SECTION
6.2
CORE LESSON PLAN
First Settlers
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 1–3 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 108
TIME:
min. (10–40 min.)
North Carolina Competency Goal
1.06 Identify geographic and political reasons for
the creation of a distinct North Carolina colony
and evaluate the effects on the government and
economics of the colony.
2. EXPLORE
Focus & Motivate
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
CHAPTER 6
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 108
❏ Setting the Stage, PE/TE p. 108
❏ Power Presentations DVD-ROM: Media Gallery
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
3. EXPLAIN
Struggling Readers &
Inclusion
On Level
Gifted & Talented and
Pre-AP
English Learners
❏ Reading Study Guide
with Additional
Support, URB
pp. 219–220
❏ Vocabulary Practice,
URB p. 235
❏ Section 2: First
Settlers, PE/TE
pp. 108–111
❏ Reading Study Guide,
URB pp. 213–214
❏ Mock Trial,
TE p. 109
❏ Challenge Activity:
Write a media story
about a Carolina
governor, TE p. 110
❏ RSG in Spanish,
URB pp. 225–226
❏ RSG with Additional
Support, in Spanish,
URB pp. 231–232
❏ Comprehension:
Connections, TE p. 109
❏ Vocabulary Practice,
URB p. 235
All Students
❏ Connect to the Essential Question, TE p. 111
❏ Roleplay Your Answer—Small-Group Activity: Unpopular trade laws lead to rebellion/Two factions clash,
TE p. 109
❏ Think, Pair, Share—Small-Group Activity: Ludwell takes over, TE p. 110; The colony expands, TE p. 110
❏ Reader, Recorder, Reporter—Small-Group Activity: Sothel is appointed, TE p. 109
❏ Talk About It—Small-Group Discussion: Growth goes slowly, TE p. 108
❏ Connect to U.S. History: Trade Laws and Wars, TE p. 109
❏ More About: Bath, North Carolina, TE p. 110
❏ Think as a Geographer, TE p. 111
Lesson Plans
Core Lesson Plan: Section 6.2
nc08lp-0306.02.indd 31
Instruct
North Carolina in the American Experience
31
Chapter 6, North Carolina: A Southern Colony
3/14/07 6:17:34 PM
SECTION 6.2: FIRST SETTLERS, CONTINUED
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Power Presentations DVD-ROM: Map: “Carolina”
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Tiered Activity: Write a media story about a
Carolina governor, TE p. 110
5. EVALUATE
CHAPTER 6
Enrich
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 111
❏ Section Quiz, URB p. 238
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 241
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 121
STRATEGY FOR ENGLISH LEARNERS
TIME:
min. (5–20 min.)
Objective: To help English learners understand the series of events surrounding the appointment of
Seth Sothel as governor of Albemarle
Activity: Series-of-Events Chain
Have students study their textbooks to complete the following series-of-events chain. In the first box, they
should write the events that preceded Sothel’s appointment; in the third box, they should write the events that
occurred as a direct result of the appointment.
Initiating Event
Seth Sothel is appointed governor of
Albermarle.
Final Outcome
32
North Carolina in the American Experience
Chapter 6, North Carolina: A Southern Colony
nc08lp-0306.02.indd 32
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 6.2
3/14/07 6:17:36 PM
SECTION
6.3
CORE LESSON PLAN
North Carolina Is Formed
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 1–3 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 112
TIME:
min. (10–40 min.)
North Carolina Competency Goal
1.06 Identify geographic and political reasons for
the creation of a distinct North Carolina colony
and evaluate the effects on the government and
economics of the colony.
2. EXPLORE
Focus & Motivate
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
CHAPTER 6
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 112
❏ Setting the Stage, PE/TE p. 112
❏ PowerPresentations DVD-ROM: Media Gallery
3. EXPLAIN
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
Struggling Readers &
Inclusion
On Level
Gifted & Talented and
Pre-AP
❏ Letter to the Editor, TE
❏ Section 3: North
❏ Reading Study Guide
p. 114
Carolina Is Formed,
with Additional
PE/TE pp. 112–119
Support, URB
❏ Challenge Activity:
pp. 221–222
Create a mobile
❏ Reading Study Guide,
illustrating why
URB pp. 215–216
❏ Questioning Strategy,
North Carolina
TE p. 113
❏ Skillbuilder: Finding
prospered in the early
Main Ideas, URB p. 236
❏ Text on Tape, TE p. 113
1700s, TE p. 118
❏ Time Line of the War,
TE p. 116
English Learners
❏ RSG with Additional
Support, in Spanish,
URB pp. 233–234
❏ Comprehension:
Connection, TE p. 114
❏ Vocabulary: MultipleMeaning Words,
TE p. 116
All Students
❏ Connect to the Essential Question, TE p. 119
❏ Reader, Recorder, Reporter—Small-Group Activity: Colonists worship as they please/Anglicans try to take
over, TE p. 113; South Carolina sends help, TE p. 116; Good government prevails, TE p. 116; The Proprietors
sell their shares, TE p. 118
❏ Roleplay Your Answer—Small-Group Activity: Quakers protest, TE p. 113
❏ Talk About It—Small-Group Discussion: Pirates take to Carolina waters, TE p. 117
❏ Think, Pair, Share—Small-Group Activity: Carolina becomes two colonies, TE p. 114; Tuscaroras go to war,
TE p. 114; The colony expands, TE p. 118
❏ More About: Cary’s Rebellion, TE p. 114; The Tuscaroras, TE p. 115; Stede Bonnet, TE p. 117
❏ Connect to U.S. History: Conflict with Native Americans, TE p. 115; The Legend of Blackbeard, TE p. 117
Lesson Plans
Core Lesson Plan: Section 6.3
nc08lp-0306.02.indd 33
Instruct
North Carolina in the American Experience
33
Chapter 6, North Carolina: A Southern Colony
3/14/07 6:17:39 PM
SECTION 6.3: NORTH CAROLINA IS FORMED, CONTINUED
Enrich
TIME:
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Connect to Art: Murals of Cary’s Rebellion, TE p. 115
❏ Connect to Language Arts: Citizen’s Journal,
TE p. 115; Blackbeard Biographies, TE p. 117
❏ Connect to Science: Navigating Ships, TE p. 117
❏ Tiered Activity: Create a mobile illustrating why
North Carolina prospered in the early 1700s,
TE p. 118
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏
❏
❏
❏
❏
❏ Reteaching Activity, URB p. 242
Section Assessment, PE/TE p. 119
Section Quiz, URB p. 239
Chapter Assessment, PE/TE pp. 120–121
Chapter Test (Forms A, B, C), URB pp. 243–254
McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM:
• Section Quiz
• Chapter Test: (Forms A, B, C)
CHAPTER 6
min. (10–40 min.)
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 121
STRATEGY FOR ENGLISH LEARNERS
TIME:
min. (5–20 min.)
Objective: To help English learners understand the factors that led to the expansion of North Carolina between
1722 and 1730
Activity: Spider Map
Have students complete the following spider map about the factors that contributed to the expansion of North
Carolina between 1722 and 1730. On the line branching off from the central circle, students should write one
of the factors (e.g., departure of the Tuscaroras, the lessening of piracy, competent leadership). On the lines
branching off from these “main idea” lines, students should record details that support the main idea.
North Carolina
Expansion
1722–1730
34
North Carolina in the American Experience
Chapter 6, North Carolina: A Southern Colony
nc08lp-0306.02.indd 34
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 6.3
3/14/07 6:17:40 PM
SECTION
7.1
CORE LESSON PLAN
Diverse Groups in the Colony
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 1–3 Resource Book
TB = Transparency Book
Read for Understanding
❏
❏
❏
❏
Connect to the Essential Question, PE/TE p. 122
Connect to U.S. History, PE/TE p. 123
Time Line Discussion, PE/TE p. 123
Differentiated Vocabulary: Knowledge Rating,
PE/TE p. 124
❏ Reading Strategy: Summarizing, PE/TE p. 124
❏ Taking Notes, PE/TE p. 125
2. EXPLORE
Focus & Motivate
TIME:
min. (10–40 min.)
North Carolina Competency Goals
1.07 Describe the roles and contributions of diverse
groups, such as American Indians, African Americans,
European immigrants, landed gentry, tradesmen,
and small farmers to everyday life in colonial North
Carolina, and compare them to the other colonies.
3.04 Describe the development of the institution of
slavery in the State and nation, and assess its impact
on the economic, social, and political conditions.
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
3. EXPLAIN
Struggling Readers &
Inclusion
❏ Oral Definitions and
Sentences, TE p. 124
❏ RSG with Additional
Support, URB
pp. 261–262
❏ Questioning Strategy,
TE p. 126
On Level
❏ Section 1: Diverse
Groups in the Colony,
PE/TE pp. 125–129
❏ Reading Study Guide,
URB pp. 255–256
❏ Skillbuilder: Taking
Notes, URB p. 280
Gifted & Talented and
Pre-AP
English Learners
❏ Pronounce and
❏ Challenge Activity:
Preview, TE p. 124
Create a mural
❏ RSG with Additional
depicting the people of
Support, in Spanish,
the backcountry,
URB pp. 273–274
TE p. 128
❏ Vocabulary: MultipleMeaning Words,
TE p. 126
All Students
❏
❏
❏
❏
Introduce the Essential Question, TE p. 122
Connect to the Essential Question, TE p. 129
Think, Pair, Share—Small-Group Discussion: Reasons for immigration, TE p. 125
Talk About It—Small-Group Discussion: The arrival of the Scots-Irish/The arrival of the Pennsylvania
Dutch, TE p. 127; Slavery brings settlers against their will, TE p. 128
❏ Reader, Recorder, Reporter—Small-Group Activity: Moving into Cape Fear, TE p. 126; Along the Great
Wagon Road, TE p. 126; Native Americans did not prosper, TE p. 128
Lesson Plans
Core Lesson Plan: Section 7.1
nc08lp-0307.02.indd 35
Instruct
CHAPTER 7
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
❏ 3-Minute Warm-Up, TE p. 125
❏ Setting the Stage, PE/TE p. 125
❏ Power Presentations DVD-ROM: Media Gallery
North Carolina in the American Experience
35
Chapter 7, North Carolina Ways of Life
3/14/07 6:19:50 PM
SECTION 7.1: DIVERSE GROUPS IN THE COLONY, CONTINUED
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Transparency: Essential-Question Graphic: North Carolina Ways
of Life, TB TT41
❏ Power Presentations DVD-ROM: Time Line: Connect
North Carolina History and U.S. History
❏ Power Presentations DVD-ROM: Map: “Colonial Settlers of
North Carolina”
❏ Power Presentations DVD-ROM: Map: “The Great Wagon Road”
❏ Power Presentations DVD-ROM: Table: “Number of People of
African Descent in North Carolina 1717–1790”
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and editable lesson
material
❏ Resources2Go USB drive: All worksheets and editable lesson
material
❏ Connect to Language Arts: Letters to
Scotland, TE p. 127
❏ Connect to Math: Calculating
Distances, TE p. 127
❏ Tiered Activity: Create a mural
depicting the people of the
backcountry, TE p. 128
5. EVALUATE
CHAPTER 7
Enrich
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 129
❏ Section Quiz, URB p. 281
❏ McDougal Littell Assessment System (Test, Score, Report,
Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 284
STRATEGY FOR ENGLISH LEARNERS
TIME:
Test Practice & Review
❏ Guide to North Carolina EOG Test of
Reading Comprehension, PE/TE
pp. S1–S9
❏ Strategies for Taking Standardized
Tests, PE/TE pp. S10–S37
❏ Standards-Based Assessment,
PE/TE p. 137
min. (5–20 min.)
Objective: To help English learners find out more about the various ethnic groups of colonial North Carolina
Activity: Read and Say Something Strategy
1. Divide students into pairs and assign each pair one of the groups discussed in PE Section 7.1 (Highland
Scots, Scots-Irish, German/Pennsylvania Dutch, African, and Native American).
