Tennessee
SECTION
1
★
STRATEGIES FOR ENGLISH LEARNERS
The Geography of Population
1 Activate Prior Knowledge
Use a Round Robin activity from the Best Practices Toolkit to have students generate as
many facts, ideas, and questions as they can about the world’s population or population
density. Write the topic on the board and have groups of students spend five minutes
discussing it. Encourage them to draw on what they know from the broadcast news
media, newspapers, or magazines. After you call time, have the groups share their
ideas. Write their responses on the board.
2 Preview Main Ideas and Language
CONNECT VISUALLY Have students look carefully at the chart comparing urban
populations. Have them explain in their own words what the data on the chart shows.
Ask: Which city listed in the chart has the greatest population? (Tokyo) Which city in
India has the greatest population? (Mumbai) Have students think about the size of the
city or town where they live as compared to the cities shown on the chart.
BUILD VOCABULARY Have pairs of students create a flash card for each of the
terms and names in the section. Ask them to use the Flash Card Game from the Best
Practices Toolkit to take turns “testing” each other.
3 Make Objectives Explicit
Read each objective and write it on the board. Define words that confuse students. Ask
students to name the most important word in each objective.
• Explain population growth, how it is measured, and the challenges it presents
• Identify the factors that influence population distribution and density
Copyright © McDougal Littell/Houghton Mifflin Company.
CHAPTER 3
4 Support Student Reading
COOPERATIVE WORK To help students understand the concept of birth rate, model
a Reciprocal Questioning activity from the Best Practices Toolkit. Then have groups of
students continue the activity for the concept of death rate.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1. What is the rate of natural increase?
2. What are the challenges created by the world’s expanding population?
3. What is the difference between population and population density?
5 Prepare for Assessment
To check comprehension, review the questions on TT8 of the Daily Test Practice
Transparencies. To assess comprehension, use the Section Quiz on page 169 of Unit
Resource Book: Introduction to World Geography.
World Cultures and Geography
Chapter 3: Human Geography
Tennessee Lesson Plans
Strategies for English Learners, Sec. 1
85
Tennessee
SECTION
1
★
STRATEGIES FOR INCLUSION
The Geography of Population
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use the Vocabulary: Knowledge Rating activity
in the Best Practices Toolkit to determine how well students know the key terms in this
section. Write the terms on the transparency. Give individual students a copy and have them
rate their familiarity with the terms. Work with the class to develop definitions.
Term
Definition
population
The number of people who live in a specified area
birth rate
The number of births per 1,000 people
population density
The average number of people who live in a certain area
urbanization
Growth of the number of people living in urban areas; the process of city
development
During Reading
FOCUSED READING Use a Listening/Reading Guide activity in the Best Practices
Toolkit to help students understand Section 1. 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.
• How do geographers measure population growth?
• What two geographic features make land habitable?
After Reading
ASSESSING COMPREHENSION Have students use a Frayer Model activity from the
Best Practices Toolkit to summarize key ideas. Display the transparency and have pairs of
students fill in the center space with “population density.” Then have them fill in the four
sections of the graphic: 1) Definition of the term or topic; 2) Characteristics of the term or
topic; 3) Examples; and 4) Non-examples. Suggest that students use their textbooks if needed.
86
Tennessee Lesson Plans
Strategies for Inclusion, Sec. 1
World Cultures and Geography
Chapter 3: Human Geography
Copyright © McDougal Littell/Houghton Mifflin Company.
CHAPTER 3
EXAMPLES: QUESTIONS
Tennessee
SECTION
2
★
TENNESSEE CORE LESSON PLAN
Why People Move
PE=Pupil Ed. TE=Teacher Ed. URB=Unit Resource Bk. UTB=Unit Trans. Bk. BPTK=Best Practices Toolkit DTPT=Daily Test Practice Trans.
Process Standards
P1, P2, P3, P6, P7, P8, P10, P14, P15, P19, P20, P22, P33, P36
Learning Expectations
1.01, 1.03, 1.04, 3.09, 5.01, 6.01, 6.02
Performance Indicators
7.3.spi.4., 7.3.spi.15., 7.3.spi.19., 7.3.spi.20., 7.5.spi.2., 7.6.spi.1., 7.6.spi.2., 7.6.spi.3.
1. ENGAGE Read for Understanding
TIME:
min. (10–40 min.)
CHAPTER OPENER:
Section Objectives
!
!
!
1.
Three-Column Journal, BPTK TT21
Read for the Essential Question, TE p. 66
Interactive Reading/Vocabulary, PE/TE
p. 66; BPTK TT9–TT16, TT20
2.
3.
2. EXPLORE Focus & Motivate
Describe push and pull factors that
encourage people to migrate
Define internal and external migration,
and give examples of each
Summarize the cultural, economic, and
political effects of migration
TIME:
min. (5–15 min.)
SECTION OPENER:
!
!
!
!
3-Minute Warm-Up, TE p. 67; UTB TT18
Connecting to Your World, PE/TE p. 67
Think, Pair, Share: Pair Activity—Causes of Migration, TE p. 67
Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
Struggling Readers &
Inclusion
Reading and
Defining Terms
Verbally, TE p. 66
RSG w/ Support,
URB pp. 133–134
TIME:
On-level
Section 2: Why
People Move, PE/TE
pp. 66–71
RSG, URB
pp. 125–126
min. (10–30 min.)
Gifted and Talented &
Pre-AP
List Examples
of Push and Pull
Factors, TE p. 68
Differentiation
Activity Bank:
Strategies for
Pre-AP, BPTK
pp. 195–200
CHAPTER 3
Copyright © McDougal Littell/Houghton Mifflin Company.
3. EXPLAIN Instruct
English Learners
Pronounce and
Preview, TE p. 66
Vocabulary:
Suffixes, TE p. 68
RSG Spanish,
URB
pp. 141–142
RSG w/ Support,
Spanish, URB
pp. 145–146
eEdition with
audio
World Cultures and Geography
Chapter 3: Human Geography
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 2
87
Tennessee
★
SECTION 2: WHY PEOPLE MOVE, CONTINUED
All Students
!
!
Talk About It—Small Group Discussion: Where People Migrate, TE p. 69
Think, Pair, Share—Pair Activity: The Effects of Migration, TE, p. 70
More About: Moving Within the United States, TE p. 67; The Earliest Migrations, TE p. 68;
The Treatment of Refugees, TE p. 70
Comparing Mirgration Factors, PE/TE p. 68
Connect Geography & Culture, PE/TE p. 70
4. EXTEND Enrich
TIME:
Integrated Technology
Interdisciplinary and Tiered Activities
!
!
!
!
!
!
Critical Thinking Transparency, UTB
TT21
After-Reading Activities: BPTK TT49–62;
and @ ClassZone.com
Animated Geography, Power Presentations
DVD-ROM; and @ ClassZone.com
Map Center, Activity Center, and Research
& Writing Center @ ClassZone.com
EasyPlanner DVD-ROM, Resources2Go
USB drive: All worksheets and editable
lesson material
!
!
!
CHAPTER 3
5. EVALUATE Assess & Reteach
Connect to Art: Illustrate Internal
Migration, TE p. 69
Connect to Language Arts: Write a
Journal Entry for a New Immigrant’s First
Day, TE p. 69
Tiered Activity: Immigrant’s Narrative,
TE p. 70
Student Products, BPTK pp. 1–14
TIME:
Core Assessment
Reteaching
!
!
!
!
Section Assessment, PE/TE p. 71;
Interactive Review @ ClassZone.com
Section Quiz, URB p. 170
McDougal Littell Assessment System:
Test Generator CD-ROM; Section Quiz
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 2
min. (5–20 min.)
Reteaching Activity, URB p. 174
Test Practice & Review
!
!
88
min. (10–40 min.)
Daily Test Practice Transparency, DTPT
TT9
Test Practice and Review Workbook, pp.
31–32
World Cultures and Geography
Chapter 3: Human Geography
Copyright © McDougal Littell/Houghton Mifflin Company.
!
!
!
Tennessee
SECTION
2
★
STRATEGIES FOR ENGLISH LEARNERS
Why People Move
1 Activate Prior Knowledge
Draw a Cluster Diagram from the Best Practices Toolkit. Write “Why People Move” in
the center oval. Then have students discuss the factors that cause people to move from
one location to another. To get them started, point out that there are two kinds of factors:
push factors and pull factors. As the discussion continues, add new subtopics to the
diagram. Tell students that the movement of people affects life around the world.
2 Preview Main Ideas and Language
CONNECT VISUALLY Have students look through the illustrations in this section,
asking them questions to help them recognize details. List what they see on the board.
BUILD VOCABULARY Write migration on the board and discuss the word in class.
Ask students what words have the same root. (immigrant, migrant, immigration) List
the words on the board. Then have students use a Roundtable activity from the Best
Practices Toolkit to explain what they know about the word.
3 Make Objectives Explicit
Introduce the section objectives and use Signals from the Best Practices Toolkit to
check comprehension. If students signal “thumbs down,” give paraphrases or definitions
as needed.
• Describe push and pull factors that encourage people to migrate
• Define internal and external migration, and give examples of each
• Summarize the cultural, economic, and political effects of migration
COOPERATIVE WORK To help students summarize information about the human
migration, have groups do a Jigsaw Reading activity from the Best Practices Toolkit.
CHAPTER 3
Copyright © McDougal Littell/Houghton Mifflin Company.
4 Support Student Reading
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1. What are some examples of push factors in human migration?
2. What are some examples of pull factors?
3. What is the difference between internal migration and external migration?
5 Prepare for Assessment
To check comprehension, review the questions on TT9 of the Daily Test Practice
Transparencies. To assess comprehension, use the Section Quiz on page 170 of Unit
Resource Book: Introduction to World Geography.
World Cultures and Geography
Chapter 3: Human Geography
Tennessee Lesson Plans
Strategies for English Learners, Sec. 2
89
Tennessee
SECTION
2
★
STRATEGIES FOR INCLUSION
Why People Move
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best Practices
Toolkit to have student groups of three scan the text to preview content, visuals, and key
terms. Using the transparency, model the recording process as students follow. Enter “Why
People Move” in the center. Put the subheads into the surrounding circles. Instruct students
to scan for visuals and boldfaced terms, adding them to the appropriate subheads.
During Reading
FOCUSED READING Have students use a Three-Column Journal activity from the
Best Practices Toolkit to take notes on the main ideas, connect visuals to the text, and find
and record supporting details for the section. Model the activity using the transparency and
then have students use copies for recording their information.
Example: Satellites
Main Ideas
Visuals
Supporting Details
Push Factors
Chart
Provides examples of
environmental and political
push factors
CHAPTER 3
ASSESSING COMPREHENSION Assign pairs of students to outline a subsection of
Section 2. Have students share their outlines in class to create a complete outline of the
section. Here is an example:
I. Causes of Migration
A. An immigrant is a person who leaves one area to settle in another.
B. Push Factors
1. Environmental: includes climate changes
2. Political: includes war or persecution of a group of people.
90
Tennessee Lesson Plans
Strategies for Inclusion, Sec. 2
World Cultures and Geography
Chapter 3: Human Geography
Copyright © McDougal Littell/Houghton Mifflin Company.
After Reading
Tennessee
SECTION
3
★
TENNESSEE CORE LESSON PLAN
Resources and Economics
PE=Pupil Ed. TE=Teacher Ed. URB=Unit Resource Bk. UTB=Unit Trans. Bk. BPTK=Best Practices Toolkit DTPT=Daily Test Practice Trans.
Process Standards
P1, P2, P3, P6, P7, P8, P10, P14, P19, P20, P21, P22, P23, P32, P33, P36, P37
Learning Expectations
Performance Indicators
2.01, 2.02, 2.03, 3.07, 4.02
7.2.spi.1., 7.2.spi.2., 7.2.spi.4., 7.2.spi.5., 7.2.tpi.1., 7.2.tpi.2., 7.2.tpi.3., 7.2.tpi.6., 7.2.tpi.7., 7.2.tpi.8., 7.2.tpi.10., 7.3.spi.5.,
7.5.tpi.3., 7.6.tpi.4.
1. ENGAGE Read for Understanding
TIME:
min. (10–40 min.)
CHAPTER OPENER:
Section Objectives
!
!
!
1.
Comparison Matrix, BPTK TT19
Read for the Essential Question, TE p. 72
Interactive Reading/Vocabulary, PE/TE
p. 72; BPTK TT9–TT16, TT21
2.
3.
4.
2. EXPLORE Focus & Motivate
Identify the different types of natural
resources and their importance
Explain how the four basic economic
systems work
Summarize the ways economic
development is measured and the
differences between developing and
developed nations
Describe the need for world trade and
how it can lead to interdependence and
competition
TIME:
min. (5–15 min.)
!
!
!
!
