce and
oW
rite a Quiz About
o R eading Study Guide,
oD
ifferentiation Activity
o V ocabulary: Cognates,
Based on Vocabulary,
TE p. 142
Alliances, TE p. 145
and Indian War, PE/TE
pp. 142–148
o L isten to Oral
URB pp. 145–146
for Alliances, TE p. 144
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
Summary of Page
Contents, TE p. 145
Preview, TE p. 142
TE p. 144
o R SG Spanish, URB
pp. 157–158
o R SG w/ Support,
Spanish URB
pp. 163–164
o R SG w/ Support, URB
pp. 151–152
oB
ackground &
oB
ackground, URB
Vocabulary, URB
pp. 165–166
p. 166
o e Edition w/ audio &
Spanish
o Think, Pair, Share—Pair Activity: War Begins and Spreads, TE p. 144
o Roleplay Your Answer—Small Group Activity: British Victory, TE p. 146
o Reader, Recorder, Reporter—Small Group Activity: The New Colonial World, TE p. 147
o More About: Fur Trading and Settlement, TE p. 144; Economics in History, URB p. 168; Braddock’s Defeat, TE
p. 146; Smallpox, TE p. 148
o Connect Geography & History, PE/TE p. 145; Primary and Secondary Sources, URB pp. 177–178
o Comparing Prewar and Postwar Boundaries, PE/TE p. 146; Connect Geography & History, URB pp. 173–174
o Connect to the Essential Question, PE/TE p. 147
132
Core Lesson Plan: Section 5.3
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
All Students
Section 5.3: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Interdisciplinary and Tiered Activities
o Essential Question Graphic, UTB TT15
o Fine Art Transparency: George Washington, UTB
o Connect to Language Arts: Journal From Quebec,
TT12
TE p. 146
o Connect to World Languages: Examine French
Chapter 5
Integrated Technology
Culture in Quebec, TE p. 146
o Map Transparency: Proclamation of 1763, UTB TT13
o American Literature Selection, from The Light in the
o After-Reading Activities: BPTK TT48–61; and @
Forest, URB pp. 179–182
ClassZone.com
o Animated History & Geography, Power
o Tiered Activity: Create a Mobile, TE p. 147
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
5. EVALUATE
Assess & Reteach
Core Assessment
Reteaching
o Section Assessment, PE/TE p. 148
o Section Quiz, URB p. 185
o Interactive Review, PE/TE p. 359; and @
o R eteaching Activity, URB p. 188
o Chapter Assessment, PE/TE p. 150–151
o Chapter Test (Levels A, B, C) URB pp. 189–200
o McDougal Littell Assessment System: Test
Cumulative Assessment
ClassZone.com
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
TIME: ___________ min. (5–20 min.)
Generator CD-ROM
• Section Quiz
• Chapter Tests: Forms A, B, & C (and Spanish A,
B, & C)
Test Practice & Review
o Daily Test Practice 5.3, DTPT TT18
o T est Practice and Review Workbook pp. 49–50
o Unit 2 Benchmark Test, Standards Based
Assessment, pp. 13–17
o Unit 2 DBQ Test, Document-Based Questions
Practice Workbook pp. 23–34
o Student Products—Guidelines and Rubrics,
BPTK pp. 1–14
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Core Lesson Plan: Section 5.3
Lesson Plans
133
section
The French and Indian War
1 Activate Prior Knowledge
Use a Round Robin & Roundtable activity in the Best Practices Toolkit to have students
share what they know about war. Write the topic on the board and have student groups
spend a few minutes discussing it. After you call time, have groups share their information.
Tell students that they will learn about the French and Indian War.
Chapter 5
5.3
STRATEGIES FOR ENGLISH LEARNERS
2 Preview Main Ideas and Language
CONNECT VISUALLY
Have students study the map on PE p. 145. Ask them to trace the British and the French
territory. Then have students point to the British and French victories. How many British
victories are shown? (6) How many French victories are shown? (4) Based on the map,
who do you think won the war? (the British)
BUILD VOCABULARY Discuss the following key terms from the section: French
and Indian War, Battle of Quebec, and Treaty of Paris. Then have students use the Peer
Tutoring and Flash Card Game from the Best Practices Toolkit to quiz 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.