2. Have students read about their group from the text and then turn to their partner and say something about
the reading. Tell students that they can say anything they want that is related to the selection, such as their
reactions to ideas, descriptions, images, or anything they find confusing.
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
4. EXTEND
3. When everyone has had a chance to comment, have volunteers share their discussions with the class.
36
North Carolina in the American Experience
Chapter 7, North Carolina Ways of Life
nc08lp-0307.02.indd 36
Lesson Plans
Core Lesson Plan: Section 7.1
3/14/07 6:19:52 PM
SECTION
7.2
CORE LESSON PLAN
Social Differences
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 1–3 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 130
TIME:
min. (10–40 min.)
North Carolina Competency Goals
1.07 Describe the roles and contributions of diverse
groups, such as American Indians, African Americans,
European immigrants, landed gentry, tradesmen,
and small farmers to everyday life in colonial North
Carolina, and compare them to the other colonies.
3.04 Describe the development of the institution of
slavery in the State and nation, and assess its impact
on the economic, social, and political conditions.
2. EXPLORE
Focus & Motivate
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
3. EXPLAIN
Struggling Readers &
Inclusion
On Level
Gifted & Talented and
Pre-AP
English Learners
❏ Reading Study Guide
with Additional
Support, URB
pp. 263–264
❏ Vocabulary Practice,
URB p. 279
❏ Section 2: Social
Differences,
PE/TE pp. 130–133
❏ Reading Study Guide,
URB pp. 257–258
❏ Comparison/Contrast
Essays, TE p. 131
❏ Challenge Activity:
Create a museum
exhibit about
backcountry people in
the 1700s, TE p. 132
❏ RSG in Spanish, URB
pp. 269–270
❏ RSG with Additional
Support, in Spanish,
URB pp. 275–276
❏ Comprehension:
Connection, TE p. 131
All Students
❏ Connect to the Essential Question, TE p. 133
❏ Reader, Recorder, Reporter—Small-Group Activity: “Gentlefolk,” TE p. 130; “A people very laborious,”
TE p. 131; “Folks of a lesser sort,” TE p. 132
❏ Talk About It—Small-Group Discussion: “Bonded for life,” TE p. 132; North Carolina: A Southern society,
TE p. 132
❏ Connect to U.S. History: Bacon’s Rebellion, TE p. 131
❏ Think as a Geographer, TE p. 130
❏ Historical Spotlight: Learning Manners, TE p. 131
Lesson Plans
Core Lesson Plan: Section 7.2
nc08lp-0307.02.indd 37
Instruct
CHAPTER 7
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
❏ 3-Minute Warm-Up, TE p. 130
❏ Setting the Stage, PE/TE p. 130
❏ Power Presentations DVD-ROM: Media Gallery
North Carolina in the American Experience
37
Chapter 7, North Carolina Ways of Life
3/14/07 6:19:53 PM
SECTION 7.2: SOCIAL DIFFERENCES, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Tiered Activity: Create a museum exhibit about
backcountry people in the 1700s, TE p. 132
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 133
❏ Section Quiz, URB p. 282
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 285
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 137
TIME:
min. (5–20 min.)
Objective: To help English learners identify the different social classes of colonial North Carolina
CHAPTER 7
Activity: Ranking Scale
1. Have students use the following ranking scale to categorize the relative position or standing of the different
social groups in colonial North Carolina.
2. After students have completed their rankings, call on students to share their rankings and to tell something
about one of the social groups.
1
2
3
4
38
North Carolina in the American Experience
Chapter 7, North Carolina Ways of Life
nc08lp-0307.02.indd 38
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 7.2
3/14/07 6:19:54 PM
SECTION
7.3
CORE LESSON PLAN
The Products of Farm, Field, and Forest
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 1–3 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 134
TIME:
min. (10–40 min.)
North Carolina Competency Goal
1.06 Identify geographic and political reasons for
the creation of a distinct North Carolina colony
and evaluate the effects on the government and
economics of the colony.
2. EXPLORE
Focus & Motivate
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 134
❏ Setting the Stage, PE/TE p. 134
❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN
Instruct
❏ Reading Study Guide with
❏ Section 3: The Products of
Farm, Field, and Forest, PE/TE
Additional Support,
pp. 134–135
URB pp. 265–266
❏ Vocabulary Practice, URB p. 279 ❏ Reading Study Guide, URB
pp. 259–260
❏ RSG in Spanish, URB
pp. 271–272
❏ RSG with Additional Support, in
Spanish, URB pp. 277–278
❏ Vocabulary Practice, URB p. 279
All Students
❏ Connect to the Essential Question, TE p. 135
❏ Think, Pair, Share—Small-Group Activity: Nature’s bounty, TE p. 134; Bumping along the roads, TE p. 135
❏ Connect to U.S. History: Early American Roads, TE p. 135
Lesson Plans
Core Lesson Plan: Section 7.3
nc08lp-0307.02.indd 39
English Learners
On Level
CHAPTER 7
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
Struggling Readers & Inclusion
North Carolina in the American Experience
39
Chapter 7, North Carolina Ways of Life
3/14/07 6:19:55 PM
SECTION 7.3: THE PRODUCTS OF FARM, FIELD, AND FOREST, CONTINUED
4. EXTEND
Enrich
Integrated Technology
TIME:
min. (10–40 min.)
Interdisciplinary and Tiered Activities
❏ Transparency: Colonial Trade, 1750, TB TT19
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏
❏
❏
❏
❏
❏ Reteaching Activity, URB p. 286
Section Assessment, PE/TE p. 135
Section Quiz, URB p. 283
Chapter Assessment, PE/TE p. 136–137
Chapter Test (Forms A, B, C), URB pp. 287–298
McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM:
• Section Quiz
• Chapter Test: Forms A, B, C
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 137
TIME:
min. (5–20 min.)
CHAPTER 7
Objective: To help English learners understand the types of and uses for commodities produced in colonial
North Carolina
Activity: Identify and Categorize
Have students complete the following table about the main commodities produced in colonial North Carolina,
categorizing each as either food or nonfood.
Food products
40
North Carolina in the American Experience
Chapter 7, North Carolina Ways of Life
nc08lp-0307.02.indd 40
Nonfood products
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
5. EVALUATE
Lesson Plans
Core Lesson Plan: Section 7.3
3/14/07 6:19:56 PM
SECTION
8.1
CORE LESSON PLAN
North Against South
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 1–3 Resource Book
TB = Transparency Book
Read for Understanding
❏
❏
❏
❏
Connect to the Essential Question, PE/TE p. 138
Connect to U.S. History, PE/TE p. 139
Time Line Discussion, PE/TE p. 139
Differentiated Vocabulary: Predicting ABCs,
PE/TE p. 140
❏ Reading Strategy: Summarizing, PE/TE p. 140
❏ Taking Notes, PE/TE p. 141
2. EXPLORE
Focus & Motivate
TIME:
min. (10–40 min.)
North Carolina Competency Goals
1.06 Identify geographic and political reasons for
the creation of a distinct North Carolina colony
and evaluate the effects on the government and
economics of the colony.
1.07 Describe the roles and contributions of diverse
groups, such as American Indians, African Americans,
European immigrants, landed gentry, tradesmen,
and small farmers to everyday life in colonial North
Carolina, and compare them to the other colonies.
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
3. EXPLAIN
English Learners
Gifted & Talented and
Pre-AP
Struggling Readers &
Inclusion
On Level
❏ Matching Terms,
TE p. 140
❏ Reading Study Guide
with Additional
Support, URB pp.
303–304
❏ Vocabulary Practice,
URB p. 315
❏ Modern Sectionalism,
❏ Section 1: North
Against South, PE/TE
TE p. 142
pp. 141–144
❏ Challenge Activity:
Analyze the causes
❏ Reading Study Guide,
and the effects of
URB pp. 299–300
sectionalism in North
❏ Skillbuilder: Making
Carolina, TE p. 143
Inferences, URB p. 316
❏ Pronounce and
Preview, TE p. 140
❏ Culture: Clarify, TE p. 142
❏ RSG in Spanish, URB
pp. 307–308
❏ RSG with Additional
Support, in Spanish,
URB pp. 311–312
All Students
❏
❏
❏
❏
❏
❏
❏
Introduce the Essential Question, TE p. 138
Connect to the Essential Question, TE p. 144
Talk About It—Small-Group Discussion: A challenge from Cape Fear/A spokesperson for Cape Fear, TE p. 142
Roleplay Your Answer—Small-Group Activity: Albemarle in revolt/Reunion, TE p. 143
Reader, Recorder, Reporter—Small-Group Activity: The Granville District, TE p. 142
More About: Governor Gabriel Johnston, TE p. 143
Connect to U.S. History: Salutary Neglect, TE p. 142
Lesson Plans
Core Lesson Plan: Section 8.1
nc08lp-0308.02.indd 41
Instruct
CHAPTER 8
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
❏ 3-Minute Warm-Up, TE p. 141
❏ Setting the Stage, PE/TE p. 141
❏ Power Presentations DVD-ROM: Media Gallery
North Carolina in the American Experience
41
Chapter 8, Division Within North Carolina
3/14/07 6:21:03 PM
SECTION 8.1: NORTH AGAINST SOUTH, CONTINUED
4. EXTEND
Enrich
TIME:
Integrated Technology
min. (10–40 min.)
Interdisciplinary and Tiered Activities
❏ Transparency: Essential-Question Graphic: Division ❏ Tiered Activity: Analyze the causes and the effects
Within North Carolina, TB TT42
of sectionalism in North Carolina, TE p. 143
❏ Transparency: Historical Map of North Carolina in
1737, TB TT28
❏ Power Presentations DVD-ROM: Time Line:
Connect North Carolina History and U.S. History
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Test Practice & Review
❏ Section Assessment, PE/TE p. 144
❏ Section Quiz, URB p. 317
❏ McDougal Littell Assessment System (Test, Score,
Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 153
STRATEGY FOR ENGLISH LEARNERS
TIME:
min. (5–20 min.)
Objective: To help English learners understand more about the conflict between northern and southern
regions of colonial North Carolina
Activity: Human Interaction Outline
A human interaction outline shows the nature of an interaction between persons or groups. Have students
complete the following outline based on their reading of Section 1. Ask: Who were the persons or groups?
What were their goals? Did they conflict or cooperate? What was the outcome for each person or group?
Albemarle Goals
Cape Fear Goals
CHAPTER 8
Interaction
Action
Reaction
Action
Reaction 1
Reaction 2
Albemarle Outcomes
42
North Carolina in the American Experience
Chapter 8, Division Within North Carolina
nc08lp-0308.02.indd 42
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
5. EVALUATE
Cape Fear Outcomes
Lesson Plans
Core Lesson Plan: Section 8.1
3/14/07 6:21:05 PM
SECTION
8.2
CORE LESSON PLAN
East Against West
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 1–3 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 145
TIME:
min. (10–40 min.)
North Carolina Competency Goals
1.06 Identify geographic and political reasons for
the creation of a distinct North Carolina colony
and evaluate the effects on the government and
economics of the colony.
1.07 Describe the roles and contributions of diverse
groups, such as American Indians, African Americans,
European immigrants, landed gentry, tradesmen,
and small farmers to everyday life in colonial North
Carolina, and compare them to the other colonies.