CHAPTER 3
Copyright © McDougal Littell/Houghton Mifflin Company.
SECTION OPENER:
3-Minute Warm-Up, TE p. 73; UTB TT18
Connecting to Your World, PE/TE p. 73
Talk About It: Small Group Discussion—Natural Resources, TE p. 73
Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
3. EXPLAIN Instruct
Struggling Readers &
Inclusion
Illustrate Terms
and Names, TE p. 72
List Local and
Regional Resources,
TE p. 74
RSG w/ Support,
URB pp. 135–136
World Cultures and Geography
Chapter 3: Human Geography
TIME:
On-level
min. (10–30 min.)
Gifted and Talented &
Pre-AP
Section 3:
Resources and
Economics, PE/TE
pp. 72–77
Interdisciplinary
Projects, pp. 163,
165
RSG, URB pp.
127–128
Economics in the
World, URB p. 166
Differentiation
Activity Bank:
Strategies for
Pre-AP, BPTK pp.
195–200
English Learners
Pronounce and
Preview, TE p. 72
RSG Spanish,
URB pp. 143–144
RSG w/ Support,
Spanish, URB
pp. 151–152
eEdition with
audio
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 3
91
Tennessee
★
SECTION 3: RESOURCES AND ECONOMICS, CONTINUED
All Students
!
!
!
!
!
!
Think, Pair, Share—Pair Activity: Economic Systems, TE p. 75
Reader, Recorder, Reporter—Small Group Activity: Measuring Economic Development, TE
p. 76
Think, Pair, Share—Pair Activity: World Trade, TE p. 77
More About: U.S. Coins and Copper, TE p. 73; A Barter Economy in Argentina, TE p. 75
Connect Geography & Economics, PE/TE p. 74
Comparing Regions: Distribution and Use of Oil Reserves, PE/TE p. 74
Comparing Economic Development, PE/TE p. 76
Fun Facts: How Tall Is Mt. Everest?, PE/TE p. 15
4. EXTEND Enrich
Interdisciplinary and Tiered Activities
!
!
!
!
!
Critical Thinking Transparency, UTB
TT22
Cultures Transparency, UTB TT26
After-Reading Activities: BPTK TT49–62;
and @ ClassZone.com
Animated Geography, Power Presentations
DVD-ROM; and @ ClassZone.com
Map Center, Activity Center, and Research
& Writing Center @ ClassZone.com
EasyPlanner DVD-ROM, Resources2Go
USB drive: All worksheets and editable
lesson material
!
!
!
5. EVALUATE Assess & Reteach
Connect to Economics: Roleplay a Barter
Economy, TE p. 75
Connect to Art: Illustrate Relationships in
a Command or Market Economy, TE p. 75
Tiered Activity: Measures of Economic
Development, TE p. 76
Student Products, BPTK pp. 1–14
TIME:
Core Assessment
Reteaching
!
!
!
!
Section Assessment, PE/TE p. 77;
Interactive Review @ ClassZone.com
Section Quiz, URB p. 171
McDougal Littell Assessment System:
Test Generator CD-ROM; Section Quiz
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 3
min. (5–20 min.)
Reteaching Activity, URB p. 175
Test Practice & Review
!
!
92
min. (10–40 min.)
Integrated Technology
!
!
CHAPTER 3
TIME:
Daily Test Practice Transparency, DTPT
TT10
Test Practice and Review Workbook, pp.
33–34
World Cultures and Geography
Chapter 3: Human Geography
Copyright © McDougal Littell/Houghton Mifflin Company.
!
!
Tennessee
SECTION
3
★
STRATEGIES FOR ENGLISH LEARNERS
Resources and Economics
1 Activate Prior Knowledge
To introduce the concept of how the resources of a region affect its economy, have
students do a Pair-Share activity from the Best Practices Toolkit. Have students identify
the natural and human resources that can be found in the city or state where they live.
To help them get started, remind them that even a city may have convenient natural
resources such as a lake or river near them. And a city has a great deal of human
resources available. Record their ideas on the board.
2 Preview Main Ideas and Language
CONNECT VISUALLY Have students study the map and chart on natural resources.
Have them explain each type of natural resource in their own words. Ask: What type of
resources are always available, no matter what amount is used? (unlimited)
BUILD VOCABULARY Model a Word Square from the Best Practices Toolkit for
the term export. Then have student partners do a Word Square for import. Briefly
discuss the Word Squares in class.
3 Make Objectives Explicit
Copyright © McDougal Littell/Houghton Mifflin Company.
CHAPTER 3
Read each objective and write it on the board. Define words that confuse students. Ask
students to name the most important word in each objective.
• Identify the different types of natural resources and their importance
• Explain how the four basic economic systems work
• Summarize the ways economic development is measured and the differences
between developing and developed nations
• Describe the need for world trade and how it can lead to interdependence and
competition
4 Support Student Reading
COOPERATIVE WORK Model a Venn Diagram from the Best Practices Toolkit.
Have students use a Venn Diagram to compare a command economy and a market
economy.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1. What are the three types of natural resources?
2. What is an economic system?
3. What does Gross Domestic Product measure?
5 Prepare for Assessment
To check comprehension, review the questions on TT10 of the Daily Test Practice
Transparencies. To assess comprehension, use the Section Quiz on page 171 of Unit
Resource Book: Introduction to World Geography.
World Cultures and Geography
Chapter 3: Human Geography
Tennessee Lesson Plans
Strategies for English Learners, Sec. 3
93
Tennessee
SECTION
3
★
STRATEGIES FOR INCLUSION
Resources and Economics
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use Agree/Disagree 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. Natural resources are something found in nature that is necessary or useful to humans.
2. Resources are distributed equally around the world.
3. Technology is often necessary to make a natural resource useable by humans.
4. A command economy is one in which consumers determine the supply and demand
of a particular product.
5. A developing nation generally has low Gross Domestic Product and few economic
activities.
6. Specialization occurs when a country chooses to focus on producing many different
products.
During Reading
FOCUSED READING Use the SQ3R activity in the Best Practices Toolkit for taking
notes on Section 3. First survey the text and make predictions about the reading. Then use the
transparency to model summarizing key points. Have student partners finish the activity.
EXAMPLES: SURVEY
CHAPTER 3
• Natural resources are somehow connected to a region’s economy.
• Geographers need to measure economic development.
Next, turn the subheads into questions and then read to answer the questions.
EXAMPLES: QUESTIONS
• What are natural resources?
• What kinds of economic systems exist?
• How do humans measure economic development?
• Why is world trade important?
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.
94
Tennessee Lesson Plans
Strategies for Inclusion, Sec. 3
World Cultures and Geography
Chapter 3: Human Geography
Copyright © McDougal Littell/Houghton Mifflin Company.
• The world has a variety of economic systems.
Tennessee
SECTION
4
★
TENNESSEE CORE LESSON PLAN
Why We Need Government
PE=Pupil Ed. TE=Teacher Ed. URB=Unit Resource Bk. UTB=Unit Trans. Bk. BPTK=Best Practices Toolkit DTPT=Daily Test Practice Trans.
Process Standards
P1, P2, P5, P6, P7, P8, P13, P15, P19, P20, P21, P26, P33, P36
Learning Expectations
4.01, 6.01, 6.02
Performance Indicators
7.1.spi.1., 7.1.tpi.3., 7.4.spi.1., 7.4.spi.4., 7.4.tpi.1., 7.4.tpi.3., 7.4.tpi.4., 7.6.spi.1., 7.6.spi.2., 7.6.spi.3.
1. ENGAGE Read for Understanding
TIME:
min. (10–40 min.)
CHAPTER OPENER:
Section Objectives
!
!
!
1.
Three-Column Journal, BPTK TT21
Read for the Essential Question, TE p. 78
Interactive Reading/Vocabulary, PE/TE
p. 78; BPTK TT9–TT16, TT28
2.
3.
2. EXPLORE Focus & Motivate
Identify the main types of government and
their characteristics
Summarize the role of an active citizen in
a democracy
Describe some international organizations
and their goals
TIME:
min. (5–15 min.)
SECTION OPENER:
!
!
!
!
3-Minute Warm-Up, TE p. 79; UTB TT18
Connecting to Your World, PE/TE p. 79
Think, Pair, Share: Pair Activity—Types of Government, TE p. 79
Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
Struggling Readers &
Inclusion
Vocabulary:
Student VOC
Strategy, TE p. 78
Create Symbols of
Government, TE
p. 80
RSG w/ Support,
URB pp. 137–138
World Cultures and Geography
Chapter 3: Human Geography
TIME:
On-level
Section 4:
Why We Need
Government, PE/TE
pp. 78–82
RSG, URB
pp. 129–130
min. (10–30 min.)
Gifted and Talented &
Pre-AP
Report on
Differences in
Monarchies, TE
p. 80
CHAPTER 3
Copyright © McDougal Littell/Houghton Mifflin Company.
3. EXPLAIN Instruct
English Learners
Pronounce and
Preview, TE p. 78
RSG Spanish,
URB pp. 145–146
History Makers:
The European
Union, URB p. 79
RSG w/ Support,
Spanish, URB
pp. 153–154
Differentiation
Activity Bank:
Strategies for
Pre-AP, BPTK
pp. 195–200
eEdition with
audio
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 4
95
Tennessee
★
SECTION 4: WHY WE NEED GOVERNMENT, CONTINUED
All Students
Reader, Recorder, Reporter—Small Group Activity: Being an Active Citizen, TE p. 81
Talk About It—Small Group Discussion: International Organizations, TE p. 82
More About: U.S. Passports, TE p. 79
Comparing Governments, PE/TE p. 80
Make It Fun: Teacher-Tested Activity, TE p. 83
4. EXTEND Enrich
TIME:
Integrated Technology
Interdisciplinary and Tiered Activities
!
!
!
!
!
!
!
Critical Thinking Transparency, UTB
TT23
Essential Question Transparency, UTB
TT19
After-Reading Activities: BPTK TT49–62;
and @ ClassZone.com
Animated Geography, Power Presentations
DVD-ROM; and @ ClassZone.com
Map Center, Activity Center, and Research
& Writing Center @ ClassZone.com
EasyPlanner DVD-ROM, Resources2Go
USB drive: All worksheets and editable
lesson material
!
CHAPTER 3
5. EVALUATE Assess & Reteach
Tiered Activity: Responsibilities of
Citizenship, TE p. 81
Student Products, BPTK pp. 1–14
TIME:
Core Assessment
Reteaching
!
!
!
!
!
!
!
96
min. (10–40 min.)
Section Assessment, PE/TE p. 82;
Interactive Review @ ClassZone.com
Section Quiz, URB p. 172
Interactive Review, PE/TE p. 83; and @
ClassZone.com
Chapter Assessment, PE/TE pp. 84–85
Chapter Tests (Forms A, B, C) URB pp.
177–188
McDougal Littell Assessment System:
Test Generator CD-ROM
• Section Quiz
• Chapter Tests: Forms A, B, & C (and
Spanish A, B, & C)
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 4
min. (5–20 min.)
Reteaching Activity, URB p. 176
Test Practice & Review
!
!
Daily Test Practice Transparency, DTPT
TT11
Test Practice and Review Workbook, pp.
35–36
World Cultures and Geography
Chapter 3: Human Geography
Copyright © McDougal Littell/Houghton Mifflin Company.
!
!
!
!
!
Tennessee
SECTION
4
★
STRATEGIES FOR ENGLISH LEARNERS
Why We Need Government
1 Activate Prior Knowledge
Use a Round Robin activity from the Best Practices Toolkit to have students generate as
many facts, ideas, and questions as they can about the United States government. Have
groups of students spend five minutes discussing the topic. Ask them to draw on what
they may have learned from newspapers or magazines or from other classes. After you
call time, have the groups share their ideas. Write their responses on the board.
2 Preview Main Ideas and Language
CONNECT VISUALLY Have students use Interpreting Visual Sources from the
Best Practices Toolkit to describe what they see in the photographs in the section. Have
students speculate about whether they would like to work in the government. Then ask:
How do you think the U.S. government might be different from other governments
around the world? (Answers will vary, but most students will know that kings and
queens still exist in certain countries, such as England. Others may be aware that a
few communist governments still operate.)
BUILD VOCABULARY Explain and discuss the following key terms from the
section: government, citizen, representative democracy, monarchy, and dictatorship.
Then have student partners use the Flash Card Game from the Best Practices Toolkit to
take turns quizzing each other.
Present the objectives listed below. Then have pairs of students get together and explain
the objectives in their own words.
• Identify the main types of government and their characteristics
• Summarize the role of an active citizen in a democracy
• Describe some international organizations and their goals
CHAPTER 3
Copyright © McDougal Littell/Houghton Mifflin Company.