•Identify the main events of the French and Indian War.
•Explain how the British won the French and Indian War.
•Describe the results of the war.
4 Support Student Reading
COOPERATIVE WORK
To help students understand the French and Indian War, have groups do a Jigsaw Reading activity from the Best Practices Toolkit. Have students create a chart with the following column headings: Causes, Battles, British Leaders, and Results.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1.What planted the seeds of the French and Indian War? (p. 144, par. 3)
2.Why did Franklin create the Albany Plan of Union? (p. 144, par. 7)
3.How did Native Americans respond after the British won the war? (p. 147, par. 2)
4.What were the terms of the Proclamation of 1763? (p. 148, par. 3)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT18 of Daily Test
Practice Transparencies. To assess comprehension of the section, use the Section Quiz
on p. 185 of the Unit 2 Resource Book. To assess comprehension of the chapter, have
students complete Chapter 5 Test, Form A, on pp. 189–192.
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Strategies for E.L.: Section 5.3
Lesson Plans
135
section
Chapter 5
5.3
STRATEGIES FOR INCLUSION
The French and Indian War
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use a Vocabulary: Knowledge Rating activity
in the Best Practices Toolkit to determine how well students know the key terms in this section. Write six to eight terms on the blank transparency. Give students a copy and have them
rate their familiarity with the terms. Then work with the class to develop definitions.
Term
Definition
French and Indian War
1754–1763 war between Britain, France, and their allies
for control of North America
Proposed by Benjamin Franklin, first formal proposal to
unite colonies
Native American revolt against British colonies following
the French and Indian War
Albany Plan of Union
Pontiac’s Rebellion
During Reading
FOCUSED READING Use an Interpreting Maps activity in the Best Practices Toolkit to
help students understand the changing European claims in North America. Use the questions
from the transparency and add the following questions:
1. Which nations lost territory?
3. How long did it take these changes to occur?
After Reading
ASSESSING COMPREHENSION Work with students on a Collaborative Rereading activity from the Best Practices Toolkit. Here are some examples for “War Begins and
Spreads”:
EXAMPLES: QUESTIONS
• What happened when fur traders began moving into the Ohio River valley?
• How did the Virginia colony react to the actions of the French?
EXAMPLES: MAIN IDEAS
• The French feared losing control and built forts to protect the valley.
•Virginia sent troops led by George Washington, who set up a fort and attacked the
French.
136
Strategies for Inclusion: Section 5.3
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 5: Beginnings of an American Identity (1689–1763)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
2. Which nations gained territory?
section
6.1
CORE LESSON PLAN
Tighter British Control
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.1.spi.2., 8.2.spi.4., 8.2.spi.5., 8.4.spi.2., 8.4.spi.3., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1.,
8.6.spi.2., 8.6.spi.4.
Performance Indicators Teacher
8.2.tpi.19., 8.4.tpi.4., 8.4.tpi.6., 8.4.tpi.7., 8.4.tpi.9., 8.4.tpi.14., 8.4.tpi.17., 8.4.tpi.20., 8.4.tpi.24., 8.4.tpi.27., 8.4.tpi.28., 8.5.tpi.4.,
8.5.tpi.7., 8.5.tpi.30., 8.6.tpi.4., 8.6.tpi.5.
Learning Expectations
2.01, 2.02, 2.03, 2.04, 4.02, 4.04, 5.10, 5.11
Process Standards
P1, P2, P6, P7, P8, P10, P12, P14, P19, P20, P21, P28, P32, P33, P36, P37
Blueprint
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 3 Resource Book
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
1. ENGAGE
UTB = Unit 3 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. 154–155;
1. I dentify the reasons why the American colonies and
Britain began to grow apart
2. D
escribe the ways that the colonists defied the rules
of Parliament
and @ ClassZone.com
o American History Video Series, DVD; and on
Power Presentations DVD-ROM
Chapter 6
BP 20, BP 22, BP 23, BP 30, BP 31, BP 68, BP 69, BP 71, BP 72, BP 73, BP 74, BP 75, BP 77, BP 78, BP 87, BP 89, BP 90, BP 146,
BP 151, BP 157, BP 162, BP 176, BP 181, BP 182, BP 263
o Time Line Discussion, TE p. 154
o Read for the Essential Question, TE p. 156
o Interactive Reading/Vocabulary, PE/TE p. 156;
BPTK TT9–TT16, TT20
2. EXPLORE
Focus & Motivate
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 157; UTB TT1
o One American’s Story, PE/TE, p.157
o Reader, Recorder, Reporter: Small Group Activity—The Colonies and Britain Grow Apart, TE p. 157
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 6: The Road to Revolution (1763–1776)
Core Lesson Plan: Section 6.1
Lesson Plans
137
Section 6.1: CORE LESSON PLAN, continued
3. EXPLAIN
Instruct
TIME: ___________ min. (10–30 min.)