2. EXPLORE
Focus & Motivate
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
3. EXPLAIN
Struggling Readers &
Inclusion
❏ Fair Representation
Model, TE p. 147
❏ Cause/Effect Graphic
Organizers, TE p. 149
Gifted & Talented and
❏ Section 2: East Against Pre-AP
❏ Challenge Activity:
West, PE/TE
Reenact the Battle of
pp. 145–151
Alamance, TE p. 150
❏ Reading Study Guide,
URB pp. 301–302
On Level
English Learners
❏ RSG in Spanish, URB
pp. 309–310
❏ Vocabulary: Word
Relationships, TE
p. 147
All Students
❏ Connect to the Essential Question, TE p. 151
❏ Talk About It—Small-Group Discussion: Westerners complain about corrupt officials/Officials’ “eastern
ways” cause friction, TE p. 148; The Regulator movement, TE p. 149
❏ Think, Pair, Share—Small-Group Activity: Selection of local officials angers westerners, TE p. 147; The cost
of the governor’s palace, TE p. 148
❏ Roleplay Your Answer—Small-Group Activity: East and west develop different cultures, TE p. 146
❏ Reader, Recorder, Reporter—Small-Group Activity: East and west compete for representation in the
Assembly, TE p. 146
❏ Connect to U.S. History: William Tryon, a Colonial Governor, TE p. 146; Regulators in South Carolina, TE p. 150
❏ Historical Spotlight: “Governor Tryon’s Palace,” TE p. 147
Lesson Plans
Core Lesson Plan: Section 8.2
nc08lp-0308.02.indd 43
Instruct
North Carolina in the American Experience
CHAPTER 8
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
❏ 3-Minute Warm-Up, TE p. 145
❏ Setting the Stage, PE/TE p. 145
❏ Power Presentations DVD-ROM: Media Gallery
43
Chapter 8, Division Within North Carolina
3/14/07 6:21:05 PM
SECTION 8.2: EAST AGAINST WEST, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Transparency: Artists’ Rendering of a Backcountry
House, TB TT3
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Connect to Math: Representation Ratios, TE p. 146;
Fair Taxes, TE p. 148
❏ Connect to Language Arts: Equal Representation
Speeches, TE p. 146
❏ Connect to Art: Posters of Protest, TE p. 148
❏ Tiered Activity: Reenact the Battle of Alamance,
TE p. 150
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏
❏
❏
❏
❏
❏ Reteaching Activity, URB p. 320
Section Assessment, PE/TE p. 151
Section Quiz, URB p. 318
Chapter Assessment, PE/TE pp. 152–153
Chapter Test (Forms A, B, C), URB pp. 321–332
McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM:
• Section Quiz
• Chapter Test: (Forms A, B, C)
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards–Based Assessment, PE/TE p. 153
TIME:
min. (5–20 min.)
Objective: To help English learners understand more about the Regulator movement
Activity: One-Sentence Summary
CHAPTER 8
Students can represent many ideas in a concise manner by using the one-sentence summary strategy. Have
students read about the Regulator movement on textbook pages 149–151, picking out its key qualities. Then
have them write a one-sentence summary of the movement, in 25 words or less, based on the following model:
A Regulator was someone who . . .
44
North Carolina in the American Experience
Chapter 8, Division Within North Carolina
nc08lp-0308.02.indd 44
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 8.2
3/14/07 6:21:07 PM
SECTION
9.1
CORE LESSON PLAN
Orders from Abroad
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏
❏
❏
❏
Connect to the Essential Question, PE/TE p. 156
Connect to U.S. History, PE/TE p. 157
Time Line Discussion, PE/TE p. 157
Differentiated Vocabulary: Definition Mapping,
PE/TE p. 158
❏ Reading Strategy: Categorizing, PE/TE p. 158
❏ Taking Notes, PE/TE p. 159
2. EXPLORE
Focus & Motivate
TIME:
CHAPTER 9
PE = Pupil’s Edition
TE = Teacher’s Edition
min. (10–40 min.)
North Carolina Competency Goal
2.01 Trace the events leading up to the Revolutionary
War and evaluate their relative significance in the
onset of hostilities.
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 159
❏ Setting the Stage, PE/TE p. 159
❏ Power Presentations DVD-ROM: Media Gallery
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
3. EXPLAIN
Struggling Readers &
Inclusion
❏ Connecting Terms,
TE p. 158
❏ Reading Study Guide
with Additional
Support, URB pp. 7–8
❏ Vocabulary Practice,
URB p. 25
Gifted & Talented and
❏ Section 1: Orders from Pre-AP
❏ Challenge Activity:
Abroad, PE/TE
Create political
pp. 159–161
cartoons about British
❏ Reading Study Guide,
control of the colonies,
URB pp. 1–2
TE p. 160
❏ Skillbuilder:
Recognizing
Propaganda, URB p. 26
On Level
English Learners
❏ Pronounce and
Preview, TE
p. 158
❏ RSG in Spanish, URB
pp. 13–14
❏ RSG with Additional
Support, in Spanish,
URB pp. 19–20
❏ Vocabulary Practice,
URB p. 25
All Students
❏
❏
❏
❏
❏
Introduce the Essential Question, TE p. 156
Connect to the Essential Question, TE p. 160
Think, Pair, Share—Small-Group Activity: Defending the interests of empire, TE p. 159
Roleplay Your Answer—Small-Group Activity: Defending the interests of the people, TE p. 160
Connect to U.S. History: The Liberty Tree, TE p. 160; Board of Trade, TE p. 160
Lesson Plans
Core Lesson Plan: Section 9.1
nc08lp-0409.02.indd 45
Instruct
North Carolina in the American Experience
45
Chapter 9, Events Leading Toward Revolution
3/14/07 9:00:13 PM
SECTION 9.1: ORDERS FROM ABROAD, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Transparency: Essential-Question Graphic: Events
Leading Toward Revolution, TB TT43
❏ Power Presentations DVD-ROM: Time Line:
Connect North Carolina History and U.S. History
❏ Power Presentations DVD-ROM: Map: “North
Carolina Counties 1775”
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Tiered Activity: Create political cartoons about
British control of the colonies, TE p. 160
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 161
❏ Section Quiz, URB p. 27
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 30
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 175
TIME:
min. (5–20 min.)
Objective: To help English learners understand differing views on colonial government before the American
Revolution
Activity: Compare and Contrast
Divide students into pairs. Have each pair work together to complete the following table. Students should
(1) tell what North Carolinians/English officials believed about the role of colonial assemblies and (2) provide
one detail from the text that supports their idea. Encourage students to share their ideas with the class.
The Role of Colonial Assemblies
46
Colonial North Carolinians believed . . .
Most English officials believed . . .
I know this because . . .
I know this because . . .
North Carolina in the American Experience
Chapter 9, Events Leading Toward Revolution
nc08lp-0409.02.indd 46
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
CHAPTER 9
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 9.1
3/14/07 9:00:15 PM
SECTION
9.2
CORE LESSON PLAN
The French and Indian War
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 162
TIME:
CHAPTER 9
PE = Pupil’s Edition
TE = Teacher’s Edition
min. (10–40 min.)
North Carolina Competency Goals
2.01 Trace the events leading up to the Revolutionary
War and evaluate their relative significance in the
onset of hostilities.
2.05 Describe the impact of documents such as
the Mecklenburg Resolves, the Halifax Resolves,
the Albany Plan of Union, the Declaration of
Independence, the State Constitution of 1776,
the Articles of Confederation, the United States
Constitution, and the Bill of Rights on the formation of
the state and national governments.
2. EXPLORE
Focus & Motivate
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 162
❏ Setting the Stage, PE/TE p. 162
❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN
Struggling Readers &
Inclusion
❏ Reading Study Guide
with Additional
Support, URB pp. 9–10
❏ Summarizing Text,
TE p. 163
❏ Time Lines of War,
TE p. 164
On Level
❏ Section 2: The French
and Indian War, PE/TE
pp. 162–166
❏ Reading Study Guide,
URB pp. 3–4
Gifted & Talented and
Pre-AP
❏ Predicting Alternate
Outcomes, TE p. 164
❏ Challenge Activity:
Create an interactive
tour of battle sites in
the French and Indian
War, TE p. 165
English Learners
❏ RSG in Spanish, URB
pp. 15–16
❏ RSG with Additional
Support, in Spanish,
URB pp. 21–22
❏ Comprehension:
Compare and Contrast,
TE p. 163
All Students
❏ Connect to the Essential Question, TE p. 165
❏ Think, Pair, Share—Small-Group Activity: North Carolina responds to Virginia’s call for help/Braddock’s
defeat, TE p. 163
❏ Reader, Recorder, Reporter—Small-Group Activity: The Albany Congress, TE p. 163
❏ Talk About It—Small-Group Discussion: The French and Indian War begins, TE p. 162; North Carolina
suffers from Indian raids, TE p. 164; Britain triumphs/Peace treaties of 1763, TE p. 165
Lesson Plans
Core Lesson Plan: Section 9.2
nc08lp-0409.02.indd 47
Instruct
North Carolina in the American Experience
47
Chapter 9, Events Leading Toward Revolution
3/14/07 9:00:16 PM
SECTION 9.2: THE FRENCH AND INDIAN WAR, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Transparency: George Washington, 1755, TB TT4
❏ Power Presentations DVD-ROM: Map: “British
North America 1763”
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Tiered Activity: Create an interactive tour of battle
sites in the French and Indian War, TE p. 165
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 166
❏ Section Quiz, URB p. 28
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 31
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 175
TIME:
min. (5–20 min.)
Objective: To help English learners understand more about the Albany Plan of Union and why it failed
Activity: Summarize
Have students summarize the proposals of the Albany Plan of Union in their own words, and explain why the
plan was not adopted. After students have written their summaries, lead the class in a brief discussion about
the plan to ensure that all components are covered.
48
North Carolina in the American Experience
Chapter 9, Events Leading Toward Revolution
nc08lp-0409.02.indd 48
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
CHAPTER 9
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 9.2
3/14/07 9:00:17 PM
SECTION
9.3
CORE LESSON PLAN
The Road to Revolution
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 167
TIME:
CHAPTER 9
PE = Pupil’s Edition
TE = Teacher’s Edition
min. (10–40 min.)
North Carolina Competency Goal
2.01 Trace the events leading up to the Revolutionary
War and evaluate their relative significance in the
onset of hostilities.
2. EXPLORE
Focus & Motivate
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 167
❏ Setting the Stage, PE/TE p. 167
❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
Struggling Readers &
Inclusion
On Level
❏ Section 3: The Road to
❏ Reading Study Guide
Revolution, PE/TE pp.
with Additional
167–173
Support, URB pp. 11–12
❏ Reading Study Guide,
❏ Cause-and-Effect
URB pp. 5–6
Structure, TE p. 170
❏ Retelling Stories, TE
p. 171
❏ Vocabulary Practice,
URB p. 25
Gifted & Talented and
Pre-AP
English Learners
❏ Television Interviews,
TE p. 169
❏ Formal Debates,
TE p. 170
❏ Recognizing
Propaganda, TE p. 171
❏ Challenge Activity:
Write profiles of
colonists who played
an important role in
the protest against
British taxation,
TE p. 172
❏ RSG in Spanish, URB
pp. 17–18
❏ RSG with Additional
Support, in Spanish,
URB pp. 23–24
❏ Vocabulary: MultipleMeaning Words, TE
p. 169
❏ Vocabulary Practice,
URB p. 25
All Students
❏ Connect to the Essential Question, TE p. 173
❏ Talk About It—Small-Group Discussion: A new proclamation/Britain’s new colonial policy, TE p. 167
❏ Think, Pair, Share—Small-Group Activity: The Sugar Act and the Quartering Act/The effect on North Carolina,
TE p. 168; Protest in North Carolina, TE p. 169; The Boston Massacre/Tea parties, north and south, TE p. 171
❏ Reader, Recorder, Reporter—Small-Group Activity: The Stamp Act/The effect of the Stamp Act, TE p. 168;
New taxes/The North Carolina reaction, TE p. 170; The “Intolerable Acts,” TE p. 172
❏ Roleplay Your Answer—Small-Group Activity: North Carolina and the Non-Importation Association,
TE p. 170; The causes of conflict, TE p. 173
Lesson Plans
Core Lesson Plan: Section 9.3
nc08lp-0409.02.indd 49
Instruct
North Carolina in the American Experience
49
Chapter 9, Events Leading Toward Revolution
3/14/07 9:00:18 PM
SECTION 9.3: THE ROAD TO REVOLUTION, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Transparency: The Repeal of the Stamp Act,
TB TT11
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Connect to Language Arts: Protest Commercials,
TE p. 168
❏ Connect to Math: Investigating Sales Tax, TE p. 168
❏ Tiered Activity: Write profiles of colonists who
played an important role in the protest against
British taxation, TE p. 172
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏
❏
❏
❏
❏
❏ Reteaching Activity, URB p. 32
Section Assessment, PE/TE p. 173
Section Quiz, URB p. 29
Chapter Assessment, PE/TE pp. 174–175
Chapter Test (Forms A, B, C), URB pp. 33–44
McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM:
• Section Quiz
• Chapter Test: (Forms A, B, C)
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 175
TIME:
min. (5–20 min.)