3 Make Objectives Explicit
4 Support Student Reading
COOPERATIVE WORK To help students understand the content under the first
heading of the section, have student groups do a Reciprocal Questioning activity from
the Best Practices Toolkit in class. Then assign the groups the remaining headings
in the section.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1. What types of government operate around the world?
2. What are some of the responsibilities of being a U.S. citizen?
3. How does the United Nations help countries across the world?
5 Prepare for Assessment
To check comprehension, review the questions on TT11 of the Daily Test Practice
Transparencies. To assess comprehension, use the Section Quiz on page 172 of Unit
Resource Book: Introduction to World Geography. To assess comprehension of the
chapter, have students complete Chapter Test, Form A, on pp. 177–180.
World Cultures and Geography
Chapter 3: Human Geography
Tennessee Lesson Plans
Strategies for English Learners, Sec. 4
97
Tennessee
SECTION
4
★
STRATEGIES FOR INCLUSION
Why We Need Government
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best Practices
Toolkit to have student groups of three scan the text to preview content, visuals, and key
terms. Using the transparency, model the recording process as students follow. Enter “Why
We Need Government” in the center. Put the subheads into the surrounding circles. Instruct
students to scan for visuals and boldfaced terms, adding them to the appropriate subheads.
During Reading
FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best Practices
Toolkit to help students focus on the main points of the section. Present the section topic and
title. Read aloud a portion of the section, stop at intervals, and summarize what you have read.
Point out how signal words or context clues help you to make sense of the text. If the text
is unclear or confusing at a certain point, say so aloud and then tell students you will either
reread or read further to try to understand. When you finish reading the section, summarize
out loud for students what you have read and state any thoughts or questions you now have.
CHAPTER 3
ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activity
from the Best Practices Toolkit to summarize information about each of the subtopics in
this section. Give each group a copy of the transparency and ask them to list the two or
three most important ideas in the subtopic they have been assigned. Here are examples for
“Being an Active Citizen:”
• People have personal responsibilities and community responsibilities as citizens in
a democracy.
• Knowing right from wrong is an example of a personal responsibility.
• People need to be informed citizens.
98
Tennessee Lesson Plans
Strategies for Inclusion, Sec. 4
World Cultures and Geography
Chapter 3: Human Geography
Copyright © McDougal Littell/Houghton Mifflin Company.
After Reading
Tennessee
SECTION
1
★
TENNESSEE CORE LESSON PLAN
What Is Culture?
PE=Pupil Ed. TE=Teacher Ed. URB=Unit Resource Bk. UTB=Unit Trans. Bk. BPTK=Best Practices Toolkit DTPT=Daily Test Practice Trans.
Process Standards
P1, P2, P3, P5, P6, P7, P8, P13, P14, P15, P19, P20, P21, P23, P32, P33, P36
Learning Expectations
1.01, 1.02, 3.05, 6.01, 6.02
Performance Indicators
7.1.spi.1., 7.1.spi.2., 7.1.spi.3., 7.1.tpi.3., 7.3.spi.10., 7.6.spi.1., 7.6.spi.2., 7.6.spi.3., 7.6.tpi.5., 7.6.tpi.7.
1. ENGAGE Read for Understanding
TIME:
min. (10–40 min.)
CHAPTER OPENER:
Section Objectives
!
1.
2.
!
!
!
!
Connect Geography & History, PE/TE pp.
86–87; and @ ClassZone.com
World Cultures & Geography Video , DVD
and on Power Presentations DVD-ROM
Time Line Discussion, TE p. 86
Read for the Essential Question, TE p. 88
Interactive Reading/Vocabulary, PE/TE p.
88; BPTK TT9–TT16, TT28
2. EXPLORE Focus & Motivate
3.
Describe culture and its elements
Identify the major religions in the world
and how they spread
Summarize the roles language plays in
culture and identify some families of
languages and how they have spread
TIME:
min. (5–15 min.)
SECTION OPENER:
3-Minute Warm-Up, TE p. 89; UTB TT27
Connecting to Your World, PE/TE p. 89
Talk About It: Small Group Discussion—Culture: A Way of Life, TE p. 89
Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
3. EXPLAIN Instruct
Struggling Readers &
Inclusion
Vocabulary:
Student VOC
Strategy, TE p. 88
Define Terms
Used to Explain
Religion, TE p. 92
RSG w/ Support,
URB pp. 193–194
World Cultures and Geography
Chapter 4: People and Culture
TIME:
On-level
Section 1: What is
Culture? PE/TE pp.
88–95
RSG, URB pp.
189–190
min. (10–30 min.)
Gifted and Talented &
Pre-AP
Chart Elements of
Local Culture TE p.
90
Prepare an
Interview on
Another Religion,
TE p. 92
History Makers:
Siddhartha Gautama,
URB p. 211
English Learners
Pronounce and
Preview, TE p. 88
Key Academic
Vocabulary, TE p. 90
RSG Spanish,
URB pp. 197–198
RSG w/ Support,
Spanish, URB pp.
201–202
CHAPTER 4
Copyright © McDougal Littell/Houghton Mifflin Company.
!
!
!
!
eEdition with
audio
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 1
99
Tennessee
★
SECTION 1: WHAT IS CULTURE?, CONTINUED
All Students
!
!
!
!
Think, Pair, Share: Pair Activity—World Religions and Culture, TE p. 92
Reader, Recorder, Reporter: Small Group Activity—World Languages and Culture, TE p. 94
More About: Newspaper Rock, TE p. 89; Ethnic Groups and Political Boundaries, TE p. 90; The
Media and Youth Culture Today, TE p. 91; U.S. Immigration and Religion, TE p. 93; Religion
in the U.S., TE p. 93
Analyzing Primary Sources, PE/TE p. 90
Worldster: Culture and Your World, TE p. 91
Comparing Regions, TE p. 91
Comparing World Religions, TE pp. 92–93
4. EXTEND Enrich
TIME:
Integrated Technology
Interdisciplinary and Tiered Activities
!
!
!
!
!
!
!
!
Essential Question Transparency, UTB
TT28
Critical Thinking Transparency, UTB
TT29
Map Transparency, UTB TT32
Cultures Transparency, UTB TT33
After-Reading Activities: BPTK TT49–62;
and @ ClassZone.com
Animated Geography, Power Presentations
DVD-ROM; and @ ClassZone.com
EasyPlanner DVD-ROM; Resources2Go
USB drive: All worksheets and editable
lesson material
!
!
!
5. EVALUATE Assess & Reteach
TIME:
Reteaching
!
!
!
CHAPTER 4
Tiered Activity: Visual Display on
American Culture, TE p. 91
Connect to Math: Graph Religions in the
United States, TE p. 93
Tiered Activity: Time Capsule, TE p. 94
Interdisciplinary Project, URB pp. 213,
215
Core Assessment
!
!
100
min. (10–40 min.)
Section Assessment, PE/TE p. 95;
Interactive Review @ ClassZone.com
Section Quiz, URB p. 218
McDougal Littell Assessment System:
Test Generator CD-ROM; Section Quiz
Student Products—Guidelines and
Rubrics, BPTK pp. 1–14
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 1
min. (5–20 min.)
Reteaching Activity, URB p. 220
Test Practice & Review
!
!
Daily Test Practice Transparency, DTPT
TT12
Test Practice and Review Workbook, pp.
37–38
World Cultures and Geography
Chapter 4: People and Culture
Copyright © McDougal Littell/Houghton Mifflin Company.
!
!
!
Tennessee
SECTION
1
★
STRATEGIES FOR ENGLISH LEARNERS
What Is Culture?
1 Activate Prior Knowledge
To introduce the concept of location, have students do a Pair-Share activity from the
Best Practices Toolkit. Each partner should come up with a list of phrases that describes
the culture of the community. Then have pairs share their lists with the class.
2 Preview Main Ideas and Language
CONNECT VISUALLY Have students look carefully at the chart and map that
compare world religions. Have them explain the various belief systems in their own
words. Ask: What is the predominant religion in the United States? (Roman Catholic)
BUILD VOCABULARY Have pairs of students create a flash card for each of the
five themes and six elements. Ask them to use the Flash Card Game from the Best
Practices Toolkit to take turns “testing” each other.
3 Make Objectives Explicit
Read each objective and write it on the board. Define words that confuse students. Ask
students to name the most important word in each objective.
• Describe culture and its elements
• Identify the major religions in the world and how they spread
• Summarize the roles language plays in culture and identify some families of
languages and how they have spread
4 Support Student Reading
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1. What kind of scientist studies culture?
2. How were religions spread across a large region?
5 Prepare for Assessment
To check comprehension, review the questions on TT12 of the Daily Test Practice
Transparencies. To assess comprehension, use the Section Quiz on page 218 of Unit
Resource Book: Introduction to World Geography.
CHAPTER 4
Copyright © McDougal Littell/Houghton Mifflin Company.
COOPERATIVE WORK To help students understand religion as a part of a culture,
model a Reciprocal Questioning activity from the Best Practices Toolkit. Then have
groups of students continue the activity for language.
World Cultures and Geography
Chapter 4: People and Culture
Tennessee Lesson Plans
Strategies for English Learners, Sec. 1
101
Tennessee
SECTION
1
★
STRATEGIES FOR INCLUSION
What Is Culture?
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use the Vocabulary: Knowledge Rating activity
in the Best Practices Toolkit to determine how well students know the key terms in this
section. Write the terms on the transparency. Give individual students a copy and have them
rate their familiarity with the terms. Work with the class to develop definitions.
Term
Definition
culture
Shared attitudes, knowledge, and behaviors of a group
anthropologist
A scientist who studies culture
ethnic group
A people who share a language, customs, and a common heritage
religion
An organized system of beliefs and practices, often centered on one or more gods
language family
A group of languages that have a common origin
FOCUSED READING Use a Listening/Reading Guide activity in the Best Practices
Toolkit to help students understand Section 1. 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 is culture?
• How do children learn aspects of their culture?
After Reading
CHAPTER 4
ASSESSING COMPREHENSION Have students use a Frayer Model activity from the
Best Practices Toolkit to summarize key ideas. Display the transparency and have pairs of
students fill in the center space with the term culture. Then have them fill in the four sections
of the graphic: 1) Definition of the term or topic; 2) Characteristics of the term or topic; 3)
Examples; and 4) Non-examples. Suggest that students use their textbooks if needed.
102
Tennessee Lesson Plans
Strategies for Inclusion, Sec. 1
World Cultures and Geography
Chapter 4: People and Culture
Copyright © McDougal Littell/Houghton Mifflin Company.
During Reading
Tennessee
SECTION
2
★
TENNESSEE CORE LESSON PLAN
How Does Culture Change?
PE=Pupil Ed. TE=Teacher Ed. URB=Unit Resource Bk. UTB=Unit Trans. Bk. BPTK=Best Practices Toolkit DTPT=Daily Test Practice Trans.
Process Standards
P1, P2, P3, P6, P7, P8, P15, P19, P20, P21, P33, P36
Learning Expectations
Performance Indicators
1.01, 1.03, 6.01, 6.02
7.3.spi.16., 7.6.spi.1., 7.6.spi.2., 7.6.spi.3., 7.6.tpi.5.
1. ENGAGE Read for Understanding
TIME:
min. (10–40 min.)
CHAPTER OPENER:
Section Objectives
!
!
!
1.
Three-Column Journal, BPTK TT21
Read for the Essential Question, TE p. 96
Interactive Reading/Vocabulary, PE/TE p.
96; BPTK TT9–TT16, TT24
2. EXPLORE Focus & Motivate
2.
Describe the ways that cultures change
and how cultures affect each other
Summarize some responses to cultural
change
TIME:
min. (5–15 min.)
SECTION OPENER:
!
!
!
!
3-Minute Warm-Up, TE p. 97; UTB TT27
Connecting to Your World, PE/TE p. 9
Think, Pair, Share: Pair Activity—Culture Change and Exchange, TE p. 97
Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
3. EXPLAIN Instruct
On-level
Chart Changes in
Technology, TE
p. 98
Section 2: How
Does Culture
Change?, PE/TE
pp. 96–100
RSG w/ Support,
URB pp. 195–196
RSG, URB
pp. 191–192
min. (10–30 min.)
Gifted and Talented &
Pre-AP
Connect
Geography and
Culture, URB
p. 216
Differentiation
Activity Bank:
Strategies for
Pre-AP, BPTK
pp. 195–200
English Learners
Describe an
Invention That
Changed Lives, TE
p. 98
RSG Spanish,
URB pp. 199–200
RSG w/ Support,
Spanish, URB
pp. 203–204
eEdition with
audio
CHAPTER 4
Copyright © McDougal Littell/Houghton Mifflin Company.
Struggling Readers &
Inclusion
TIME:
World Cultures and Geography
Chapter 4: People and Culture
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 2
103
Tennessee
★
SECTION 2: HOW DOES CULTURE CHANGE?, CONTINUED
All Students
!