Struggling Readers &
Inclusion
On-level
Gifted and Talented &
Pre-AP
English Learners
oM
atch Terms and
o S ection 1: Tighter
oD
ifferentiation Activity
o P ronounce and
Definitions, TE p. 156
o R SG w/ Support, URB
pp. 9–10
British Control, PE/TE
pp. 156–159
o R eading Study Guide,
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
URB pp. 1–2
oB
ackground, URB
Preview, TE p. 156
o R SG Spanish, URB
pp. 17–18
o RSG w/ Support,
p. 34
Spanish, URB pp. 25–26
oB
ackground &
Chapter 6
Vocabulary, URB
pp. 33–34
o e Edition w/ audio &
Spanish
All Students
o Roleplay Your Answer—Small Group Activity: Colonists Defy Parliament, TE p. 158; Economics in History, URB
p. 36; Primary and Secondary Sources, URB pp. 44–45
o More About: Stamp Act Protests, TE p. 158; Connect Geography & History, URB pp. 41–42
Enrich
Integrated Technology
TIME: ___________ min. (10–40 min.)
Interdisciplinary and Tiered Activities
o Fine Art Transparency: The Repeal of the Stamp Act, o Tiered Activity: Create Biographies, TE p. 158
UTB TT2
o After-Reading Activities: BPTK TT48–61; and @
ClassZone.com
o Animated History & Geography, Power
Presentations; 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
5. EVALUATE
Assess & Reteach
Core Assessment
Reteaching
o Section Assessment, PE/TE p. 159; Interactive
o R eteaching Activity, URB p. 57
Review @ ClassZone.com
o Section Quiz, URB p. 53
o McDougal Littell Assessment System: Test
Generator CD-ROM: Section Quiz
138
TIME: ___________ min. (5–20 min.)
Core Lesson Plan: Section 6.1
Lesson Plans
Test Practice & Review
oD
aily Test Practice 6.1, DTPT TT19
o T est Practice and Review Workbook pp. 51–52
American History—Beginnings through Reconstruction
Chapter 6: The Road to Revolution (1763–1776)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
4. EXTEND
section
6.1
STRATEGIES FOR ENGLISH LEARNERS
Tighter British Control
1 Activate Prior Knowledge
Do a Pair-Share (Strategic Pairing) activity in the Best Practices Toolkit to have
­students discuss protests they have taken part in or heard about. Have students ever
protested against a law or policy they disagreed with? Do they know someone who did?
What form did the protest take—a letter, a strike, a boycott? What protests—recent or
historical—do they know about? Explain that, in this section, students will read about
early protests the colonists made against British policies.
2 Preview Main Ideas and Language
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Have students use Interpreting Visual Sources to describe what they see on the stamps
shown on PE p. 158? Explain that the Stamp Act required such stamps on all legal and
commercial documents to show that a tax had been paid. Ask: What symbol shows that
the stamps were required by Britain? (the crown) What else might the stamp show? (the
amount of the tax)
BUILD VOCABULARY Model a Vocabulary: Frayer Model from the Best ­Practices
Toolkit for the term Quartering Act. Then have student partners do a Vocabulary:
Frayer Model for boycott.
Chapter 6
CONNECT VISUALLY
3 Make Objectives Explicit
Have student pairs get together and explain the objectives below in their own words.
•Explain why the Proclamation of 1763 made so many colonists angry.