Objective: To help English learners better understand the Proclamation of 1763
Activity: Writing Questions
1. Have students read about the Proclamation of 1763 on page 167 of their textbooks. Then have them write
six questions that they might ask about the material. Students should use a different word to start each
question: who, what, when, where, why, and how.
2. After students have written their questions, call on students to ask their questions to the class. Discuss the
class response briefly before moving on to another question.
50
North Carolina in the American Experience
Chapter 9, Events Leading Toward Revolution
nc08lp-0409.02.indd 50
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
CHAPTER 9
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 9.3
3/14/07 9:00:19 PM
SECTION
10.1
CORE LESSON PLAN
The Fighting Begins
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏
❏
❏
❏
2. EXPLORE
Focus & Motivate
min. (10–40 min.)
North Carolina Competency Goals
2.02 Describe the contributions of key North Carolina and
national personalities from the Revolutionary War era
and assess their influence on the outcome of the war.
2.05 Describe the impact of documents such as the
Mecklenburg Resolves, the Halifax Resolves, the Albany
Plan of Union, the Declaration of Independence, the
State Constitution of 1776, the Articles of Confederation,
the United States Constitution, and the Bill of Rights on
the formation of the state and national governments.
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
CHAPTER 10
Connect to the Essential Question, PE/TE p. 176
Connect to U.S. History, PE/TE p. 177
Time Line Discussion, PE/TE p. 177
Differentiated Vocabulary: Knowledge Rating,
PE/TE p. 178
❏ Reading Strategy: Identifying Problems and
Solutions, PE/TE p. 178
❏ Taking Notes, PE/TE p. 179
TIME:
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 179
❏ Setting the Stage, PE/TE p. 179
❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN
Struggling Readers &
Inclusion
On Level
Gifted & Talented and
Pre-AP
English Learners
❏ Picture Vocabulary, TE ❏ Section 1: The Fighting ❏ Propaganda Analysis, ❏ Pronounce and
TE p. 182
p. 178
Begins, PE/TE
Preview, TE p. 178
pp.
179–185
❏ Speeches for
❏ Creating Time Lines,
❏ RSG with Additional
Independence, TE p. 183
❏ Reading Study Guide,
TE p. 180
Support, in Spanish,
URB
pp.
45–46
URB pp. 63–64
❏ Challenge Activity:
❏ Oral Summaries,
Create a trading card ❏ Vocabulary:
❏ Skillbuilder: Creating
TE p. 180
about an important
a Multimedia
Multiple-Meaning
❏ Section Outlines,
Revolutionary War
Presentation, URB p. 70
Words, TE p. 182
TE p. 183
figure, TE p. 184
All Students
❏ Introduce the Essential Question, TE p. 176
❏ Connect to the Essential Question, TE p. 185
❏ Talk About It—Small-Group Discussion: The Halifax Resolves, TE p. 183; The Declaration of Independence,
TE p. 183
❏ Think, Pair, Share—Small-Group Activity: The Second Continental Congress/The Battle of Bunker Hill, TE
p. 181; The Battle of Moores Creek Bridge, TE p. 182
Lesson Plans
Core Lesson Plan: Section 10.1
nc08lp-0410.02.indd 51
Instruct
North Carolina in the American Experience
51
Chapter 10, The Revolutionary War and North Carolina’s Role
3/14/07 9:02:18 PM
SECTION 10.1: THE FIGHTING BEGINS, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Transparency: Essential-Question Graphic:
The Revolutionary War and North Carolina’s Role,
TB TT44
❏ Power Presentations DVD-ROM: Time Line:
Connect North Carolina History and U.S. History
❏ Power Presentations DVD-ROM: Map: “Route to
Concord 1775”
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Connect to Language Arts: Revolutionary Poems,
TE p. 181
❏ Connect to Civics: Military Service Debates,
TE p. 181
❏ Tiered Activity: Create a trading card about an
important Revolutionary War figure, TE p. 184
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 185
❏ Section Quiz, URB p. 71
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 74
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE
pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 205
TIME:
min. (5–20 min.)
Objective: To help English learners examine some early battles of the American Revolution
Activity: Carousel Brainstorming
Carousel brainstorming can be used to generate background knowledge on a topic or as a review. Divide the
class into three groups. Give each group a sheet of paper and a different colored marker for each student.
Assign the battles of Lexington and Concord to the first group, the Battle of Bunker Hill to the second group,
and the Battle of Moores Creek Bridge to the third group. Instruct one student in each group to write down an
idea or thought about the topic. Then have the next student in the group add another item, using a different
colored marker. This process continues until each student in the group has listed at least one item. Display the
sheets in the classroom.
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nc08lp-0410.02.indd 52
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
CHAPTER 10
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 10.1
3/14/07 9:02:20 PM
SECTION
10.2
CORE LESSON PLAN
The Fighting Spreads to North Carolina
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 190
TIME:
min. (10–40 min.)
North Carolina Competency Goals
2.02 Describe the contributions of key North Carolina
and national personalities from the Revolutionary War
era and assess their influence on the outcome of the
war.
2. EXPLORE
Focus & Motivate
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
CHAPTER 10
2.03 Examine the role of North Carolina in the
Revolutionary War.
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 190
❏ Setting the Stage, PE/TE p. 190
❏ Power Presentations DVD-ROM: Media Gallery
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
3. EXPLAIN
Struggling Readers &
Inclusion
On Level
Gifted & Talented and
Pre-AP
English Learners
❏ RSG in Spanish, URB
❏ Section 2: The Fighting ❏ Revolutionary Board
❏ Reading Study Guide
pp. 59–60
Games, TE p. 193
Spreads to North
with Additional Support,
Carolina, PE/TE
URB pp. 53–54
❏ RSG with Additional
❏ Challenge Activity:
pp. 190–195
Support, in Spanish,
Publish a newspaper
❏ Summarizing Events,
URB pp. 65–66
with articles and
❏ Reading Study Guide,
TE p. 192
commentary about the ❏ Comprehension:
URB pp. 47–48
❏ Vocabulary Practice,
war, TE p. 194
Connection, TE p. 193
URB p. 69
All Students
❏ Connect to the Essential Question, TE p. 195
❏ Think, Pair, Share—Small-Group Activity: North Carolina prepares for invasion, TE p. 193; The Battle of
Guilford Courthouse, TE p. 194
❏ Roleplay Your Answer—Small-Group Activity: War in the North, TE p. 191
❏ Reader, Recorder, Reporter—Small-Group Activity: War in the West/War at sea/War in the South, TE p. 192
❏ Talk About It—Small-Group Discussion: Cornwallis invades North Carolina, TE p. 193
❏ More About: The Battle of Trenton, TE p. 191; George Rogers Clark and the Frontier, TE p. 192; Loyalist
Support, TE p. 193
❏ Across Cultures, TE p. 192
❏ Animated History: Battle Tactics, PE/TE pp. 196–197
Lesson Plans
Core Lesson Plan: Section 10.2
nc08lp-0410.02.indd 53
Instruct
North Carolina in the American Experience
53
Chapter 10, The Revolutionary War and North Carolina’s Role
3/14/07 9:02:20 PM
SECTION 10.2: THE FIGHTING SPREADS TO NORTH CAROLINA, CONTINUED
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Transparency: Significant Campaigns and Battles
in North Carolina, 1780–1781, TB TT29
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Connect to Math: Analyzing Travel Times, TE p. 191
❏ Connect to Art: Interpreting Paintings, TE p. 191
❏ Tiered Activity: Publish a newspaper with articles
and commentary about the war, TE p. 194
5. EVALUATE
CHAPTER 10
Enrich
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 195
❏ Section Quiz, URB p. 72
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 75
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE
pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 205
TIME:
min. (5–20 min.)
Objective: To help English learners understand more about the Revolutionary War in North Carolina and the
Southern Colonies
Activity: Fact/Opinion Organizer
Have students read about the Revolutionary War in North Carolina and the Southern Colonies on textbook
pages 192 to 195. Have them identify four facts about the war in this region and express four opinions about
the war in the South. When students have completed their work, call on students to read an item from their
organizer and ask the rest of the class if it is a fact or an opinion.
Fact
54
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nc08lp-0410.02.indd 54
Opinion
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 10.2
3/14/07 9:02:22 PM
SECTION
10.3
CORE LESSON PLAN
The Colonists’ Victory and Its Impact
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 198
TIME:
min. (10–40 min.)
North Carolina Competency Goal
2.04 Examine the reasons for the colonists’ victory
over the British, and evaluate the impact of military
successes and failures, the role of foreign interventions,
and on-going political and economic domestic issues.
2. EXPLORE
Focus & Motivate
min. (5–15 min.)
TIME:
min. (10–30 min.)
CHAPTER 10
TIME:
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 198
❏ Setting the Stage, PE/TE p. 198
❏ Power Presentations DVD-ROM: Media Gallery
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
3. EXPLAIN
Struggling Readers &
Inclusion
On Level
Gifted & Talented and
Pre-AP
English Learners
❏ Reading Study Guide
with Additional
Support, URB
pp. 55–56
❏ Analyze Primary
Sources, TE p. 200
❏ Vocabulary Practice,
URB p. 69
❏ Section 3: The
Colonists’ Victory
and Its Impact,
PE/TE pp. 198–203
❏ Reading Study Guide,
URB pp. 49–50
❏ Analyzing Quotations,
TE p. 199
❏ Research War
Artillery, TE p. 200
❏ Challenge Activity:
Create a multimedia
presentation about
a Revolutionary War
battle, TE p. 202
❏ RSG in Spanish,
URB pp. 61–62
❏ RSG with Additional
Support, in Spanish,
URB pp. 67–68
❏ Vocabulary: Idioms, TE
p. 199
❏ Vocabulary Practice,
URB p. 69
All Students
❏ Connect to the Essential Question, TE p. 203
❏ Talk About It—Small-Group Discussion: The Battle of Yorktown, TE p. 198; Against the odds: Reasons for
America’s victory, TE p. 201
❏ Think, Pair, Share—Small-Group Activity: Help from abroad/Americans’ will to win, TE p. 202
❏ Reader, Recorder, Reporter—Small-Group Activity: After the Battle of Yorktown/The Treaty of Paris,
TE p. 199; Impact of the Revolution, TE p. 202
❏ Roleplay Your Answer—Small-Group Activity: America’s home-field advantage/American tactics and
leadership, TE p. 201
❏ More About: The Treaty of Paris, TE p. 200; Help from France, TE p. 202
❏ Connect to U.S. History: Loyalists Forever? TE p. 201
❏ Think as a Historian, TE p. 202
Lesson Plans
Core Lesson Plan: Section 10.3
nc08lp-0410.02.indd 55
Instruct
North Carolina in the American Experience
55
Chapter 10, The Revolutionary War and North Carolina’s Role
3/14/07 9:02:24 PM
SECTION 10.3: THE COLONISTS’ VICTORY AND ITS IMPACT, CONTINUED
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Power Presentations DVD-ROM: Map:
“Surrounding of Yorktown”
❏ Power Presentations DVD-ROM: Map: “Important
Battles of the Revolutionary War 1775–1783”
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Connect to Math: Create Graphs of Casualties,
TE p. 201
❏ Connect to Civics: Letters of Recommendation,
TE p. 201
❏ Tiered Activity: Create a multimedia presentation
about a Revolutionary War battle, TE p. 202
5. EVALUATE
CHAPTER 10
Enrich
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏
❏
❏
❏
❏
❏ Reteaching Activity, URB p. 76
Section Assessment, PE/TE p. 203
Section Quiz, URB p. 73
Chapter Assessment, PE/TE pp. 204–205
Chapter Test (Forms A, B, C), URB pp. 77–88
McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM:
• Section Quiz
• Chapter Test: (Forms A, B, C)
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 205
TIME:
min. (5–20 min.)