!
!
Talk About It—Small Group Discussion: Accepting Cultural Change, TE p. 100
More About: Music Technology Changes, TE p. 97; The Inuit: Using Technology to Overcome
Geographic Barriers, TE p. 99
Comparing Storage Unit Innovations, PE/TE p. 98
Connect Geography and Culture, PE/TE p. 99
Make It Fun: Teacher-Tested Activity, TE p. 98
4. EXTEND Enrich
TIME:
Integrated Technology
Interdisciplinary and Tiered Activities
!
!
!
!
!
!
!
Critical Thinking Transparency, UTB
TT30
Essential Question Transparency, UTB
TT28
Map Transparency, UTBTT31
After-Reading Activities: BPTK TT49–62;
and @ ClassZone.com
Map Center, Activity Center, and Research
& Writing Center @ ClassZone.com
EasyPlanner DVD-ROM, Resources2Go
USB drive: All worksheets and editable
lesson material
!
!
5. EVALUATE Assess & Reteach
TIME:
Reteaching
!
!
!
!
!
CHAPTER 4
Tiered Activity: Present a Broadcast, TE
p. 99
Interdisciplinary Project, URB pp. 214,
215
Student Products, BPTK pp. 1–14
Core Assessment
!
!
104
min. (10–40 min.)
Section Assessment, PE/TE p. 100;
Interactive Review @ ClassZone.com
Section Quiz, URB p. 219
Interactive Review, PE/TE p. 101; and @
ClassZone.com
Chapter Assessment, PE/TE pp. 102–103
Chapter Tests (Forms A, B, C) URB pp.
222–236
McDougal Littell Assessment System:
Test Generator CD-ROM
• Section Quiz
• Chapter Tests: Forms A, B, & C (and
Spanish A, B, & C)
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 2
min. (5–20 min.)
Reteaching Activity, URB p. 221
Test Practice & Review
!
!
Daily Test Practice Transparency, DTPT
TT13
Test Practice and Review Workbook, pp.
39–40
World Cultures and Geography
Chapter 4: People and Culture
Copyright © McDougal Littell/Houghton Mifflin Company.
!
!
Tennessee
SECTION
2
★
STRATEGIES FOR ENGLISH LEARNERS
How Does Culture Change?
1 Activate Prior Knowledge
Use a Round Robin activity from the Best Practices Toolkit to have students generate as
many facts, ideas, and questions as they can about how culture changes. Have groups of
students spend five minutes discussing the topic. Ask them to draw on what they may
have learned from television documentaries or magazines such as National Geographic.
After you call time, have the groups share their ideas. Write their responses on the board.
2 Preview Main Ideas and Language
CONNECT VISUALLY Have students use Interpreting Visual Sources from the
Best Practices Toolkit to describe what they see in the photographs in the section. Have
students discuss the vast differences they can identify among cultures based on these
photos. Then ask: How does technology relate to cultural change? (Technology refers
to people’s ability to use knowledge, tools, and inventions to meet their needs. Such
innovation can result in cultural change.)
BUILD VOCABULARY Model a Word Square from the Best Practices Toolkit for
technology. Then have student partners do a Word Square for innovation and discuss it
in class.
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 the ways that cultures change and how cultures affect each other
• Summarize some responses to cultural change
COOPERATIVE WORK To help students understand the content under the first
heading of the section, have student groups do a Reciprocal Questioning activity from
the Best Practices Toolkit in class. Then assign the groups the remaining headings
in the section.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1. What was the agricultural revolution?
2. What is a cultural hearth?
3. What is one example of cultural exchange?
5 Prepare for Assessment
CHAPTER 4
Copyright © McDougal Littell/Houghton Mifflin Company.
4 Support Student Reading
To check comprehension, review the questions on TT13 of the Daily Test Practice
Transparencies. To assess comprehension, use the Section Quiz on page 219 of Unit
Resource Book: Introduction to World Geography. To assess comprehension of the
chapter, have students complete Chapter Test, Form A, on pp. 222–226.
World Cultures and Geography
Chapter 4: People and Culture
Tennessee Lesson Plans
Strategies for English Learners, Sec. 2
105
Tennessee
SECTION
2
★
STRATEGIES FOR INCLUSION
How Does Culture Change?
Before Reading
ACTIVATING PRIOR KNOWLEDGE Lead a discussion of what students know about
recent advancements in technology. Ask them to consider how technological improvements
affect their lives. For example, how often and in what ways do they use computers, PDAs, or
MP3s? What would it be like to not have access to today’s technology tools? Ask students
to raise their hands if they think life would be better without electronic “gadgets,” and call
on them to explain their thinking. Ask the same of those who indicate they would miss
access to computers and other modern tools.
During Reading
FOCUSED READING Use a Listening/Reading Guide activity in the Best Practices
Toolkit to help students understand Section 3. 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 kinds of changes did the agricultural revolution bring about?
• Under what circumstances might cultural change be unwelcome?
CHAPTER 4
ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activity
from the Best Practices Toolkit to summarize information about each of the subtopics in this
section. Give each group a copy of the transparency and ask them to list the two or three most
important ideas in the subtopic they have been assigned. Here are examples for “Innovation.”
• An innovation such as a new idea or invention can change a culture.
• Technology refers to people’s application of knowledge, tools, and inventions to meet
their needs.
• Domestication of plants was an innovation that dramatically changed people’s lives.
106
Tennessee Lesson Plans
Strategies for Inclusion, Sec. 2
World Cultures and Geography
Chapter 4: People and Culture
Copyright © McDougal Littell/Houghton Mifflin Company.
After Reading
Tennessee
SECTION
1
★
TENNESSEE CORE LESSON PLAN
From Coast to Coast
Process Standards
P1, P2, P3, P6, P7, P8, P10, P14, P15, P16, P17, P18, P19, P20, P21, P22, P33, P36, P37
Learning Expectations
3.06, 3.08, 3.09
Performance Indicators
7.3.spi.9., 7.3.spi.11., 7.3.spi.13., 7.3.spi.15., 7.3.spi.18., 7.3.spi.19., 7.3.spi.20., 7.5.spi.2., 7.5.tpi.4.
1. ENGAGE Read for Understanding
Regional Atlas and Country Almanac, PE/TE
pp. 106–119
TIME:
!
!
!
Connect Geography & History, PE/TE pp.
120–121; and @ ClassZone.com
Time Line Discussion, TE p. 120
Read for the Essential Question, TE p. 122
Interactive Reading/Vocabulary, PE/TE p.
122; BPTK TT9–TT16, TT21
2. EXPLORE Focus & Motivate
min. (10–40 min.)
Section Objectives
1.
CHAPTER OPENER:
!
CHAPTER 5
PE=Pupil Ed. TE=Teacher Ed. URB=Unit Resource Bk. UTB=Unit Trans. Bk. BPTK=Best Practices Toolkit DTPT=Daily Test Practice Trans.
2.
3.
4.
Identify the physical features, climate, and
life of the Northeast
Identify the physical features, climate, and
life of the Midwest
Identify the physical features, climate, and
life of the South
Identify the physical features, climate, and
life of the West
TIME:
min. (5–15 min.)
SECTION OPENER:
Copyright © McDougal Littell/Houghton Mifflin Company.
!
!
!
!
3-Minute Warm-Up, TE p. 123; UTB TT1
Connecting to Your World, PE/TE p. 123
Think, Pair, Share: Pair Activity—Northeast, TE p. 123
Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
3. EXPLAIN Instruct
Struggling Readers &
Inclusion
On-level
Match Terms to
Map, TE p. 122
Section 1: From
Coast to Coast,
PE/TE pp. 122–129
RSG w/ Support,
URB pp. 11–12
RSG, URB pp.
3–4
Skillbuilder
Practice:
Sequencing Events,
URB p. 36
World Cultures and Geography
Chapter 5: The United States
min. (10–30 min.)
TIME:
Gifted and Talented &
Pre-AP
Think Critically
About the Atlantic
Ocean, TE p. 124
Outline Map
Activities, URB
p. 39
Geography
Project, URB pp.
147–148
English Learners
Pronounce and
Preview, TE p. 122
Comprehension:
Connection, TE p.
124
RSG Spanish,
URB pp. 19–20
RSG w/ Support,
Spanish, URB pp.
27–28
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 1
107
Tennessee
★
SECTION1: FROM COAST TO COAST, CONTINUED
!
!
!
!
!
!
!
Talk About It: Small Group Discussion—Midwest, TE p. 124
Reader, Recorder, Reporter: Small Group Activity—South, TE p. 126
Talk About It: Small Group Discussion—U.S. Geographic Regions, TE p. 128
More About: Outdoor Activities in the United States, TE p. 123; Appalachian Mountains, TE p.
124; Bison, TE p. 125; Bald Eagles, TE p. 128
Comparing Regions: Florida Panthers and Snow Leopards, TE p. 126; Farming in the United
States, TE p. 129
Comparing U.S. Geographic Regions, PE/TE pp. 128–129
Make It Fun: Teacher-Tested Activities, TE p. 124
4. EXTEND Enrich
TIME:
Integrated Technology
Interdisciplinary and Tiered Activities
!
!
!
!
!
!
!
!
Essential Question Transparency, UTB
TT2
Critical Thinking Transparency, UTB TT3
Map Transparency: U.S. and
Canada—Population Density, UTB
TT7
After-Reading Activities: BPTK TT49–62;
and @ ClassZone.com
Animated Geography, Power Presentations
DVD-ROM; and @ ClassZone.com
Map Center, Activity Center, and Research
& Writing Center @ ClassZone.com
EasyPlanner DVD-ROM; Resources2Go
USB drive: All worksheets and editable
lesson material
!
!
!
!
!
5. EVALUATE Assess & Reteach
Connect to Economics: Trace Water
Routes for Shipping Goods, TE p. 125
Connect to Science: Learn About
Animals, TE p. 129; Explain Weather
Patterns, TE p. 129
Tiered Activity: Four Regions Display, TE
p. 126
Tiered Activity: Public Service
Announcement, TE p. 128
Technology Project: Virtual Trips to
National Parks, BPTK p. 16
Team Teaching, BPTK p. 25
TIME:
Core Assessment
Reteaching
!
!
!
!
!
108
min. (10–40 min.)
Section Assessment, PE/TE p. 127;
Interactive Review @ ClassZone.com
Section Quiz, URB p. 53
McDougal Littell Assessment System:
Test Generator CD-ROM; Section Quiz
Student Products—Guidelines and
Rubrics, BPTK pp. 1–14
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 1
min. (5–20 min.)
Reteaching Activity, URB p. 57
Test Practice & Review
!
!
Daily Test Practice Transparency, DTPT
TT14
Test Practice and Review Workbook, pp.
41–42
World Cultures and Geography
Chapter 5: The United States
Copyright © McDougal Littell/Houghton Mifflin Company.
CHAPTER 5
All Students
Tennessee
★
SECTION
STRATEGIES FOR ENGLISH LEARNERS
1
From Coast to Coast
CHAPTER 5
1 Activate Prior Knowledge
Model a Pair-Share activity from the Best Practices Toolkit. Have students discuss
their travel experiences within the United States. Ask how many of them have actually
traveled to one or both of the U.S. coasts? Call on volunteers to share their reactions
and experiences with the class.
2 Preview Main Ideas and Language
CONNECT VISUALLY Have students study the map of the physical geography of
the United States on page 125. Ask them to point out prominent physical features and
name them. For example, what is the mountain chain that runs from the U.S. Northeast
into the South called? (Appalachians) Then ask them to identify the area on the map
in which the elevation is 13,100 feet or higher. (rust-colored area surrounding and
including the Rocky Mountains)
BUILD VOCABULARY Have pairs of students create a flash card for each of the
Terms & Names in the section. Ask them to use the Flash Card Game from the Best
Practices Toolkit to take turns “testing” each other.
3 Make Objectives Explicit
Read each objective and write it on the board. Define words that confuse students. Ask
students to name the most important word in each objective.
• Identify the physical features, climate, and life of the Northeast and Midwest
• Identify the physical features, climate, and life of the South and West
Copyright © McDougal Littell/Houghton Mifflin Company.
4 Support Student Reading
COOPERATIVE WORK Model a Venn Diagram from the Best Practices Toolkit.
Have students use several of these diagrams to compare the various U.S. regions.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1. How would you describe the climate of the Midwest?
2. What are the most important features of the South’s geography?
3. How would you describe life in the West?
5 Prepare for Assessment
To check comprehension, review the questions on TT14 of the Daily Test Practice
Transparencies. To assess comprehension, use the Section Quiz on page 53 of Unit
Resource Book: The United States and Canada.