•Describe the disagreement over taxes and troops in the colonies.
•Discuss the Sugar Act and the Stamp Act.
•Explain how the colonists forced Britain to cancel the Stamp Act.
4 Support Student Reading
COOPERATIVE WORK
To help students understand the impact of the Stamp Act, have groups of students work
together to complete a Reporter’s Questions activity in the Best Practices Toolkit on the
Stamp Act.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1.What did the Proclamation of 1763 forbid? (p. 157, par. 5)
2.What famous secret society opposed British policies? (p. 158, par. 8)
3.What did the Declaratory Act say? (p. 159, par. 4)
5 Prepare for Assessment
To check comprehension, review the multiple-choice questions on TT19a and TT19b of
Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on
p. 53 of the Unit 3 Resource Book.
American History—Beginnings through Reconstruction
Chapter 6: The Road to Revolution (1763–1776)
Strategies for E.L.: Section 6.1
Lesson Plans
139
section
6.1
STRATEGIES FOR INCLUSION
Tighter British Control
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use a Vocabulary: Definition Mapping ­activity
in the Best Practices Toolkit and transparency to discuss boycotts. Write “boycott” in the
center and ask students to suggest definitions for the What is it? square. Then ask students to
scan the text under the heading “Colonists Defy Parliament” and fill out the characteristics
squares. As student pairs read the section, have them list examples and comparisons/contrasts
on the map.
Chapter 6
During Reading
FOCUSED READING Have students use a Three-Column Journal activity in the Best
Practices Toolkit to help them take notes on the main ideas, connect visuals to the text, and
then find and record supporting details for the section. Model the activity using the transparency. Have students use copies to complete the activity. Examples might be:
Main Ideas
Visuals
Proclamation of 1763
Stamp Act
Supporting Details
British law that forbade colonists from settling
west of the Appalachian Mountains
picture of royal
stamps
Required documents to carry an official stamp
showing a tax had been paid
ASSESSING COMPREHENSION After reading the text, model the Cumulative Time
Line activity in the Best Practices Toolkit. Here are some examples from “The Colonies and
Britain Grow Apart,” and “Colonists Defy Parliament”:
1763Proclamation of 1763: Colonists could not settle west of Appalachians. Many settlers
were angry.
1764 Sugar Act: Taxed sugar and other imports to the colonies.
1765 Stamp Act: Required all legal and commercial documents to carry tax stamp.
Angry colonists formed Stamp Act Congress to protest.
1766 Repeal of Stamp Act: Boycotts forced Parliament to repeal act.
140
Strategies for Inclusion: Section 6.1
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 6: The Road to Revolution (1763–1776)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
After Reading
section
6.2
CORE LESSON PLAN
Colonial Resistance Grows
TENNESSEE CURRICULUM STANDARDS
Performance Indicators State
8.1.spi.2., 8.2.spi.4., 8.2.spi.5., 8.4.spi.2., 8.4.spi.3., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1.,
8.6.spi.2., 8.6.spi.4.
Performance Indicators Teacher
8.4.tpi.6., 8.4.tpi.7., 8.4.tpi.14., 8.4.tpi.17., 8.4.tpi.20., 8.4.tpi.24., 8.4.tpi.27., 8.4.tpi.28., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.30., 8.5.tpi.31.
Learning Expectations
2.01, 2.02, 2.03, 2.04, 4.02, 4.04, 5.10, 5.11
Process Standards
P1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P32, P33, P36, P37
Blueprint
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Unit 3 Resource Book
1. ENGAGE
UTB = Unit 3 Transparency Book
BPTK = Best Practices Toolkit—Interact with History
DTPT = Daily Test Practice Transparencies
Read for Understanding
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
o T-Chart/Two-Column Chart, BPTK TT20
o Interactive Reading/Vocabulary, PE/TE p. 160;
BPTK TT9–TT16
o Read for the Essential Question, TE p. 160
2. EXPLORE
Focus & Motivate
Chapter 6
BP 23, BP 30, BP 31, BP 68, BP 69, BP 71, BP 72, BP 73, BP 77, BP 78, BP 87, BP 89, BP 90, BP 162, BP 176, BP 177, BP 180,
BP 181, BP 182, BP 264
TIME: ___________ min. (10–40 min.)