Objective: To help English learners think about the reasons behind America’s victory in the Revolutionary War
Activity: Wedding Cake Hierarchy
1. Have students read about the explanations for America’s victory in the Revolutionary War on pages
201 to 202 of their textbooks. Then have students rank the reasons in order of importance, putting the most
important reason on the top of the “wedding cake” organizer. Stress to students that they are offering
their opinions; there are no right or wrong answers.
2. After students have completed their rankings, lead the class in a brief discussion about the different ways
students ranked the reasons for America’s victory.
56
North Carolina in the American Experience
Chapter 10, The Revolutionary War and North Carolina’s Role
nc08lp-0410.02.indd 56
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 10.3
3/14/07 9:02:28 PM
SECTION
11.1
CORE LESSON PLAN
Writing a Constitution
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏
❏
❏
❏
Connect to the Essential Question, PE/TE p. 206
Connect to U.S. History, PE/TE p. 207
Time Line Discussion, PE/TE p. 207
Differentiated Vocabulary: Knowledge Rating,
PE/TE p. 208
❏ Reading Strategy: Identifying Problems and
Solutions, PE/TE p. 208
❏ Taking Notes, PE/TE p. 209
2. EXPLORE
Focus & Motivate
TIME:
min. (10–40 min.)
North Carolina Competency Goal
2.05 Describe the impact of documents such as the
Mecklenburg Resolves, the Halifax Resolves, the Albany
Plan of Union, the Declaration of Independence, the
State Constitution of 1776, the Articles of Confederation,
the United States Constitution, and the Bill of Rights on
the formation of the state and national governments.
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 209
❏ Setting the Stage, PE/TE p. 209
❏ Power Presentations DVD-ROM: Media Gallery
Struggling Readers &
Inclusion
On Level
Gifted & Talented and
Pre-AP
English Learners
❏ Fill in the Blanks,
TE p. 208
❏ Reading Study Guide
with Additional
Support, URB
pp. 97–98
❏ Section 1: Writing a
Constitution, PE/TE
pp. 209–213
❏ Skillbuilder: Analyzing
Points of View, URB
p. 122
❏ Debating Ideas,
TE p. 210
❏ Challenge Activity:
Create crossword
puzzles about the U.S.
Constitution, TE p. 212
❏ Pronounce and
Preview, TE p. 208
❏ RSG with Additional
Support, in Spanish,
URB pp. 113–114
❏ Comprehension:
Visualizing, TE p. 210
All Students
❏
❏
❏
❏
❏
Introduce the Essential Question, TE p. 206
Connect to the Essential Question, TE p. 213
Talk About It—Small-Group Discussion: The role of the president, TE p. 213
Think, Pair, Share—Small-Group Activity: Slavery in the Constitution, TE p. 212
Reader, Recorder, Reporter—Small-Group Activity: The Articles of Confederation are drawn up, TE p. 209;
The Constitutional Convention is held, TE p. 211; The Great Compromise, TE p. 212
❏ Roleplay Your Answer—Small-Group Activity: Money troubles spark Shays’s Rebellion, TE p. 210
❏ Connect to U.S. History: Debt Laws, TE p. 210; Congress and Private Sessions, TE p. 211; Taking the Census,
TE p. 213
Lesson Plans
Core Lesson Plan: Section 11.1
nc08lp-0411.02.indd 57
Instruct
CHAPTER 11
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
3. EXPLAIN
North Carolina in the American Experience
57
Chapter 11, Forming a New Nation
3/14/07 9:04:48 PM
SECTION 11.1: WRITING A CONSTITUTION, CONTINUED
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Transparency: Essential-Question Graphic:
Forming a New Nation, TB TT45
❏ Power Presentations DVD-ROM: Time Line:
Connect North Carolina History and U.S. History
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Connect to Art: Editorial Cartoons, TE p. 211
❏ Connect to Language Arts: Convention Reporting,
TE p. 211
❏ Tiered Activity: Create crossword puzzles about
the U.S. Constitution, TE p. 212
5. EVALUATE
CHAPTER 11
Enrich
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 213
❏ Section Quiz, URB p. 123
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 127
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 231
STRATEGY FOR ENGLISH LEARNERS
TIME:
min. (5–20 min.)
Objective: To help English learners understand more about the Great Compromise
Activity: Comparing and Analyzing
Ask students to complete the following graphic organizer about the Great Compromise. In the top two boxes,
students should record how small or large states thought the number of congressional votes should be divided
among the states. In the middle box, students should summarize the details of the Great Compromise. Finally,
in the bottom two boxes, students should record why the compromise satisfied both small and large states.
Smaller states wanted . . .
Larger states wanted . . .
The Great Compromise was . . .
This satisfied smaller states
because . . .
58
North Carolina in the American Experience
Chapter 11, Forming a New Nation
nc08lp-0411.02.indd 58
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
4. EXTEND
This satisfied larger states
because . . .
Lesson Plans
Core Lesson Plan: Section 11.1
3/14/07 9:04:49 PM
SECTION
11.2
CORE LESSON PLAN
Ratifying the Constitution
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 214
TIME:
min. (10–40 min.)
North Carolina Competency Goal
2.05 Describe the impact of documents such as the
Mecklenburg Resolves, the Halifax Resolves, the Albany
Plan of Union, the Declaration of Independence, the
State Constitution of 1776, the Articles of Confederation,
the United States Constitution, and the Bill of Rights on
the formation of the state and national governments.
2. EXPLORE
Focus & Motivate
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 214
❏ Setting the Stage, PE/TE p. 214
❏ Power Presentations DVD-ROM: Media Gallery
Struggling Readers &
Inclusion
On Level
Gifted & Talented and
Pre-AP
English Learners
❏ RSG in Spanish, URB
❏ Section 2: Ratifying the ❏ Challenge Activity:
❏ Reading Study Guide
pp. 107–108
Write job descriptions
Constitution, PE/TE
with Additional Support,
for the executive,
pp. 214–218
URB pp. 99–100
❏ RSG with Additional
legislative, or judicial
❏ Reading Primary
Support, in Spanish,
❏ Reading Study Guide,
branch of government,
Sources, TE p. 215
URB pp. 115–116
URB pp. 91–92
TE
p.
217
❏ Vocabulary Practice,
❏ Vocabulary: Prefixes,
URB p. 121
TE p. 215
❏ Vocabulary Practice,
URB p. 121
All Students
❏ Connect to the Essential Question, TE p. 217
❏ Think, Pair, Share—Small-Group Activity: The Constitution is approved/The first president takes office,
TE p. 215; The Bill of Rights is added/The new government begins its work, TE p. 216
❏ Talk About It—Small-Group Discussion: The debate continues, TE p. 214
❏ Connect to U.S. History: The Death Penalty, TE p. 216; The Power of the President, TE p. 217
❏ Think as a Historian, TE p. 215
❏ Across Cultures, TE p. 216
❏ More About: Antifederalists, TE p. 215
Lesson Plans
Core Lesson Plan: Section 11.2
nc08lp-0411.02.indd 59
Instruct
CHAPTER 11
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
3. EXPLAIN
North Carolina in the American Experience
59
Chapter 11, Forming a New Nation
3/14/07 9:04:50 PM
SECTION 11.2: RATIFYING THE CONSTITUTION, CONTINUED
4. EXTEND
Enrich
Integrated Technology
TIME:
min. (10–40 min.)
Interdisciplinary and Tiered Activities
❏ Power Presentations DVD-ROM: Chart: “The Three ❏ Connect to Math: Women in Congress, TE p. 216
Branches of Government”
❏ Connect to Language Arts: Amendment Stories,
❏ Power Presentations DVD-ROM: Chart: “Checks
TE p. 216
and Balances”
❏ Tiered Activity: Write job descriptions for the
❏ Research & Writing Center @ ClassZone.com
executive, legislative, or judicial branch of
government, TE p. 217
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 218
❏ Section Quiz, URB p. 124
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 128
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 231
TIME:
min. (5–20 min.)
Objective: To help English learners think about the importance of George Washington
Activity: Free-writing
Free-write sessions engage students and explore their background knowledge. Ask students to examine the
illustration on textbook page 216 of the ships in New York Harbor escorting the barge of the future president,
George Washington, to New York City. Tell them to look closely for details. Then have them write in their
journals what they can learn about Americans’ attitudes toward Washington from the picture. Emphasize that
there are no wrong answers to the question.
60
North Carolina in the American Experience
Chapter 11, Forming a New Nation
nc08lp-0411.02.indd 60
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
CHAPTER 11
5. EVALUATE
Lesson Plans
Core Lesson Plan: Section 11.2
3/14/07 9:04:51 PM
SECTION
11.3
CORE LESSON PLAN
Heading West: The Louisiana Purchase
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 219
TIME:
min. (10–40 min.)
North Carolina Competency Goal
3.08 Examine the impact of national events such as the
Louisiana Purchase, the Lewis and Clark Expedition,
the War with Mexico, and the California Gold Rush, and
technological advances on North Carolina..
2. EXPLORE
Focus & Motivate
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 219
❏ Setting the Stage, PE/TE p. 219
❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN
❏ Section 3: Heading
❏ Reading Study Guide
West: The Louisiana
with Additional Support,
Purchase, PE/TE
URB pp. 101–102
pp. 219–222
❏ Expedition Details, TE
p. 220
❏ Reading Study Guide,
URB pp. 93–94
❏ Vocabulary Practice,
URB p. 121
Gifted & Talented and
Pre-AP
English Learners
❏ Challenge Activity:
Create historical
markers for the Pike
expedition, TE p. 221
❏ RSG in Spanish, URB
pp. 109–110
❏ RSG with Additional
Support, in Spanish,
URB pp. 117–118
❏ Language: Pronoun
Referents, TE p. 220
❏ Vocabulary Practice,
URB p. 121
All Students
❏ Connect to the Essential Question, TE p. 222
❏ Think, Pair, Share—Small-Group Activity: The importance of the Mississippi River/The Louisiana Purchase,
TE p. 219; The Lewis and Clark expedition, TE p. 220
❏ Reader, Recorder, Reporter—Small-Group Activity: The effects of exploration/The impact on North
Carolina, TE p. 222
❏ Roleplay Your Answer—Small-Group Activity: The Pike expedition, TE p. 221
❏ Connect to U.S. History: The Walton War, TE p. 220
❏ More About: The Lewis and Clark Expedition, TE p. 220
❏ Think as a Geographer, TE p. 221
❏ Historical Spotlight: William Richardson Davie, TE p. 220
Lesson Plans
Core Lesson Plan: Section 11.3
nc08lp-0411.02.indd 61
On Level
CHAPTER 11
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
Struggling Readers &
Inclusion
Instruct
North Carolina in the American Experience
61
Chapter 11, Forming a New Nation
3/14/07 9:04:52 PM
SECTION 11.3: HEADING WEST: THE LOUISIANA PURCHASE, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Power Presentations DVD-ROM: Map: “Exploring
West of the Mississippi”
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Tiered Activity: Create historical markers for the
Pike expedition, TE p. 221
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 222
❏ Section Quiz, URB p. 125
❏ McDougal Littell Assessment System (Test, Score,
Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 129
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 231
TIME:
min. (5–20 min.)