World Cultures and Geography
Chapter 5: The United States
Tennessee Lesson Plans
Strategies for English Learners, Sec. 1
109
Tennessee
SECTION
From Coast to Coast
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best Practices
Toolkit to have student groups of three scan the text to preview content, visuals, and key
terms. Using the transparency, model the recording process as students follow. Enter “From
Coast to Coast” in the center. Put the subheads into the surrounding circles. Instruct students
to scan for visuals and boldfaced terms, adding them to the appropriate subheads.
During Reading
FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best Practices
Toolkit to help students focus on the main points of the section. Present the section topic and
title. Read aloud a portion of the section, stop at intervals, and summarize what you have read.
Point out how signal words or context clues help you to make sense of the text. If the text
is unclear or confusing at a certain point, say so aloud and then tell students you will either
reread or read further to try to understand. When you finish reading the section, summarize
out loud for students what you have read and state any thoughts or questions you now have.
After Reading
ASSESSING COMPREHENSION Assign pairs of students to outline a subsection of
Section 1. Have students share their outlines in class to create a complete outline of the
section. Here is a beginning:
I. Northeast
A. The United States has four regions: Northeast, Midwest, South, and West.
B. Landforms, Climate, and Vegetation
1. Atlantic Ocean
2. Appalachian Mountains
3. Warm, humid summers; cold, snowy winters
110
Tennessee Lesson Plans
Strategies for Inclusion, Sec. 1
World Cultures and Geography
Chapter 5: The United States
Copyright © McDougal Littell/Houghton Mifflin Company.
CHAPTER 5
1
★
STRATEGIES FOR INCLUSION
Tennessee
SECTION
2
★
TENNESSEE CORE LESSON PLAN
Creating a Nation
CHAPTER 5
PE=Pupil Ed. TE=Teacher Ed. URB=Unit Resource Bk. UTB=Unit Trans. Bk. BPTK=Best Practices Toolkit DTPT=Daily Test Practice Trans.
Process Standards
P1, P2, P3, P6, P7, P8, P14, P15, P16, P19, P20, P21, P23, P26, P32, P33, P36, P37
Learning Expectations
Performance Indicators
3.07, 3.08, 3.09, 4.02, 5.02, 6.01, 6.02
7.3.spi.18., 7.3.spi.19., 7.3.spi.20., 7.5.spi.2., 7.5.spi.4., 7.5.tpi.2., 7.5.tpi.3., 7.6.spi.1., 7.6.spi.2., 7.6.spi.3., 7.6.tpi.7.
1. ENGAGE Read for Understanding
TIME:
min. (10–40 min.)
CHAPTER OPENER:
Section Objectives
!
!
!
1.
Sequence Chain, BPTK TT31
Read for the Essential Question, TE p. 130
Interactive Reading/Vocabulary, PE/TE p.
130; BPTK TT9–TT16, TT28
2.
3.
4.
2. EXPLORE Focus & Motivate
Explain how the United States was first
settled
Describe how the United States became
an independent nation and expanded its
territory
Analyze the regional differences that
helped lead to the Civil War and to its end
Identify the challenges the United States
faced in the 1900s and in the early 21st
century
TIME:
min. (5–15 min.)
Copyright © McDougal Littell/Houghton Mifflin Company.
SECTION OPENER:
!
!
!
!
3-Minute Warm-Up, TE p. 131; UTB TT1
Connecting to Your World, PE/TE p. 131
Think, Pair, Share: Pair Activity—Settling the Land, TE p. 131
Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
3. EXPLAIN Instruct
Struggling Readers &
Inclusion
Clarify the Land
Bridge Location, TE
p. 132
Create a Time Line
of U.S. Acquisitions,
TE p. 134
RSG w/ Support,
URB pp. 9–10
Vocabulary
Practice, URB p.
25
World Cultures and Geography
Chapter 5: The United States
TIME:
On-level
Section 2:
Creating a Nation,
PE/TE pp. 130–137
RSG, URB pp.
5–6
min. (10–30 min.)
Gifted and Talented &
Pre-AP
Illustrate a Civil
War Event, TE p.
135
Clarify the South’s
Resistance to Ending
Slavery, TE p. 135
History Makers:
Thomas Jefferson,
URB p. 41
Primary Source,
URB p. 48
English Learners
Vocabulary:
Idioms, TE p. 132
Comprehension:
Self-Monitor, TE p.
13
RSG Spanish,
URB pp. 21–22
RSG w/ Support,
Spanish, URB pp.
29–30
eEdition with
audio
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 2
111
Tennessee
★
SECTION2: CREATING A NATION, CONTINUED
!
!
!
!
!
!
!
!
Talk About It—Small Group Discussion: Building a Nation, TE p. 132
Reader, Recorder, Reporter—Small Group Activity: Crisis and Change, TE p. 135
Think, Pair, Share—Pair Activity: Into the 21st Century, TE p. 136
More About: The Liberty Bell, TE p. 131; St. Augustine, Florida, TE p. 132; The Writing of
the Constitution, TE p. 133; The Lewis and Clark Expedition, TE p. 134
Connect Geography & History: A Land Bridge, PE/TE p. 132; The Dust Bowl, PE/TE p. 136
Analyzing Primary Sources, PE/TE p. 133
History Makers: Abraham Lincoln, PE/TE p. 135
Fun Facts: Seabiscuit, PE/TE p. 136
4. EXTEND Enrich
TIME:
Integrated Technology
Interdisciplinary and Tiered Activities
!
!
!
!
!
!
!
Critical Thinking Transparency, UTB TT4
Map Transparency, UTB TT8
After-Reading Activities: BPTK TT49–62;
and @ ClassZone.com
Animated Geography, Power Presentations
DVD-ROM; and @ ClassZone.com
Map Center, Activity Center, and Research
& Writing Center @ ClassZone.com
EasyPlanner DVD-ROM, Resources2Go
USB drive: All worksheets and editable
lesson material
!
!
!
5. EVALUATE Assess & Reteach
Connect to Civics: Chart How Government
Branches Work, TE p. 133
Tiered Activity: Challenges and
Accomplishments Chart, TE p. 136
Interdisciplinary Projects: Competition
for Space, URB pp. 43, 45
Student Products, BPTK pp. 1–14
TIME:
Core Assessment
Reteaching
!
!
!
!
Section Assessment, PE/TE p. 137;
Interactive Review @ ClassZone.com
Section Quiz, URB p. 54
McDougal Littell Assessment System:
Test Generator CD-ROM; Section Quiz
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 2
min. (5–20 min.)
Reteaching Activity, URB p. 58
Test Practice & Review
!
!
112
min. (10–40 min.)
Daily Test Practice Transparency, DTPT
TT15
Test Practice and Review Workbook, pp.
43–44
World Cultures and Geography
Chapter 5: The United States
Copyright © McDougal Littell/Houghton Mifflin Company.
CHAPTER 5
All Students
Tennessee
SECTION
2
★
STRATEGIES FOR ENGLISH LEARNERS
Creating a Nation
CHAPTER 5
1 Activate Prior Knowledge
Begin a class discussion about the early American colonies and the United States today.
Model a T-Chart from the Best Practices Toolkit. Label the first column “The Early
Colonies;” label the second, “United States Today.” Write students’ ideas under the
appropriate columns. Tell students that they will learn more about the early colonies
when they read the section.
2 Preview Main Ideas and Language
CONNECT VISUALLY Have students study the map on the growth of the United
States on page 134. Ask them to point to the large purple area in the middle portion
of the country. How is it labeled? (Louisiana Purchase) Ask students to tell when the
Louisiana Purchase took place and from whom it was purchased. (1803, from France)
BUILD VOCABULARY Explain and discuss the following key terms from the
section: land bridge, immigrant, colony, and manifest destiny. Then have partners use
Peer Tutoring and the Flash Card Game from the Best Practices Toolkit to check
their understanding of the terms.
Copyright © McDougal Littell/Houghton Mifflin Company.
3 Make Objectives Explicit
Introduce the section objectives and use Signals from the Best Practices Toolkit to
check comprehension. If students signal “thumbs down,” give paraphrases or definitions
as needed.
• Describe the early settlement of the United States and explain how the United
States became independent and expanded its borders
• Analyze the regional differences that helped cause the Civil War and contributed
to its end
• Identify the challenges the U.S. faced in the 1900s and in the early 21st century
4 Support Student Reading
COOPERATIVE WORK To help students summarize information about U.S. history,
have groups do a Jigsaw Reading activity from the Best Practices Toolkit.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1. How does the term manifest destiny apply to U.S. expansion?
2. What factors led to the Civil War?
3. What challenges does the United States face in the 21st century?
5 Prepare for Assessment
To check comprehension, review the questions on TT15 of the Daily Test Practice
Transparencies. To assess comprehension, use the Section Quiz on page 54 of Unit
Resource Book: The United States and Canada.
World Cultures and Geography
Chapter 5: The United States
Tennessee Lesson Plans
Strategies for English Learners, Sec. 2
113
Tennessee
SECTION
CHAPTER 5
2
★
STRATEGIES FOR INCLUSION
Creating a Nation
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use Agree/Disagree 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 Civil War started mainly because of economic differences between the regions
of the country.
2. The United States is a leader in providing relief efforts and financial support to
impoverished countries around the world.
During Reading
FOCUSED READING Use the SQ3R activity in the Best Practices Toolkit. First survey
the text and make predictions. Next use the transparency to model summarizing key points.
Then have student partners finish the activity.
EXAMPLES: SURVEY
• The United States will expand to reach both coasts.
• The United States will break away from British control.
• Civil War will cause a crisis in the Union.
Next, turn the subheads into questions and read to answer the questions.
EXAMPLES: QUESTIONS
• How did the United States become a nation?
• What crisis brought about change in the country?
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.
114
Tennessee Lesson Plans
Strategies for Inclusion, Sec. 2
World Cultures and Geography
Chapter 5: The United States
Copyright © McDougal Littell/Houghton Mifflin Company.
• How was the land of the United States settled?
Tennessee
★
SECTION
TENNESSEE CORE LESSON PLAN
3
A Diverse Culture
Process Standards
CHAPTER 5
PE=Pupil Ed. TE=Teacher Ed. URB=Unit Resource Bk. UTB=Unit Trans. Bk. BPTK=Best Practices Toolkit DTPT=Daily Test Practice Trans.
P1, P2, P3, P6, P7, P8, P14, P15, P19, P20, P21, P33, P36, P37
Learning Expectations
Performance Indicators
1.01, 1.02, 5.01, 5.02
7.1.spi.1., 7.1.spi.2., 7.1.tpi.3., 7.3.tpi.17., 7.4.tpi.6., 7.5.spi.4., 7.6.tpi.10.
1. ENGAGE Read for Understanding
TIME:
min. (10–40 min.)
CHAPTER OPENER:
Section Objectives
!
!
!
1.
Three-Column Journal, BPTK TT21
Read for the Essential Question, TE p. 138
Interactive Reading/Vocabulary, PE/TE p.
138; BPTK TT9–TT16, TT21
2.
2. EXPLORE Focus & Motivate
Identify the reasons for the diversity of
the U.S. population, the richness that the
diversity has provided, and the challenges
facing the United States because of it
Describe the arts and popular culture of
the United States
TIME:
min. (5–15 min.)
SECTION OPENER:
!
!
!
!
3-Minute Warm-Up, TE p. 139; UTB TT1
Connecting to Your World, PE/TE p. 139
Reader, Recorder, Reporter: Small Group Activity—Cultural Diversity, TE p. 139
Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
Copyright © McDougal Littell/Houghton Mifflin Company.
3. EXPLAIN Instruct
Struggling Readers &
Inclusion
Reading and
Defining Terms
Verbally, TE p. 138
Understanding
Metaphors That
Describe American
Culture, TE p. 142
Appreciate
Different Types of
American Music, TE
p. 143
RSG w/ Support,
URB pp. 15–16
World Cultures and Geography
Chapter 5: The United States
TIME:
On-level
Section 3: A
Diverse Culture,
PE/TE pp. 138–145
RSG, URB pp.
7–8
min. (10–30 min.)
Gifted and Talented &
Pre-AP
Perform Music
Inspired by Other
Cultures, TE p. 140
English Learners
Pronounce and
Preview, TE p. 138
Compile a List of
Books, TE p. 143
Vocabulary:
Key Academic
Vocabulary, TE p.
140
Connect to Math,
URB p. 47
RSG Spanish,
URB pp. 23–24
Differentiation
Activity Bank:
Strategies for
Pre-AP, BPTK pp.
195–200
RSG w/ Support,
Spanish, URB pp.
31–32
eEdition with
audio
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 3
115
Tennessee
★
SECTION3: A DIVERSE CULTURE, CONTINUED
!
!
!
!
!
!
!