Section Objectives
1. I dentify the ways that Britain tightened its control
over the colonies
2. Explain how colonists protested British rule
3. A
nalyze why colonists felt that Britain was
interfering in its economic matters
TIME: ___________ min. (5–15 min.)
SECTION OPENER:
o 3-Minute Warm-Up, TE p. 161; UTB TT1
o One American’s Story, PE/TE, p.161
o Think, Pair, Share: Pair Activity—Tightening British Control, TE p. 161
o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
American History—Beginnings through Reconstruction
Chapter 6: The Road to Revolution (1763–1776)
Core Lesson Plan: Section 6.2
Lesson Plans
141
Section 6.2: CORE LESSON PLAN, continued
3. EXPLAIN
Struggling Readers &
Inclusion
Instruct
TIME: ___________ min. (10–30 min.)
On-level
o Vocabulary in Context, o Section 2: Colonial
TE p. 160
o RSG w/ Support, URB
pp. 11–12
Resistance Grows,
PE/TE pp. 160–166
o Reading Study Guide,
o Background, URB
p. 34
URB pp. 3–4
Gifted and Talented &
Pre-AP
English Learners
o Boston Massacre
o Pronounce and
Journal Entries,
TE p. 164
o Differentiation Activity
Bank: Strategies for
Pre-AP, BPTK
pp. 189–194
Preview, TE p. 160
o Word Relationships,
TE p. 164
o RSG Spanish, URB
pp. 19–20
o RSG w/ Support,
Spanish, URB pp. 27–28
o Background &
Chapter 6
Vocabulary, URB
pp. 33–34
o eEdition w/ audio &
Spanish
All Students
p. 163; Daughters of Liberty, TE p. 163; The Boston Massacre, TE p. 164; Circular Letters, TE p. 165, Active
Citizenship, URB pp. 257–258
o Daily Life: The Colonial Marketplace, PE/TE p. 162
o Connecting History: Representative Government, PE/TE p. 163
o America’s History Makers: Samuel Adams and John Adams, PE/TE p. 165
o American Spirit: Popular Resistance, PE/TE pp. 166
142
Core Lesson Plan: Section 6.2
Lesson Plans
American History—Beginnings through Reconstruction
Chapter 6: The Road to Revolution (1763–1776)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
o Reader, Recorder, Reporter—Small Group Activity: Colonists Protest, TE p. 163; Connect to Today, URB p. 43
o Think, Pair, Share— Pair Activity: Economic Interference, TE p. 164
o More About: John and Abigail Adams and the Writs of Assistance, TE p. 162; John Dickinson, TE
Section 6.2: CORE LESSON PLAN, continued
4. EXTEND
Enrich
TIME: ___________ min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
o After-Reading Activities: BPTK TT48–61; and @
o Connect to Math, TE p. 162
o Interdisciplinary Projects: Population Growth, URB
ClassZone.com
o Animated History & Geography, Power
Presentations; 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: Weaving, TE p. 163
o Connect to Language Arts: Simulated Grave
Rubbings, TE p. 163
o Tiered Activity: Defend a Position, TE p. 165
o Tiered Activity: Create Boycott Posters, TE p. 167
o Student Products, BPTK pp. 1–14
o Unit 3 Technology Project, BPTK p. 17
TIME: ___________ min. (5–20 min.)
Core Assessment
Reteaching
o Section Assessment, PE/TE p. 166; Interactive
o R eteaching Activity, URB p. 58
Review @ ClassZone.com
o Section Quiz, URB p. 54
o McDougal Littell Assessment System: Test
Test Practice & Review
oD
aily Test Practice 6.2, DTPT TT20
o T est Practice and Review Workbook pp. 53–54
Copyright © by McDougal Littell, a division of Houghton Mifflin Company.
Generator CD-ROM: Section Quiz
Chapter 6
5. EVALUATE
pp. 39–40
American History—Beginnings through Reconstruction
Chapter 6: The Road to Revolution (1763–1776)
Core Lesson Plan: Section 6.2
Lesson Plans
143