CHAPTER 11
Objective: To help English learners understand more about the Lewis and Clark and Pike expeditions
Activity: 3-2-1 Activity
A 3-2-1 activity allows students to summarize some main ideas, rethink them to focus on those that interest
them the most, and then pose a question that can reveal where their understanding is still uncertain.
Have students write down 3 similarities between the Lewis and Clark and Pike expeditions, 2 differences,
and 1 question they have about the topic. When students have finished, ask volunteers to share what they
have written and discuss students’ questions.
62
North Carolina in the American Experience
Chapter 11, Forming a New Nation
nc08lp-0411.02.indd 62
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 11.3
3/14/07 9:04:53 PM
SECTION
11.4
CORE LESSON PLAN
The War of 1812
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 223
TIME:
min. (10–40 min.)
North Carolina Competency Goal
3.01 Describe the causes of the War of 1812 and analyze
the impact of the war on North Carolina and the nation.
2. EXPLORE
Focus & Motivate
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 223
❏ Setting the Stage, PE/TE p. 223
❏ Power Presentations DVD-ROM: Media Gallery
Struggling Readers &
Inclusion
On Level
Gifted & Talented and
Pre-AP
English Learners
❏ Reading Study Guide
with Additional
Support, URB
pp. 103–104
❏ Vocabulary Practice,
URB p. 121
❏ Section 4: The War of
1812, PE/TE
pp. 223–227
❏ Reading Study Guide,
URB pp. 95–96
❏ Vocabulary: Idioms,
TE p. 225
❏ Challenge Activity:
Create an illustrated
time line of the War of
1812, TE p. 226
❏ RSG in Spanish, URB
pp. 111–112
❏ RSG with Additional
Support, in Spanish,
URB pp. 119–120
❏ Defending Points of
View, TE p. 225
❏ Vocabulary Practice,
URB p. 121
All Students
❏ Connect to the Essential Question, TE p. 227
❏ Talk About It—Small-Group Discussion: Tensions between Britain and the United States continue,
TE p. 223; Consequences of the War, TE p. 226
❏ Reader, Recorder, Reporter—Small-Group Activity: War between Britain and France affects the United
States, TE p. 224; The Battle of New Orleans, TE p. 226
❏ Roleplay Your Answer—Small-Group Activity: Trade as a weapon/Tecumseh and Native American unity,
TE p. 224
❏ Think, Pair, Share—Small-Group Activity: War Hawks/War with Britain begins, TE p. 225
❏ More About: Tecumseh, TE p. 225; The U.S. Navy, TE p. 226
❏ Connect to U.S. History: The Star-Spangled Banner, TE p. 225
❏ Animated History: American Trails West, PE/TE pp. 228–229
Lesson Plans
Core Lesson Plan: Section 11.4
nc08lp-0411.02.indd 63
Instruct
CHAPTER 11
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
3. EXPLAIN
North Carolina in the American Experience
63
Chapter 11, Forming a New Nation
3/14/07 9:04:54 PM
SECTION 11.4: THE WAR OF 1812, CONTINUED
Enrich
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Power Presentations DVD-ROM: Chart: “Foreign
Trade 1800–1812”
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Connect to Math: Trade Word Problems, TE p. 224
❏ Connect to Language Arts: War Journals, TE p. 224
❏ Tiered Activity: Create an illustrated time line of the
War of 1812, TE p. 226
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏
❏
❏
❏
❏
❏ Reteaching Activity, URB p. 130
Section Assessment, PE/TE p. 227
Section Quiz, URB p. 126
Chapter Assessment, PE/TE pp. 230–231
Chapter Test (Forms A, B, C), URB pp. 131–142
McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM:
• Section Quiz
• Chapter Test: (Forms A, B, C)
STRATEGY FOR ENGLISH LEARNERS
CHAPTER 11
TIME:
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 231
TIME:
min. (5–20 min.)
Objective: To help English learners understand the causes of the War of 1812
Activity: One-Sentence Summary
Students can represent many ideas in a concise manner by using the one-sentence summary strategy.
Ask students to carefully read the section “War Hawks” on textbook page 225. Then ask them to write a
one-sentence summary, in 25 words or less, based on the following model: A War Hawk was someone who . . .
64
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Chapter 11, Forming a New Nation
nc08lp-0411.02.indd 64
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 11.4
3/14/07 9:04:55 PM
SECTION
CH.1
CORE LESSON PLAN
Seven Principles of the Constitution
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
TIME:
min. (10–40 min.)
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
❏ Connect to the Essential Question, PE/TE p. 232
❏ Time Line Discussion, PE/TE p. 233
2. EXPLORE
Focus & Motivate
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 234
❏ Power Presentations DVD-ROM: Media Gallery
Gifted & Talented and
Pre-AP
Struggling Readers &
Inclusion
On Level
❏ Reading Study Guide
with Additional
Support, URB
pp. 151–152
❏ Define Government
Terms, TE p. 234
❏ Vocabulary Practice,
URB p. 175
❏ Interpret Madison’s
❏ Seven Principles of
Statement, TE p. 232
the Constitution, PE/TE
pp. 234–237
❏ Reading Study Guide,
URB pp. 143–144
❏ Skillbuilder: Analyzing
Primary Sources,
URB p. 176
English Learners
❏ RSG in Spanish, URB
pp. 159–160
❏ RSG with Additional
Support, in Spanish,
URB pp. 167–168
❏ Vocabulary: Roots,
TE p. 234
❏ Key Academic
Vocabulary, TE p. 232
❏ Vocabulary Practice,
URB p. 175
All Students
❏ Introduce the Essential Question, TE p. 232
❏ Roleplay Your Answer—Small-Group Activity: Seven Principles of the Constitution, TE p. 234
❏ More About: Republicanism, TE p. 235; Federalism, TE p. 235; Checks and Balances, TE p. 236; The “Rule of
Law” and the Iran-Contra Affair, TE p. 237; Bill of Rights and Ratifying the Constitution, TE p. 237
❏ Make It Fun, TE p. 236
Lesson Plans
Core Lesson Plan: Section CH.1
nc08lp-04CH.02.indd 65
Instruct
CHAPTER CH
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
3. EXPLAIN
North Carolina in the American Experience
65
Constitution Handbook
3/15/07 9:47:46 PM
SECTION CH.1: SEVEN PRINCIPLES OF THE CONSTITUTION, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Transparency: Essential-Question Graphic:
Constitution Handbook, TB TT46
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Connect to Drama: Dramatize the Concept of
Checks and Balances, TE p. 236
❏ Connect to Language Arts: Write a Letter to the
Editor on the Separation of Powers, TE p. 236
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 237
❏ Section Quiz, URB p. 177
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 181
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 271
TIME:
min. (5–20 min.)
Objective: To help English learners better understand the Seven Principles of the Constitution
Activity: Illustrated Dictionary
CHAPTER CH
Have students work in pairs to find pictures in magazines that reflect the meaning behind the Seven
Principles of the Constitution. Then have them create a dictionary page that shows the principle, its definition,
and the magazine photo. When students finish creating a page for each term, have them sort their pages
alphabetically and compile them into a dictionary.
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4. EXTEND
Lesson Plans
Core Lesson Plan: Section CH.1
3/15/07 9:47:48 PM
SECTION
CH.2
CORE LESSON PLAN
The Constitution of the United States
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
TIME:
min. (10–40 min.)
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
❏ How to Read the Constitution, PE p. 238
❏ Goals of the Preamble, PE/TE p. 238
2. EXPLORE
Focus & Motivate
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 238
❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN
❏ The Constitution of the
❏ Reading Study Guide
United States, PE/TE
with Additional Support,
pp. 238–257
URB pp. 153–154
❏ Reading Study Guide,
❏ Rephrase the
URB pp. 145–146
Preamble, TE p. 238
❏ Summarize and
Paraphrase Section 5,
TE p. 241
❏ Write or Tape
a Summary of
“Congressional
Records,” TE p. 241
❏ Discuss Unfair Laws,
TE p. 246
❏ Understanding the
Term “Electoral
College,” TE p. 248
❏ Vocabulary Practice,
URB p. 175
Gifted & Talented and
Pre-AP
English Learners
❏ Rewrite the Preamble
in Modern Language,
TE p. 238
❏ Report on the “Pocket
Veto,” TE p. 242
❏ Hold a Mock Debate,
TE p. 243
❏ Report on the “Elastic
Clause,” TE p. 246
❏ Speech on One of the
Presidential Roles,
TE p. 250
❏ Define Skills Needed
for Different Roles,
TE p. 250
❏ Changing One of the
Shared Powers,
TE p. 254
❏ RSG in Spanish, URB
pp. 161–162
❏ RSG with Additional
Support, in Spanish,
URB pp. 169–170
❏ Key Academic
Vocabulary, TE p. 242;
TE p. 248; TE p. 254
❏ Punctuation & Print
Cues: Parentheses,
TE p. 243
❏ Vocabulary Practice,
URB p. 175
All Students
❏
❏
❏
❏
❏
Connect to the Essential Question, TE p. 246; TE p. 252; TE p. 256
Think, Pair, Share—Small-Group Activity: Article 1, TE p. 239; Article 2, TE p. 248; Article 5, TE p. 255
Reader, Recorder, Reporter—Small-Group Activity: Preamble, TE p. 238; Article 3, TE p. 252
Talk About It—Small-Group Discussion: Article 4, TE p. 254; Article 7, TE p. 257
Roleplay Your Answer—Small-Group Activity: Article 6, TE p. 256
Lesson Plans
Core Lesson Plan: Section CH.2
nc08lp-04CH.02.indd 67
On Level
CHAPTER CH
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
Struggling Readers &
Inclusion
Instruct
North Carolina in the American Experience
67
Constitution Handbook
3/15/07 9:47:51 PM
SECTION CH.2: THE CONSTITUTION OF THE UNITED STATES, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Connect to Math: Determine the Number of People
Represented by One Representative, TE p. 240
❏ Connect to Civics: Contact the Local
Representative, TE p. 240
❏ Connect to Math: Electoral College, TE p. 249
❏ Connect to Geography: Creating New States,
TE p. 255
❏ Tiered Activity: Create a newscast that highlights
an area of the legislative branch or process and
describes the ways in which the Framers balanced
representation and checked power, TE pp. 244–245
❏ Tiered Activity: Create a poster illustrating the
executive and judicial branches, TE p. 252
❏ Tiered Activity: Pass an amendment to the
Constitution, TE p. 256
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 247; PE/TE p. 251;
PE/TE p. 253; PE/TE p. 257
❏ Section Quiz, URB p. 178
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 182
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension,PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 271
TIME:
min. (5–20 min.)
Objective: To help English learners understand how members of the Electoral College are assigned
Activity: Examine a Map
CHAPTER CH
Instruct students to examine the map on textbook page 248 and assign each student a state. Ask students to
write a sentence telling how many senators and representatives their assigned state has, using only the map
as guidance. Have student volunteers explain their answers.
68
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nc08lp-04CH.02.indd 68
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
4. EXTEND
Lesson Plans
Core Lesson Plan: Section CH.2
3/15/07 9:47:54 PM
SECTION
CH.3
CORE LESSON PLAN
The Bill of Rights and Amendments 11–27
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
TIME:
min. (10–40 min.)