Think, Pair, Share—Small Group Activity: The Arts and Popular Culture, TE p. 143
More About: Martial Arts, TE p. 139; The Foundation of Religious Diversity, TE p. 140;
Challenges of Diversity, TE p. 142; Recording Devices, TE p. 144; Televised Sports, TE p. 144
Comparing Regions, TE p. 141
Fun Facts, PE/TE p. 140
Comparing Languages, Religion, and Ethnicity, PE/TE p. 141
Connect to Math, PE/TE p. 142
Connect Geography & Culture: The Blues and the Mississippi Delta, PE/TE p. 143
4. EXTEND Enrich
TIME:
Integrated Technology
Interdisciplinary and Tiered Activities
!
!
!
!
!
!
!
Critical Thinking Transparency, UTB TT5
Cultures Transparencies, UTB TT9, TT10
After-Reading Activities: BPTK TT49–62;
and @ ClassZone.com
Animated Geography, Power Presentations
DVD-ROM; and @ ClassZone.com
Map Center, Activity Center, and Research
& Writing Center @ ClassZone.com
EasyPlanner DVD-ROM, Resources2Go
USB drive: All worksheets and editable
lesson material
!
!
5. EVALUATE Assess & Reteach
Connect to Math: Calculate World
Religion Populations, TE p. 141
Tiered Activity: Diversity in U.S. Life, TE
p. 144
Student Products, BPTK pp. 1–14
TIME:
Core Assessment
Reteaching
!
!
!
!
Section Assessment, PE/TE p. 145;
Interactive Review @ ClassZone.com
Section Quiz, URB p. 55
McDougal Littell Assessment System:
Test Generator CD-ROM; Section Quiz
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 3
min. (5–20 min.)
Reteaching Activity, URB p. 59
Test Practice & Review
!
!
116
min. (10–40 min.)
Daily Test Practice Transparency, DTPT
TT16
Test Practice and Review Workbook, pp.
45–46
World Cultures and Geography
Chapter 5: The United States
Copyright © McDougal Littell/Houghton Mifflin Company.
CHAPTER 5
All Students
Tennessee
SECTION
3
★
STRATEGIES FOR ENGLISH LEARNERS
A Diverse Culture
CHAPTER 5
1 Activate Prior Knowledge
Model the KWL Chart in the Best Practices Toolkit. Then have students begin a KWL
Chart on diversity in the United States. Ask students what they know about the various
cultures that contribute to life in this country. 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 maps in the Comparing feature
on page 141. Ask them to describe U.S. ethnic distribution in their own words. Ask:
Where is the largest concentration of African Americans in the United States? (in the
South and Southeast)
BUILD VOCABULARY Discuss the following key terms from the section: literacy,
cultural blending, jazz, and blues. Then have student partners use the Flash Card Game
from the Best Practices Toolkit to take turns quizzing each other.
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 how the United States got to be so diverse and describe the pros and cons
of such diversity
• Describe the arts and popular culture of the United States
Copyright © McDougal Littell/Houghton Mifflin Company.
4 Support Student Reading
COOPERATIVE WORK Use a Carousel Report activity from the Best Practices
Toolkit. Assign each student group on of the following groups: African Americans,
Hispanic Americans, or Asian Americans. Have groups gather information and present
it to the class.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1. How has immigration affected U.S. culture and daily life?
2. What is cultural blending?
5 Prepare for Assessment
To check comprehension, review the questions on TT16 of the Daily Test Practice
Transparencies. To assess comprehension, use the Section Quiz on page 55 of Unit
Resource Book: The United States and Canada.
World Cultures and Geography
Chapter 5: The United States
Tennessee Lesson Plans
Strategies for English Learners, Sec. 3
117
Tennessee
SECTION
A Diverse Culture
Before Reading
ACTIVATING PRIOR KNOWLEDGE Model a Pair-Share activity from the Best
Practices Toolkit. Have students discuss the cultural diversity in their school. What various
ethnic groups make up the school population? What do these groups contribute to the overall
life of the student population? Remind them that despite its challenges, cultural diversity
generally enriches a school or society.
During Reading
FOCUSED READING Use a Listening/Reading Guide activity in the Best Practices
Toolkit to help students understand Section 3. 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.
EXAMPLE: QUESTIONS
• Why do most immigrants come to the United States?
• How has cultural blending affected American music?
After Reading
ASSESSING COMPREHENSION Model a Collaborative Rereading activity from
the Best Practices Toolkit. Display the transparency and explain the roles of the Reader
and the Listener.
EXAMPLES: QUESTIONS
• What is Leetspeak?
• Which language is the second-most spoken language in the United States?
EXAMPLES: MAIN IDEAS
• The United States is one of the most diverse nations in the world.
• American music, language, and food all are examples of cultural blending.
118
Tennessee Lesson Plans
Strategies for Inclusion, Sec. 3
World Cultures and Geography
Chapter 5: The United States
Copyright © McDougal Littell/Houghton Mifflin Company.
CHAPTER 5
3
★
STRATEGIES FOR INCLUSION
Tennessee
SECTION
4
★
TENNESSEE CORE LESSON PLAN
Democracy and Free Enterprise
CHAPTER 5
PE=Pupil Ed. TE=Teacher Ed. URB=Unit Resource Bk. UTB=Unit Trans. Bk. BPTK=Best Practices Toolkit DTPT=Daily Test Practice Trans.
Process Standards
P1, P2, P6, P7, P8, P14, P15, P16, P19, P20, P21, P33, P36
Learning Expectations
Performance Indicators
2.01, 2.02, 2.03, 3.07, 3.09, 4.01, 4.02
7.1.spi.1., 7.1.tpi.3., 7.2.spi.1., 7.2.spi.2., 7.2.spi.4., 7.2.spi.5., 7.2.tpi.1., 7.2.tpi.10., 7.3.spi.5., 7.3.spi.19., 7.3.spi.20.,
7.4.spi.1., 7.4.tpi.3., 7.5.spi.2., 7.5.tpi.3.
1. ENGAGE Read for Understanding
TIME:
min. (10–40 min.)
CHAPTER OPENER:
Section Objectives
!
!
!
1.
Cluster Diagram, BPTK TT28
Read for the Essential Question, TE p. 146
Interactive Reading/Vocabulary, PE/TE p.
146; BPTK TT9–TT16, TT20
2. EXPLORE Focus & Motivate
2.
Explain the functions of the three branches
of the U.S. government
Describe the basis of the U.S. economy
and the challenges and opportunities of
globalization
TIME:
min. (5–15 min.)
SECTION OPENER:
!
!
!
!
3-Minute Warm-Up, TE p. 147; UTB TT1
Connecting to Your World, PE/TE p. 147
Think, Pair, Share: Pair Activity—The U.S. Government, TE p. 147
Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
Copyright © McDougal Littell/Houghton Mifflin Company.
3. EXPLAIN Instruct
Struggling Readers &
Inclusion
Defining
the Duties of
Each Branch of
Government, TE p.
148
RSG w/ Support,
URB pp. 17–18
Skillbuilder
Practice, URB p.
36
World Cultures and Geography
Chapter 5: The United States
min. (10–30 min.)
TIME:
On-level
Section 4:
Democracy and Free
Enterprise, PE/TE
pp. 146–150
RSG, URB pp.
9–10
Gifted and Talented &
Pre-AP
Economics in
the World: U.S.
Percentage of World
Population, URB p.
46
Differentiation
Activity Bank:
Strategies for
Pre-AP, BPTK pp.
195–200
English Learners
Vocabulary:
Suffixes, TE p. 148
RSG Spanish,
URB pp. 25–26
RSG w/ Support,
Spanish, URB pp.
33–34
eEdition with
audio
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 4
119
Tennessee
★
SECTION 4: DEMOCRACY AND FREE ENTERPRISE, CONTINUED
!
!
!
!
!
Talk About It—Small Group Discussion: The U.S. Economy, TE p. 149
More About: Political Action in the United States, TE p. 147
Comparing Branches of the U.S. Government, PE/TE p. 148
Comparing Regions, TE p. 148
Make It Fun: Teacher-Tested Activity, TE p. 151
4. EXTEND Enrich
TIME:
Integrated Technology
Interdisciplinary and Tiered Activities
!
!
!
!
!
!
Critical Thinking Transparency, UTB TT6
Essential Question Transparency, UTB
TT2
After-Reading Activities: BPTK TT49–62;
and @ ClassZone.com
Map Center, Activity Center, and Research
& Writing Center @ ClassZone.com
EasyPlanner DVD-ROM, Resources2Go
USB drive: All worksheets and editable
lesson material
!
5. EVALUATE Assess & Reteach
Tiered Activity: Economic Glossary, TE
p. 149
Student Products, BPTK pp. 1–14
TIME:
Core Assessment
Reteaching
!
!
!
!
!
!
!
120
min. (10–40 min.)
Section Assessment, PE/TE p. 150;
Interactive Review @ ClassZone.com
Section Quiz, URB p. 56
Interactive Review, PE/TE p. 151; and @
ClassZone.com
Chapter Assessment, PE/TE pp. 152–153
Chapter Tests (Forms A, B, C) URB pp.
61–75
McDougal Littell Assessment System:
Test Generator CD-ROM
• Section Quiz
• Chapter Tests: Forms A, B, & C (and
Spanish A, B, & C)
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 4
min. (5–20 min.)
Reteaching Activity, URB p. 60
Test Practice & Review
!
!
Daily Test Practice Transparency, DTPT
TT17
Test Practice and Review Workbook, pp.
47–48
World Cultures and Geography
Chapter 5: The United States
Copyright © McDougal Littell/Houghton Mifflin Company.
CHAPTER 5
All Students
Tennessee
SECTION
4
★
STRATEGIES FOR ENGLISH LEARNERS
Democracy and Free Enterprise
CHAPTER 5
1 Activate Prior Knowledge
Use a Round Robin activity from the Best Practices Toolkit to have students generate as
many facts, ideas, and questions as they can about the government and economy of the
United States. Have groups of students spend five minutes discussing the topic. Ask
them to draw on what they have learned from other classes or the print or broadcast news.
After you call time, have the groups share their ideas. Write their responses on the board.
2 Preview Main Ideas and Language
CONNECT VISUALLY Have students use Interpreting Visual Sources from the
Best Practices Toolkit to explain what they learned from the Comparing government
feature. Then ask: Which branch of government is responsible for imposing taxes?
(legislative) Who is the commander of the U.S. military? (the president)
BUILD VOCABULARY Model a Word Square from the Best Practices Toolkit for
democracy. Then have student partners do a Word Square for republic and discuss it
in class.
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 functions of the three branches of the U.S. government
• Describe the basis of the U.S. economy and the pros and cons of globalization
Copyright © McDougal Littell/Houghton Mifflin Company.
4 Support Student Reading
COOPERATIVE WORK To help students understand the content under the first
heading of the section, have student groups do a Reciprocal Questioning activity from
the Best Practices Toolkit in class. Then assign the groups the remaining headings
in the section.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1. What is another term for representative government?
2. What are the characteristics of free enterprise?
3. What are multinational corporations?
5 Prepare for Assessment
To check comprehension, review the questions on TT17 of the Daily Test Practice
Transparencies. To assess comprehension, use the Section Quiz on page 56 of Unit
Resource Book: The United States and Canada. To assess comprehension of the chapter,
have students complete Chapter Test, Form A, on pp. 61–65.
World Cultures and Geography
Chapter 5: The United States
Tennessee Lesson Plans
Strategies for English Learners, Sec. 4
121
Tennessee
SECTION
Democracy and Free Enterprise
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use the Vocabulary: Knowledge Rating activity
in the Best Practices Toolkit to determine how well students know the key terms in this
section. Write six of the terms on the transparency. Give individual students a copy and have
them rate their familiarity with the terms. Work with the class to develop definitions.
Term
Definition
representative democracy
A form of government in which citizens elect officials
to represent them
republic
Another term for representative democracy
federal system
A government system in which businesses are free to
operate without much government involvement
During Reading
FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best Practices
Toolkit to help students focus on the main points of the section. Present the section topic and
title. Read aloud a portion of the section, stop at intervals, and summarize what you have read.
Point out how signal words or context clues help you to make sense of the text. If the text
is unclear or confusing at a certain point, say so aloud and then tell students you will either
reread or read further to try to understand. When you finish reading the section, summarize
out loud for students what you have read and state any thoughts or questions you now have.
After Reading
ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activity
from the Best Practices Toolkit to summarize information about each of the subtopics in
this section. Give each group a copy of the transparency and ask them to list the two or
three most important ideas in the subtopic they have been assigned. Here are examples for
“The U.S. Government.”
• The U.S. government is a representative democracy in which the citizens elect officials
to represent them.
• The Constitution created a federal system, which divided power between the national
and state governments.
• The three branches of the U.S. government act in a system of checks and balances.
122
Tennessee Lesson Plans
Strategies for Inclusion, Sec. 4
World Cultures and Geography
Chapter 5: The United States
Copyright © McDougal Littell/Houghton Mifflin Company.
CHAPTER 5
4
★
STRATEGIES FOR INCLUSION
Tennessee
SECTION
1
★
TENNESSEE CORE LESSON PLAN
Mountains, Prairies, and
Coastlands
PE=Pupil Ed. TE=Teacher Ed. URB=Unit Resource Bk. UTB=Unit Trans. Bk. BPTK=Best Practices Toolkit DTPT=Daily Test Practice Trans.
Process Standards
P1, P2, P3, P6, P7, P7, P8, P10, P14, P15, P19, P20, P21, P22, P33, P36, P37
Learning Expectations
Performance Indicators
3.02, 3.03, 3.06, 3.07, 5.02
7.3.spi.9., 7.3.spi.11., 7.3.spi.15., 7.5.spi.4., 7.5.tpi.3., 7.5.tpi.4.
1. ENGAGE Read for Understanding
Regional Atlas and Country Almanac, PE/TE
pp. 106–119
TIME:
Section Objectives
1.
CHAPTER OPENER:
!
!
!
Connect Geography & History, PE/TE pp.
154–155; and @ ClassZone.com
Time Line Discussion, TE p. 154
Read for the Essential Question, TE p. 156
Interactive Reading/Vocabulary, PE/TE p.
156; BPTK TT9–TT16, TT21
2. EXPLORE Focus & Motivate
2.
3.
Identify the political units and geographic
features of the four regions of Canada
Analyze the influence of geographic
features on Canada’s climates
List the main resources of Canada’s four
regions
TIME:
CHAPTER 6
!
min. (10–40 min.)
min. (5–15 min.)
Copyright © McDougal Littell/Houghton Mifflin Company.
SECTION OPENER:
!
!
!
!
3-Minute Warm-Up, TE p. 157; UTB TT11
Connecting to Your World, PE/TE p. 157
Think, Pair, Share: Pair Activity—Landforms and Bodies of Water, TE p. 157
Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
3. EXPLAIN Instruct
Struggling Readers &
Inclusion
TIME:
On-level
Match Terms and
Names Definitions,
TE p. 156
Section 1:
Mountains, Prairies,
and Coastlands,
PE/TE pp. 156–163
RSG w/ Support,
URB pp. 85–86
RSG, URB pp.
77–78
Outline Map
Activities, URB
p. 113
World Cultures and Geography
Chapter 6: Canada
min. (10–30 min.)
Gifted and Talented &
Pre-AP
Travel Journal of
Canada, TE p. 158
Differentiation
Activity Bank:
Strategies for
Pre-AP, BPTK pp.
195–200
English Learners
Pronounce and
Preview, TE p. 156
RSG Spanish,
URB pp. 93–94
RSG w/ Support,
Spanish, URB pp.
101–102
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 1
123
Tennessee
★
SECTION1: MOUNTAINS, PRAIRIES, AND COASTLANDS, CONTINUED
All Students
!
!
!
!
Reader, Recorder, Reporter: Small Group Activity—Climates of Canada, TE p. 160
Talk About It: Small Group Discussion—Resources of the Regions, TE p. 161
More About: Niagara Falls, TE p. 157; The Canadian Shield, TE p. 158; Canadian Place
Names, TE p. 159; North American Sled Dog Races, TE p. 160
Comparing Regions of Canada, PE/TE p. 158
Fun Facts: Polar Bear Capital, PE/TE p. 161
Comparing Regions, TE p. 158
Animated Geography: The St. Lawrence Seaway, PE/TE pp. 162–163; and @ ClassZone.com
CHAPTER 6
4. EXTEND Enrich
TIME:
Integrated Technology
Interdisciplinary and Tiered Activities
!
!
!
!
!
!
!
!
Essential Question Transparency, UTB
TT12
Critical Thinking Transparency, UTB
TT13
Map Transparencies, UTB TT18, TT18a
After-Reading Activities: BPTK TT49–62;
and @ ClassZone.com
Animated Geography, Power Presentations
DVD-ROM; and @ ClassZone.com
Map Center, Activity Center, and Research
& Writing Center @ ClassZone.com
EasyPlanner DVD-ROM; Resources2Go
USB drive: All worksheets and editable
lesson material
!
!
!
5. EVALUATE Assess & Reteach
Connect to Language Arts: Create “Where
I Live” Dialogue, TE p. 159
Connect to Math: Graph Elevation West to
East, TE p. 159
Tiered Activity: Canadian Climate Maps,
TE p. 160
Tiered Activity: Locks and Canals Visual,
TE p. 162
TIME:
Core Assessment
Reteaching
!
!
!
!
!
124
min. (10–40 min.)
Section Assessment, PE/TE p. 161;
Interactive Review @ ClassZone.com
Section Quiz, URB p. 123
McDougal Littell Assessment System:
Test Generator CD-ROM; Section Quiz
Student Products—Guidelines and
Rubrics, BPTK pp. 1–14
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 1
min. (5–20 min.)
Reteaching Activity, URB p. 127
Test Practice & Review
!
!
Daily Test Practice Transparency, DTPT
TT18
Test Practice and Review Workbook, pp.
49–50
World Cultures and Geography
Chapter 6: Canada
Copyright © McDougal Littell/Houghton Mifflin Company.
!
!
!
Tennessee
SECTION
1
★
STRATEGIES FOR ENGLISH LEARNERS
Mountains, Prairies, and
Coastlands
1 Activate Prior Knowledge
Use a Round Robin activity from the Best Practices Toolkit to have students generate as
many facts, ideas, and questions as they can about the physical geography of Canada.
Write the topic on the board and have groups of students spend five minutes discussing
it. After you call time, have the groups share their ideas. Write their responses on
the board.
2 Preview Main Ideas and Language
CONNECT VISUALLY Have students look carefully at the Comparing Regions of
Canada feature. Read the captions aloud and ask: Which of the four regions appears to
be the most mountainous? (British Columbia and Territories)
CHAPTER 6
BUILD VOCABULARY In class, discuss the key terms province and territory. Tell
students that several of the other key terms are related to these words. After they finish
reading the section, model a Comparison Matrix from the Best Practices Toolkit. Then
have small groups of students complete a Comparison Matrix on one of these terms.
3 Make Objectives Explicit
Read each objective and write it on the board. Define words that confuse students. Ask
students to name the most important word in each objective.
• Identify the political units and geographic features of the four regions of Canada
• Analyze the influence of geographic features on Canada’s climates
• Describe the main resources of Canada’s four regions
Copyright © McDougal Littell/Houghton Mifflin Company.
4 Support Student Reading
COOPERATIVE WORK To help students recognize Canada’s landforms, model a
Reciprocal Questioning activity from the Best Practices Toolkit. Then have groups
of students continue the activity for Canada’s resources.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1. What are the four regions of Canada?
2. Where is the St. Lawrence Seaway, and what purpose does it serve?
3. What are the physical characteristics of tundra?
5 Prepare for Assessment
To check comprehension, review the questions on TT18 of the Daily Test Practice
Transparencies. To assess comprehension, use the Section Quiz on page 123 of Unit
Resource Book: The United States and Canada.
World Cultures and Geography
Chapter 6: Canada
Tennessee Lesson Plans
Strategies for English Learners, Sec. 1
125
Tennessee
SECTION
1
★
STRATEGIES FOR INCLUSION
Mountains, Prairies, and
Coastlands
Before Reading
ACTIVATING PRIOR KNOWLEDGE Model the KWL Chart in the Best Practices
Toolkit. Then have students begin a KWL Chart on Nunavut. Begin by asking students what
they know about Nunavut. Point out that this territory did not officially exist until 1999.
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.
During Reading
CHAPTER 6
FOCUSED READING Have students use a Three-Column Journal activity from the
Best Practices Toolkit to take notes on the main ideas, connect visuals to the text, and find
and record supporting details for the section. Model the activity using the transparency and
then have students use copies for recording their information.
Main Ideas
Visuals
Supporting Details
provinces
Map of physical geography of
Canada with annotations for
the major provinces
Canada has 13 provinces,
which fall into 4 regions.
ASSESSING COMPREHENSION Have students use a Frayer Model activity from
the Best Practices Toolkit to summarize key ideas. Display the transparency and have pairs
of students fill in the center space with one of the four regions of Canada. Then have them
fill in the four sections of the graphic: 1) Definition of the term or topic; 2) Characteristics
of the term or topic; 3) Examples; and 4) Non-examples. Suggest that students use their
textbooks if needed.
126
Tennessee Lesson Plans
Strategies for Inclusion, Sec. 1
World Cultures and Geography
Chapter 6: Canada
Copyright © McDougal Littell/Houghton Mifflin Company.
After Reading
Tennessee
SECTION
2
★
TENNESSEE CORE LESSON PLAN
First Peoples to a Modern
Nation
PE=Pupil Ed. TE=Teacher Ed. URB=Unit Resource Bk. UTB=Unit Trans. Bk. BPTK=Best Practices Toolkit DTPT=Daily Test Practice Trans.
Process Standards
P1, P2, P3, P4, P6, P7, P8, P14, P15, P19, P20, P21, P23, P32, P34, P36, P37
Learning Expectations
Performance Indicators
1.01, 1.03, 3.08, 3.09, 4.02, 5.01, 6.01, 6.02
7.2.tpi.11., 7.3.spi.13., 7.3.spi.18., 7.3.spi.19., 7.3.spi.20., 7.5.spi.2., 7.6.spi.1., 7.6.spi.2., 7.6.spi.3.
1. ENGAGE Read for Understanding
TIME:
min. (10–40 min.)
CHAPTER OPENER:
Section Objectives
!
!
!
1.
2.
3.
2. EXPLORE Focus & Motivate
Identify Canada’s earliest inhabitants and
later European explorers and colonists
Describe the steps that led to Canada’s
independence from under British rule
Analyze the importance of minority
self-rule in Canada and Canada’s
relationship with the United States today
TIME:
CHAPTER 6
Sequence Chain, BPTK TT31
Read for the Essential Question, TE p. 164
Interactive Reading/Vocabulary, PE/TE p.
164; BPTK TT9–TT16, TT28
min. (5–15 min.)
SECTION OPENER:
Copyright © McDougal Littell/Houghton Mifflin Company.
!
!
!
!
3-Minute Warm-Up, TE p. 165; UTB TT11
Connecting to Your World, PE/TE p. 165
Talk About It: Small Group Discussion—Early Inhabitants and First Explorers, TE p. 165
Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
3. EXPLAIN Instruct
Struggling Readers &
Inclusion
“Who Am I?”, TE
p. 166
RSG w/ Support,
URB pp. 87–88
min. (10–30 min.)
TIME:
On-level
Section 2: First
Peoples to a Modern
Nation, PE/TE pp.
164–169
RSG, URB pp.
79–80
Gifted and Talented &
Pre-AP
History Makers,
URB p. 115
Connect to
History, URB p.
121
Differentiation
Activity Bank:
Strategies for
Pre-AP, BPTK pp.
195–200
World Cultures and Geography
Chapter 6: Canada
English Learners
Comprehension:
Self-Monitor, TE p.
166
RSG Spanish,
URB pp. 95–96
RSG w/ Support,
Spanish, URB pp.
103–104
eEdition with
audio
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 2
127
Tennessee
★
SECTION 2: FIRST PEOPLES TO A MODERN NATION, CONTINUED
All Students
Reader, Recorder, Reporter—Small Group Activity: Under British Rule, TE p. 167
Think, Pair, Share—Pair Activity: TE p. 168
More About: Totem Poles, TE p. 165; William Lyon Mackenzie King, TE p. 167
Connect to History, PE/TE p. 166
History Makers, PE/TE p. 167
Analyzing Primary Sources, PE/TE p. 168
Connect Geography & History, PE/TE p. 169
Comparing Regions, TE p. 166
CHAPTER 6
4. EXTEND Enrich
TIME:
Integrated Technology
Interdisciplinary and Tiered Activities
!
!
!
!
!
!
!
Critical Thinking Transparency, UTB
TT14
Map Transparencies, UTB TT17, TT17a,
TT17b
After-Reading Activities: BPTK TT49–62;
and @ ClassZone.com
Animated Geography, Power Presentations
DVD-ROM; and @ ClassZone.com
Map Center, Activity Center, and Research
& Writing Center @ ClassZone.com
EasyPlanner DVD-ROM, Resources2Go
USB drive: All worksheets and editable
lesson material
!
!
!
5. EVALUATE Assess & Reteach
Connect to Civics: Make a Chart, TE p.
167
Connect to Language Arts: Write a Letter
to the Editor, TE p. 167
Tiered Activity: Fact Sheet on Canada’s
Diversity, TE p. 168
Student Products, BPTK pp. 1–14
TIME:
Core Assessment
Reteaching
!
!
!
!