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
❏ The Bill of Rights and Amendments 11–27, PE p. 258
❏ The Five Freedoms, PE p. 258
2. EXPLORE
Focus & Motivate
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 258
❏ Power Presentations DVD-ROM: Media Gallery
Struggling Readers &
Inclusion
On Level
Gifted & Talented and
Pre-AP
English Learners
❏ Reading Study Guide
with Additional
Support,
URB pp. 155–156
❏ Reenact an Election
Without Separate
Ballots, TE p. 261
❏ Illustrate the 15th
Amendment, TE p. 263
❏ Comparison Chart on
the 17th Amendment,
TE p. 264
❏ Vocabulary Practice,
URB p. 175
❏ The Bill of Rights and
Amendments, PE/TE
pp. 258–269
❏ Reading Study Guide,
URB pp. 147–148
❏ Chart the Five
Freedoms, TE p. 258
❏ Examples of Equal
Protection, TE p. 262
❏ Paraphrase the 14th
Amendment, TE p. 262
❏ Speech Supporting the
14th Amendment,
TE p. 263
❏ Amendment Graphic
Organizer, TE p. 268
❏ Challenge Activity:
Create charts listing
all 27 amendments and
important information
about each one,
TE pp. 266–267
❏ RSG in Spanish, URB
pp. 163–164
❏ RSG with Additional
Support, in Spanish,
URB pp. 171–172
❏ Key Academic
Vocabulary, TE p. 258;
TE p. 261
❏ Language: Verb
Tenses, TE p. 264
❏ Comprehension:
Connection, TE p. 268
❏ Vocabulary Practice,
URB p. 175
All Students
❏
❏
❏
❏
❏
❏
Connect to the Essential Question, TE p. 268
Think, Pair, Share—Small-Group Activity: Amendments 11–27, TE p. 261
Reader, Recorder, Reporter—Small-Group Activity: Amendments 1–10, TE p. 259
Comparing: Reconstruction Amendments, TE p. 263
Connect to Today: The Equal Rights Amendment, TE p. 265
Amendments Time Line, TE p. 268
Lesson Plans
Core Lesson Plan: Section CH.3
nc08lp-04CH.02.indd 69
Instruct
CHAPTER CH
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
3. EXPLAIN
North Carolina in the American Experience
69
Constitution Handbook
3/15/07 9:47:56 PM
SECTION CH.3: THE BILL OF RIGHTS AND AMENDMENTS 11–27, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Connect to Art: Create a “Lame Duck” Political
Cartoon, TE p. 265
❏ Connect to Language Arts: Write a Journal Entry,
TE p. 265
❏ Tiered Activity: Create charts listing all 27
amendments and important information about
each one, TE pp. 266–267
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 260; PE/TE, p. 269
❏ Section Quiz, URB p. 179
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 183
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 271
TIME:
min. (5–20 min.)
Objective: To help English learners understand more about the meaning of amendments to the U.S.
Constitution
Activity: Matching
Ask students to use their textbooks to match the constitutional amendment on the left with its description on
the right.
11th Amendment
13th Amendment
19th Amendment
22nd Amendment
26th Amendment
A.
B.
C.
D.
E.
limits terms president can serve to two
extends the vote to women
protects state from lawsuits filed by citizens of other states or countries
bans slavery
gives 18-year-olds the right to vote in federal and state elections
CHAPTER CH
1.
2.
3.
4.
5.
70
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nc08lp-04CH.02.indd 70
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
4. EXTEND
Lesson Plans
Core Lesson Plan: Section CH.3
3/15/07 9:47:59 PM
SECTION
CH.4
CORE LESSON PLAN
Citizenship Handbook
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
TIME:
min. (10–40 min.)
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
❏ The Three R’s of Democratic Citizenship, PE p. 272
❏ How To Be a Model Citizen, PE p. 272
2. EXPLORE
Focus & Motivate
SECTION OPENER:
❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN
❏ Citizenship, PE/TE
❏ Reading Study Guide
pp. 272–279
with Additional Support,
URB pp. 157–158
❏ Reading Study Guide,
URB pp. 149–150
❏ Using Text Structure,
TE p. 272
❏ Taking the Right Steps,
TE p. 278
❏ Recognizing Good
Citizenship, TE p. 278
❏ Vocabulary Practice,
URB p. 175
Gifted & Talented and
Pre-AP
English Learners
❏ Separating Fact from
Fiction, TE p. 276
❏ Surveying the Issues,
TE p. 277
❏ Challenge Activity:
Create visual
presentations that
demonstrate and
explain the rights
and responsibilities
of citizens in
contemporary America,
TE pp. 274–275
❏ RSG in Spanish, URB
pp. 165–166
❏ RSG with Additional
Support, in Spanish,
URB pp. 173–174
❏ Key Academic
Vocabulary, TE p. 272;
TE p. 277
❏ Create a Flyer,
TE p. 276
❏ Vocabulary Practice,
URB p. 175
All Students
❏ Talk About It—Small-Group Discussion: The Role of the Citizen/Active Citizenship/What Is a Citizen? TE p. 272;
Building Citizenship Skills/How Do You Stay Informed?/How Do You Make Good Decisions? TE p. 276
❏ Think, Pair, Share—Small-Group Activity: What Are Your Rights?/What Are your Responsibilities? TE p. 274;
Practicing Citizenship Skills, TE p. 279
❏ More About: Citizenship Test, TE p. 273; Freedom of Speech, TE p. 274; Juries, TE p. 275; Political Decision
Making, TE p. 277; Suitcases for Kids, TE p. 278
❏ The Naturalization Process, TE p. 273
❏ Rights of a U.S. Citizen, TE p. 274
❏ Responsibilities of a U.S. Citizen, TE p. 275
❏ Staying Informed, TE p. 276
❏ Making Good Decisions, TE p. 277
❏ Taking Action, TE p. 278
Lesson Plans
Core Lesson Plan: Section CH.4
nc08lp-04CH.02.indd 71
On Level
North Carolina in the American Experience
CHAPTER CH
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
Struggling Readers &
Inclusion
Instruct
71
Constitution Handbook
3/15/07 9:48:02 PM
SECTION CH.4: CITIZENSHIP HANDBOOK, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Tiered Activity: Create visual presentations
that demonstrate and explain the rights and
responsibilities of citizens in contemporary
America, TE pp. 274–275
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏
❏
❏
❏
❏
❏ Reteaching Activity, URB p. 184
Section Assessment, PE/TE p. 279
Section Quiz, URB p. 180
Constitution Assessment, PE/TE p. 270–271
Constitution Test (Forms A, B, C), URB pp. 185–196
McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM:
• Section Quiz
• Constitution Test: Forms A, B, C
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 271
TIME:
min. (5–20 min.)
Objective: To help English learners compare the importance of rights enjoyed by U.S. citizens
Activity: Continuum Scale
Ask students to study the chart on page 274 of the textbook. Then have them select six of the rights shown in
the chart and rank them on the following scale in order of importance, lowest to highest. Tell students there
are no right or wrong answers to this exercise. When students have finished their rankings, call on volunteers
to share their ideas. Ask: Why is this right important to you? Do you think everyone believes this right is
valuable? Why or why not?
Continuum Scale
High
CHAPTER CH
Low
72
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nc08lp-04CH.02.indd 72
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
4. EXTEND
Lesson Plans
Core Lesson Plan: Section CH.4
3/15/07 9:48:05 PM
SECTION
12.1
CORE LESSON PLAN
The Sleep of Indifference
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏
❏
❏
❏
Connect to the Essential Question, PE/TE p. 282
Connect to U.S. History, PE/TE p. 283
Time Line Discussion, PE/TE p. 283
Differentiated Vocabulary: Definition Mapping,
PE/TE p. 284
❏ Reading Strategy: Finding the Main Idea, PE/TE
p. 284
❏ Taking Notes, PE/TE p. 285
2. EXPLORE
CHAPTER 12
PE = Pupil’s Edition
TE = Teacher’s Edition
Focus & Motivate
TIME:
min. (10–40 min.)
North Carolina Competency Goals
3.02 Investigate the conditions that led to North
Carolina’s economic, political, and social decline
during this period and assess the implications for the
future development of the state.
3.05 Compare and contrast different perspectives
among North Carolinians on the national policy
of Removal and Resettlement of American Indian
populations.
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
❏ 3-Minute Warm-Up, TE p. 285
❏ Setting the Stage, PE/TE p. 285
❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN
Gifted & Talented and
Pre-AP
English Learners
Struggling Readers &
Inclusion
On Level
❏ Oral Terms and
Definitions, TE p. 284
❏ Reading Study Guide
with Additional
Support, URB
pp. 203–204
❏ Pronounce and
❏ Section 1: The Sleep of ❏ Cotton Gin
Infomercials, TE p. 286
Preview, TE p. 284
Indifference, PE/TE
pp. 285–289
❏ Challenge Activity:
❏ RSG with Additional
Prepare a Trail of Tears
Support, in Spanish,
❏ Reading Study Guide,
memorial, TE p. 288
URB pp. 215–216
URB pp. 197–198
❏ Vocabulary: Idioms,
❏ Skillbuilder: Analyzing
Causes, URB p. 222
TE p. 286
All Students
❏
❏
❏
❏
❏
Introduce the Essential Question, TE p. 282
Connect to the Essential Question, TE p. 289
Talk About It—Small-Group Discussion: The state’s economy/Slavery’s hidden costs, TE p. 286
Think, Pair, Share—Small-Group Activity: Farm conditions, TE p. 287
Reader, Recorder, Reporter—Small-Group Activity: The impact of isolation/The attitude toward education,
TE p. 286; The Cherokee are ordered to leave North Carolina, TE p. 287
❏ Roleplay Your Answer—Small-Group Activity: The Trail of Tears, TE p. 287
❏ Connect to U.S. History: The Expansion of Slavery, TE p. 286; Cherokee People Today, TE p. 288; North
Carolina Populates the Nation, TE p. 289
Lesson Plans
Core Lesson Plan: Section 12.1
nc08lp-0512.01.indd 73
Instruct
North Carolina in the American Experience
73
Chapter 12, Decline and the Beginnings of Reform
3/14/07 9:10:24 PM
SECTION 12.1: THE SLEEP OF INDIFFERENCE, CONTINUED
CHAPTER 12
4. EXTEND
Enrich
TIME:
min. (10–40 min.)
Interdisciplinary and Tiered Activities
Integrated Technology
❏ Connect to Science: Erosion Experiments, TE p. 287
❏ Transparency: A Canal near the North CarolinaVirginia Border, TB TT5
❏ Connect to Math: Figuring Percentages, TE p. 287
❏ Transparency: Water Transportation on the Yadkin ❏ Tiered Activity: Prepare a Trail of Tears memorial,
River, TB TT30
TE p. 288
❏ Transparency: Essential-Question Graphic: Decline
and the Beginnings of Reform, TB TT47
❏ Power Presentations DVD-ROM: Time Line:
Connect North Carolina History and U.S. History
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 289
❏ Section Quiz, URB p. 223
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 226
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE
pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 297
TIME:
min. (5–20 min.)
Objective: To help English learners understand the importance of the cotton gin in the development of
North Carolina’s economy
Activity: Write an advertisement
1. Ask students to read the section about the cotton gin on textbook page 286.
2. Have students use the information in their textbooks to create an advertisement for the cotton gin.
Students’ ads should clearly describe how the machine is used and how it might benefit a potential buyer.
3. After students have created their ads, lead the class in a brief discussion about whether the cotton gin had
an overall positive or negative effect on North Carolina’s early economy.
74
North Carolina in the American Experience
Chapter 12, Decline and the Beginnings of Reform
nc08lp-0512.01.indd 74
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
5. EVALUATE
Lesson Plans
Core Lesson Plan: Section 12.1
3/14/07 9:10:25 PM
SECTION
12.2
CORE LESSON PLAN
Archibald Murphey and the Beginnings of
Reform
1. ENGAGE
CHAPTER 12
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 290
TIME:
min. (10–40 min.)
North Carolina Competency Goals
3.02 Investigate the conditions that led to North
Carolina’s economic, political, and social decline
during this period and assess the implications for the
future development of the state.
3.03 Identify and evaluate the impact of individual
reformers and groups and assess the effectiveness of
their programs.