Section Assessment, PE/TE p. 169;
Interactive Review @ ClassZone.com
Section Quiz, URB p. 124
McDougal Littell Assessment System:
Test Generator CD-ROM; Section Quiz
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 2
min. (5–20 min.)
Reteaching Activity, URB p. 128
Test Practice & Review
!
!
128
min. (10–40 min.)
Daily Test Practice Transparency, DTPT
TT19
Test Practice and Review Workbook, pp.
51–52
World Cultures and Geography
Chapter 6: Canada
Copyright © McDougal Littell/Houghton Mifflin Company.
!
!
!
!
!
!
!
!
Tennessee
SECTION
2
★
STRATEGIES FOR ENGLISH LEARNERS
First Peoples to a Modern
Nation
1 Activate Prior Knowledge
Begin a class discussion about the settling of Canada and Canada today. Model a
T-Chart from the Best Practices Toolkit. Label the first column “Early Settlement;”
label the second, “Canada Today.” Write students’ ideas under the appropriate columns.
Tell students that they will learn more about the diverse people of Canada when they
read the section.
2 Preview Main Ideas and Language
CHAPTER 6
CONNECT VISUALLY Have students study the Connect to History feature on page
166 to learn about explorers in Canada. Ask them to identify any names that were
already familiar to them. Ask: Which explorer claimed Newfoundland for England?
(John Cabot) What city was founded by Samuel de Champlain? (Quebec City)
BUILD VOCABULARY Explain and discuss the following key terms from the
section: bilingual, Inuit, dominion, Commonwealth of Nations, and separatist. Then
have partners use Peer Tutoring and the Flash Card Game from the Best Practices
Toolkit to check their understanding of the terms.
Copyright © McDougal Littell/Houghton Mifflin Company.
3 Make Objectives Explicit
Introduce the section objectives and use Signals from the Best Practices Toolkit to
check comprehension. If students signal “thumbs down,” give paraphrases or definitions
as needed.
• Name Canada’s earliest inhabitants, later European explorers, and colonists
• Explain how Canada became independent from Great Britain
• Explain the importance of minority self-rule in Canada and describe Canada’s
relationship with the United States today
4 Support Student Reading
COOPERATIVE WORK To help students summarize information about Canada’s
history, have groups do a Jigsaw Reading activity from the Best Practices Toolkit.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1. What early peoples inhabited Canada?
2. How did minority self-rule develop in Canada?
5 Prepare for Assessment
To check comprehension, review the questions on TT19 of the Daily Test Practice
Transparencies. To assess comprehension, use the Section Quiz on page 124 of Unit
Resource Book: The United States and Canada.
World Cultures and Geography
Chapter 6: Canada
Tennessee Lesson Plans
Strategies for English Learners, Sec. 2
129
Tennessee
SECTION
2
★
STRATEGIES FOR INCLUSION
First Peoples to a Modern
Nation
Before Reading
ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best Practices
Toolkit to have student groups of three scan the text to preview content, visuals, and key
terms. Using the transparency, model the recording process as students follow. Enter
“First Peoples to a Modern Nation” in the center. Put the three major subheads into the
surrounding circles. Instruct students to scan for visuals and boldfaced terms, adding them to
the appropriate subheads.
During Reading
CHAPTER 6
FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best Practices
Toolkit to help students focus on the main points of the section. Present the section topic and
title. Read aloud a portion of the section, stop at intervals, and summarize what you have read.
Point out how signal words or context clues help you to make sense of the text. If the text
is unclear or confusing at a certain point, say so aloud and then tell students you will either
reread or read further to try to understand. When you finish reading the section, summarize
out loud for students what you have read and state any thoughts or questions you now have.
ASSESSING COMPREHENSION Assign pairs of students to outline a subsection of
Section 2. Have students share their outlines in class to create a complete outline of the
section. Here is an example:
I. Early Inhabitants and First Explorers
A. Humans arrive in what is now Canada over a land bridge or by boat.
B. The early inhabitants of Canada are called First Nations.
1. The Algonquian and Iroquois
2. The Blackfoot, Cree, Ojibwa, and Sioux
3. Haida, Kwakiutl, and Salish
4. Inuit
C. Britain and France established the first colonies.
130
Tennessee Lesson Plans
Strategies for Inclusion, Sec. 2
World Cultures and Geography
Chapter 6: Canada
Copyright © McDougal Littell/Houghton Mifflin Company.
After Reading
Tennessee
SECTION
3
★
TENNESSEE CORE LESSON PLAN
A Nation of Immigrants
PE=Pupil Ed. TE=Teacher Ed. URB=Unit Resource Bk. UTB=Unit Trans. Bk. BPTK=Best Practices Toolkit DTPT=Daily Test Practice Trans.
Process Standards
P1, P2, P3, P6, P7, P8, P14, P15, P19, P20, P21, P33, P36
Learning Expectations
Performance Indicators
1.01, 1.02, 1.04, 3.07, 3.09, 5.01, 5.02
7.1.spi.1., 7.1.tpi.3., 7.3.spi.19., 7.3.spi.20., 7.3.tpi.17., 7.5.spi.2., 7.5.spi.4., 7.5.tpi.3., 7.6.tpi.10.
1. ENGAGE Read for Understanding
TIME:
min. (10–40 min.)
CHAPTER OPENER:
Section Objectives
!
!
!
1.
2. EXPLORE Focus & Motivate
2.
3.
Explain why Canada has such a diverse
population
Describe life in Canada today
Identify the areas of arts and popular
culture in Canada that have won worldwide
fame
TIME:
CHAPTER 6
Three-Column Journal, BPTK TT21
Read for the Essential Question, TE p. 170
Interactive Reading/Vocabulary, PE/TE p.
170; BPTK TT9–TT16, TT21
min. (5–15 min.)
SECTION OPENER:
!
!
!
!
3-Minute Warm-Up, TE p. 171; UTB TT11
Connecting to Your World, PE/TE p. 171
Reader, Recorder, Reporter: Small Group Activity—A Diverse Population, TE p. 171
Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards
Copyright © McDougal Littell/Houghton Mifflin Company.
3. EXPLAIN Instruct
Struggling Readers &
Inclusion
Mapping the
Countries of
Origin of Canadian
Immigrants, TE p.
172
RSG w/ Support,
URB pp. 89–90
Skillbuilder
Practice, URB p.
110
World Cultures and Geography
Chapter 6: Canada
TIME:
On-level
min. (10–30 min.)
Gifted and Talented &
Pre-AP
Section 3:
A Nation of
Immigrants, PE/TE
pp. 170–175
Interdisciplinary
Projects, URB pp.
117–119
RSG, URB
pp.81–82
World Literature,
URB p. 145
Differentiation
Activity Bank:
Strategies for
Pre-AP, BPTK pp.
195–200
English Learners
Vocabulary:
Suffixes, TE p. 172
RSG Spanish,
URB pp. 97–98
RSG w/ Support,
Spanish, URB pp.
105–106
eEdition with
audio
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 3
131
Tennessee
★
SECTION3: A NATION OF IMMIGRANTS, CONTINUED
All Students
!
!
!
!
Talk About It—Small Group Discussion: Life in Canada, TE p. 172
More About: The Royal Canadian Mounted Police, TE p. 171; The Pysanka Festival, TE p.
172; Traditional Snow Travel, TE p. 173; Toronto, TE p. 173; Caribou, TE p. 174
Selected Ethnic Groups of Canada, PE/TE p. 172
Connect Geography & Culture, PE/TE p. 173
Worldster: A Day in Kirima’s Life, PE/TE p. 174
Comparing Regions, TE p. 174
CHAPTER 6
4. EXTEND Enrich
TIME:
Integrated Technology
Interdisciplinary and Tiered Activities
!
!
!
!
!
!
!
Critical Thinking Transparency, UTB
TT15
Cultures Transparencies, UTB TT19,
TT20
After-Reading Activities: BPTK TT49–62;
and @ ClassZone.com
Animated Geography, Power Presentations
DVD-ROM; and @ ClassZone.com
Map Center, Activity Center, and Research
& Writing Center @ ClassZone.com
EasyPlanner DVD-ROM, Resources2Go
USB drive: All worksheets and editable
lesson material
!
!
!
!
5. EVALUATE Assess & Reteach
Connect to Science: Compare Traditional
and Modern Winter Clothing, TE p. 173
Connect to Civics: Debate U.S. Culture in
Canada, TE p. 173
Tiered Activity: Modern Inuit Life, TE
p. 174
Geography Simulation: Documentary of a
Town, BPTK pp. 39–44
Student Products, BPTK pp. 1–14
TIME:
Core Assessment
Reteaching
!
!
!
!
Section Assessment, PE/TE p. 175;
Interactive Review @ ClassZone.com
Section Quiz, URB p. 125
McDougal Littell Assessment System:
Test Generator CD-ROM; Section Quiz
Tennessee Lesson Plans
Tennessee Core Lesson Plan, Sec. 3
min. (5–20 min.)
Reteaching Activity, URB p. 129
Test Practice & Review
!
!
132
min. (10–40 min.)
Daily Test Practice Transparency, DTPT
TT20
Test Practice and Review Workbook, pp.
53–54
World Cultures and Geography
Chapter 6: Canada
Copyright © McDougal Littell/Houghton Mifflin Company.
!
!
Tennessee
SECTION
3
★
STRATEGIES FOR ENGLISH LEARNERS
A Nation of Immigrants
1 Activate Prior Knowledge
Have students do a Brainstorming activity from the Best Practices Toolkit about the
challenges and opportunities that cultural diversity might bring to Canada. Ask students
to share what they know about such diversity in the United States and to compare that
information to Canada. List the students’ ideas on the board. Then tell them that, despite
the presence of diverse ethnic groups, Canada has developed a strong national identity.
2 Preview Main Ideas and Language
CONNECT VISUALLY Have students study the bar graph on ethnic groups in
Canada. Ask them to identify which ethnic group is most prevalent in Canada. (English)
Which ethnic group ranks second? (French)
CHAPTER 6
BUILD VOCABULARY Explain and discuss the following key terms from the
section: Royal Canadian Mounted Police, Inuktitut, lacrosse, and igloo. Then have
student partners use the Flash Card Game from the Best Practices Toolkit to take
turns quizzing each other.
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 Canada has such a diverse population
• Describe life in Canada today
• Give examples of arts and popular culture in Canada that have gained fame
Copyright © McDougal Littell/Houghton Mifflin Company.
4 Support Student Reading
COOPERATIVE WORK To help students understand the content under the first
heading of the section, have student groups do a Reciprocal Questioning activity from
the Best Practices Toolkit in class. After students have finished reading the section,
assign the groups the remaining headings in the section.
ON ONE’S OWN Preview the following questions. Then have students search for
their answers while reading.
1. What early immigrant groups helped to settle Canada?
2. Where is the vast majority of the Canadian population located?
5 Prepare for Assessment
To check comprehension, review the questions on TT20 of the Daily Test Practice
Transparencies. To assess comprehension, use the Section Quiz on page 125 of Unit
Resource Book: The United States and Canada.
World Cultures and Geography
Chapter 6: Canada
Tennessee Lesson Plans
Strategies for English Learners, Sec. 3
133
Tennessee
SECTION
3
★
STRATEGIES FOR INCLUSION
A Nation of Immigrants
Before Reading
ACTIVATING PRIOR KNOWLEDGE Lead a discussion of what would lead someone
to leave his or her home and move to a wild, unsettled land. What kind of people would be
likely to do this? What reasons might they have for leaving home? What problems might
they have encountered? Ask students to raise their hands if they think they would have done
this, and call on them to explain their reasoning. Ask the same of those who think they
would not have made such a move.
During Reading
CHAPTER 6
FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best Practices
Toolkit to help students focus on the main points of the section. Present the section topic and
title. Read aloud a portion of the section, stop at intervals, and summarize what you have read.
Point out how signal words or context clues help you to make sense of the text. If the text
is unclear or confusing at a certain point, say so aloud and then tell students you will either
reread or read further to try to understand. When you finish reading the section, summarize
out loud for students what you have read and state any thoughts or questions you now have.
After Reading
ASSESSING COMPREHENSION Work with students on a Collaborative Rereading
activity from the Best Practices Toolkit. Show students the transparency. Make sure the
Reader is writing down questions and that the Listener is noting the main ideas. Encourage
pairs to discuss each section of text. Here is an example for the subhead “Life in Canada.”
• What different ways of life are common in Canada?
EXAMPLE: MAIN IDEAS
• In order to maintain a distinct culture separate from the United States, Canada has
worked to build a strong national identity.
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Tennessee Lesson Plans
Strategies for Inclusion, Sec. 3
World Cultures and Geography
Chapter 6: Canada
Copyright © McDougal Littell/Houghton Mifflin Company.
EXAMPLE: QUESTION