2. EXPLORE
Focus & Motivate
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
❏ 3-Minute Warm-Up, TE p. 290
❏ Setting the Stage, PE/TE p. 290
❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN
Struggling Readers &
Inclusion
On Level
Gifted & Talented and
Pre-AP
English Learners
❏ Reading Study Guide
with Additional
Support, URB
pp. 205–206
❏ Vocabulary Practice,
URB p. 221
❏ Section 2: Archibald
Murphey and the
Beginnings of Reform,
PE/TE pp. 290–292
❏ Reading Study Guide,
URB pp. 199–200
❏ Challenge Activity:
Create campaign
to establish public
schools in North
Carolina, TE p. 291
❏ RSG in Spanish, URB
pp. 211–212
❏ RSG with Additional
Support,in Spanish,
URB pp. 217–218
❏ Vocabulary Practice,
URB p. 221
All Students
❏ Connect to the Essential Question, TE p. 292
❏ Think, Pair, Share—Small-Group Activity: Preparation for leadership, TE p. 290; The state’s literary fund,
TE p. 291
❏ Roleplay Your Answer—Small-Group Activity: Suggestions for internal improvements, TE p. 291
❏ Reader, Recorder, Reporter—Small-Group Activity: The need for constitutional reform/Murphey’s legacy,
TE p. 292
❏ Connect to U.S. History: The Expansion of Railroads, TE p. 291
❏ Across Cultures, TE p. 291
Lesson Plans
Core Lesson Plan: Section 12.2
nc08lp-0512.01.indd 75
Instruct
North Carolina in the American Experience
75
Chapter 12, Decline and the Beginnings of Reform
3/14/07 9:10:26 PM
SECTION 12.2: ARCHIBALD MURPHEY AND THE BEGINNINGS OF REFORM, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Tiered Activity: Create campaign to establish
public schools in North Carolina, TE p. 291
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 292
❏ Section Quiz, URB p. 224
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 227
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE
pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 297
TIME:
min. (5–20 min.)
Objective: To help English learners understand the accomplishments of Archibald Murphey
Activity: Concept Map
A concept map helps students visualize the components of a key concept or term. To begin, students should
write and circle “Board of Internal Improvements” in the center of a piece of paper. Then to the left, right, and
below, have them write and circle each of the following three subcategories: (1) What is it? (2) What are its
properties? (3) What did it accomplish? Students should link each of the three subcategories to the “Board of
Internal Improvements” bubble by a line. Have students complete the concept map as they reread Section 2
of their textbooks by filling in brief answers in small bubbles around each subcategory. Ask them to link each
answer to the corresponding subcategory bubble by a line.
76
North Carolina in the American Experience
Chapter 12, Decline and the Beginnings of Reform
nc08lp-0512.01.indd 76
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
CHAPTER 12
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 12.2
3/14/07 9:10:27 PM
SECTION
12.3
CORE LESSON PLAN
The Constitution of 1835 and Its Impact
1. ENGAGE
CHAPTER 12
PE = Pupil’s Edition
TE = Teacher’s Edition
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏ Taking Notes, PE/TE p. 293
TIME:
min. (10–40 min.)
North Carolina Competency Goals
3.03 Identify and evaluate the impact of individual
reformers and groups and assess the effectiveness of
their programs.
3.07 Explain the reasons for the creation of a new
State Constitution in 1835, and describe its impact on
religious groups, African Americans, and American
Indians.
2. EXPLORE
Focus & Motivate
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
SECTION OPENER:
❏ 3-Minute Warm-Up, TE p. 293
❏ Setting the Stage, PE/TE p. 293
❏ Power Presentations DVD-ROM: Media Gallery
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
3. EXPLAIN
Struggling Readers &
Inclusion
On Level
Gifted & Talented and
Pre-AP
English Learners
❏ Reading Study Guide
with Additional
Support, URB
pp. 207–208
❏ Vocabulary Practice,
URB p. 221
❏ Section 3: The
Constitution of 1835
and Its Impact, PE/TE
pp. 293–295
❏ Reading Study Guide,
URB pp. 201–202
❏ Challenge Activity:
Create a trifold
synopsis of David
Swain, Nathaniel
Macon, and William
Gaston, TE p. 294
❏ RSG in Spanish, URB
pp. 213–214
❏ RSG with Additional
Support, in Spanish,
URB pp. 219–220
❏ Vocabulary Practice,
URB p. 221
All Students
❏
❏
❏
❏
❏
Connect to the Essential Question, TE p. 295
Think, Pair, Share—Small-Group Activity: Demands of the west, TE p. 294
Roleplay Your Answer—Small-Group Activity: Rise of a two-party system/Rise of the Whig Party, TE p. 294
Reader, Recorder, Reporter—Small-Group Activity: The convention, TE p. 295
Connect to U.S. History: Andrew Jackson, TE p. 293; The “American System,” TE p. 294
Lesson Plans
Core Lesson Plan: Section 12.3
nc08lp-0512.01.indd 77
Instruct
North Carolina in the American Experience
77
Chapter 12, Decline and the Beginnings of Reform
3/14/07 9:10:28 PM
SECTION 12.3: THE CONSTITUTION OF 1835 AND ITS IMPACT, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Tiered Activity: Create a trifold synopsis of David
Swain, Nathaniel Macon, and William Gaston,
TE p. 294
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏
❏
❏
❏
❏
❏ Reteaching Activity, URB p. 228
Section Assessment, PE/TE p. 295
Section Quiz, URB p. 225
Chapter Assessment, PE/TE pp. 296–297
Chapter Test (Forms A, B, C), URB pp. 229–240
McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM:
• Section Quiz
• Chapter Test: (Forms A, B, C)
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests,
PE/TE pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 297
TIME:
min. (5–20 min.)
Objective: To help English learners understand the Constitutional Convention of 1835
Activity: Summarize and Categorize
1. Ask students to read textbook page 295 to learn about the changes to the North Carolina constitution that
occurred as a result of the Constitutional Convention of 1835.
2. Have students use the following chart to describe in their own words the three most important changes
and rank them in order of importance.
3. When students have finished their work, ask volunteers to share and explain their responses.
Rank of importance
Description of Change
1
2
3
78
North Carolina in the American Experience
Chapter 12, Decline and the Beginnings of Reform
nc08lp-0512.01.indd 78
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
CHAPTER 12
4. EXTEND
Lesson Plans
Core Lesson Plan: Section 12.3
3/14/07 9:10:29 PM
SECTION
13.1
CORE LESSON PLAN
Progress and Its Impact on Different Groups
PE = Pupil’s Edition
TE = Teacher’s Edition
1. ENGAGE
URB = Units 4–6 Resource Book
TB = Transparency Book
Read for Understanding
❏
❏
❏
❏
2. EXPLORE
Focus & Motivate
min. (10–40 min.)
North Carolina Competency Goals
3.06 Describe and evaluate the geographic, economic,
and social implications of the North Carolina Gold
Rush.
3.08 Examine the impact of national events such
as the Louisiana Purchase, the Lewis and Clark
Expedition, the War with Mexico, and the California
Gold Rush, and technological advances on North
Carolina.
TIME:
min. (5–15 min.)
TIME:
min. (10–30 min.)
CHAPTER 13
Connect to the Essential Question, PE/TE p. 298
Connect to U.S. History, PE/TE p. 299
Time Line Discussion, PE/TE p. 299
Differentiated Vocabulary: Predicting ABCs, PE/TE
p. 300
❏ Reading Strategy: Categorizing, PE/TE p. 300
❏ Taking Notes, PE/TE p. 301
TIME:
SECTION OPENER:
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
❏ 3-Minute Warm-Up, TE p. 301
❏ Setting the Stage, PE/TE p. 301
❏ Power Presentations DVD-ROM: Media Gallery
3. EXPLAIN
Gifted & Talented and
Pre-AP
Struggling Readers &
Inclusion
On Level
❏ Picture Words, TE
p. 300
❏ Mapping Text,
TE p. 302
❏ Reading Outlines,
TE p. 303
❏ Responses to Primary
❏ Section 1: Progress
Sources, TE p. 303
and Its Impact on
Different Groups,
❏ Gold Mine Histories,
PE/TE pp. 301–307
TE p. 305
❏ Skillbuilder: Identifying ❏ Challenge Activity:
and Solving Problems,
Write a description of
URB p. 258
life in a mining camp,
TE p. 306
English Learners
❏ Pronounce and
Preview, TE p. 300
❏ Comprehension:
Connection, TE p. 302
❏ Comprehension: SelfMonitor, TE p. 305
All Students
❏ Introduce the Essential Question, TE p. 298
❏ Connect to the Essential Question, TE p. 307
❏ Talk About It—Small-Group Discussion: The North Carolina gold rush begins/Lode mining develops/Economic,
technological, and social consequences of the gold rush, TE p. 305; Help for the unfortunate, TE p. 306
❏ Think, Pair, Share—Small-Group Activity: The Wilmington & Weldon Railroad, TE p. 302; The first interstate
railroad/Connections by rail, TE p. 303
❏ Reader, Recorder, Reporter—Small-Group Activity: The “iron horse” in North Carolina, TE p. 301;
Establishment of public schools/Defects in the new educational system, TE p. 306
Lesson Plans
Core Lesson Plan: Section 13.1
nc08lp-0513.02.indd 79
Instruct
North Carolina in the American Experience
79
Chapter 13, Reform in North Carolina
3/16/07 12:36:11 AM
SECTION 13.1: PROGRESS AND ITS IMPACT ON DIFFERENT GROUPS, CONTINUED
Enrich
TIME:
min. (10–40 min.)
Integrated Technology
Interdisciplinary and Tiered Activities
❏ Transparency: Railroads Extend Westward,
1850–1860, TB TT21
❏ Transparency: Essential-Question Graphic: Reform
in North Carolina, TB TT48
❏ Power Presentations DVD-ROM: Time Line:
Connect North Carolina History and U.S. History
❏ Power Presentations DVD-ROM: Map: “North
Carolina Railroads 1860”
❏ Research & Writing Center @ ClassZone.com
❏ Easy Planner DVD-ROM: All worksheets and
editable lesson material
❏ Resources2Go USB drive: All worksheets and
editable lesson material
❏ Connect to Science: Steam Engine Models,
TE p. 304
❏ Connect to Language Arts: Gold Rush Articles,
TE p. 304
❏ Tiered Activity: Write a description of life in a
mining camp, TE p. 306
5. EVALUATE
Assess & Reteach
TIME:
min. (5–20 min.)
Core Assessment
Reteaching
❏ Section Assessment, PE/TE p. 307
❏ Section Quiz, URB p. 259
❏ McDougal Littell Assessment System
(Test, Score, Report, Reteach)
❏ Test Generator CD-ROM: Section Quiz
❏ Reteaching Activity, URB p. 261
STRATEGY FOR ENGLISH LEARNERS
Test Practice & Review
❏ Guide to North Carolina EOG Test of Reading
Comprehension, PE/TE pp. S1–S9
❏ Strategies for Taking Standardized Tests, PE/TE
pp. S10–S37
❏ Standards-Based Assessment, PE/TE p. 313
TIME:
min. (5–20 min.)
Objective: To help English learners connect the graphic elements of the section to information in the text
Activity: Graphic Preview
1. Ask students to preview the graphic elements and captions of the chapter:
• portrait of Edward B. Dudley
• image of the locomotive
• map of North Carolina railroads
• image of people learning of the war with Mexico
• portrait of Dorothea Dix
2. Guide students as they connect each graphic to information found in the text.
Copyright © by McDougal Littell, a division of Houghton Mifflin Company
CHAPTER 13
4. EXTEND
3. Have students take notes on each graphic, explaining how it emphasizes or portrays information found in the section.
80
North Carolina in the American Experience
Chapter 13, Reform in North Carolina
nc08lp-0513.02.indd 80
Lesson Plans
Core Lesson Plan: Section 13.1
3/16/07 12:36:13 AM