chapter opener; interact with history; section 1 …. explain the breakdown in relations between the...

Section 1 Objectives 1. Explain how urbanization created a new way of

life that often clashed with the values of traditional rural society.

2. Describe the controversy over the role of science and religion in American education and society in the 1920s.

Introduce the Chapter__ Interpreting the Photograph: Gertrude “Ma” Rainey

PE, pp. 432–433__ Chapter Time Line

PE, pp. 432–433TE, p. 432 Time Line Discussion

__ Interact with HistoryPE, p. 433

Focus & Motivate__ Discuss Main Idea and Terms & Names

PE, p. 434

Instruct__ Read the section

PE, pp. 434–439Unit 4 In-Depth Resources: Guided Reading, p. 20Building Vocabulary, p. 24

__ Discuss key questionsTE, pp. 434, 438

__ History Through Art: Song of the TowersPE, p. 435

__ Difficult Decisions: To Prohibit Alcohol or Not?PE, p. 436

__ Historical Spotlight: Al CaponePE, p. 437

__ Chart: Prohibition, 1920–1933PE, p. 437

__ Now & Then: Evolution, Creationism, and EducationPE, p. 438

__ More About: Billy Sunday; The Eighteenth Amendment; The Scopes Trial; Clarence DarrowTE, pp. 435, 436, 438, 439

__ Critical Thinking: ProhibitionCritical Thinking Transparency CT21

__ Primary Sources: Political Cartoon; The Scopes TrialUnit 3 In-Depth Resources, pp. 33–33

The Roaring Life of the 1920s 101

CHAPTER Opener; Interact with History; Section 1 (pages 432–439) Lesson Plan

Name Date

13

Changing Ways of Life

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TENNESSEE PLANNER

Process Standards

P6, P14, P32

Learning Expectations

Era 7, 6.2

Performance Indicators State

7.5

Performance Indicators Teacher

7.7

TN_TA-21_LP_001-208.indd 101TN_TA-21_LP_001-208.indd 101 4/25/07 8:08:55 AM4/25/07 8:08:55 AM

102 Chapter 13, Section 1

Lesson Plan for Changing Ways of Life continued

Homework Assignments Other Teaching Materials

Cross-Curricular Links__ Geography: Prohibition, 1890 and 1915

Geography Transparency GT21__ Literature: from Inherit the Wind

Unit 3 In-Depth Resources, pp. 36–38

Differentiating Instruction__ Less Proficient Readers: Contrasting; Recognizing Cause and Effect

TE, pp. 435, 436Reading Study Guide, pp. 131–132

__ Gifted and Talented Students: Interpreting Points of ViewTE, p. 438Integrated Assessment Book

__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 151Spanish Reading Study Guide, pp. 131–132

Integrate Technology__ Electronic Teacher Tools__ Test Generator

Section 1 Quiz__ Electronic Library of Primary Sources

Samual Hopkins Adams, from My Bootlegger, 1921__ America’s Music CD

Track 21, “Heebie Jeebies,” 1926__ Using the Internet

classzone.com

Assess & Reteach__ Section 1 Assessment

PE, p. 439__ Section 1 Quiz

Formal Assessment, p. 246__ Reteaching Activity

TE, p. 439Unit 3 In-Depth Resources, p. 26

Block Scheduling Options__ Cooperative Learning: Creating a Dictionary of 1920s Slang

TE, p. 437C

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Chapter 2 Objectives 1. Explain how the image of the flapper embodied the

changing values and attitudes of young women in the 1920s.

2. Identify the causes and results of the changing roles of women in the 1920s.


PE, p. 440



__ Discuss key questionsTE, pp. 440, 441, 445

__ One American’s Story: Zelda Sayre FitzgeraldPE, p. 440

__ Graph: Women’s Changing Employment, 1910–1930PE, p. 442

__ More About: The Twenties Woman; The American Homemaker; Popular Figures of the 1920s; Bessie SmithTE, pp. 441, 442, 444, 445

__ Tracing ThemesTE, p. 443

__ Daily Life: Youth in the Roaring TwentiesPE, pp. 444–445

Differentiating Instruction__ Less Proficient Readers: Understanding Cause and Effect

TE, p. 441Reading Study Guide, pp. 133–134



CHAPTER Section 2 (pages 440–445) Lesson Plan

Name Date

13

The Twenties Woman

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TENNESSEE PLANNER

Process Standards

P1, P8, P14, P32, P33


Era 7, 6.2; Era 10, 1.2


7.5, 7.8



Lesson Plan for The Twenties Woman continued




Bruce Bliver, from Flapper Jane, 1925__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Analyzing Changes in Women’s Roles

TE, p. 442Integrated Assessment Book

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Section 3 Objectives 1. Describe the popular culture of the 1920s. 2. Explain why the youth-dominated decade came

to be called the Roaring Twenties.


PE, p. 446




__ Infographic: Radio Broadcasts of the 1920sPE, p. 447

__ Infographic: Sports Heroes of the 1920sPE, p. 448

__ Map: Historic Flights, 1919–1932PE, p. 449

__ Key Player: F. Scott FitzgeraldPE, p. 451

__ Skillbuilder Lesson: Drawing ConclusionsTE, p. 449Unit 3 In-Depth Resources: Skillbuilder Practice, p. 25

__ More About: Helen Wills; Charles A. Lindbergh; Georgia O’Keeffe; Writers of the 1920sTE, pp. 448–450Unit 3 In-Depth Resources: Primary Source: Interview with Charles Lindbergh, p. 34


__ American Lives: Georgia O’KeeffeUnit 3 In-Depth Resources, p. 39

Cross-Curricular Links__ Mathematics: Graph: High School Enrollment, 1910–1940

PE, p. 447__ Geography: From Coast to Coast by Train or by Plane




Name Date

13

Education and Popular Culture

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TENNESSEE PLANNER

Process Standards

P7, P12, P27, P31, P32, P34, P37


Era 7, 6.2


7.5, 7.8


7.4, 7.7, 7.9, 10.2



Lesson Plan for Education and Popular Culture continued


Differentiating Instruction__ Less Proficient Readers: Finding Main Ideas


__ Gifted and Talented Students: Radio Broadcasts of the 1920sTE, p. 447Integrated Assessment Book

__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 153, 155–157Spanish Reading Study Guide, pp. 135–136



Heywood Brown, The Sultan of Swat Steals a World Series Show, 1923__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Art: Automat

Humanities Transparency HT20__ Cooperative Learning: Presenting Art


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Section 4 Objectives 1. Identify the causes and results of the migration

of African Americans to Northern cities in the early 1900s.

2. Describe the prolific African-American artistic activity that became known as the Harlem Renaissance.


PE, p. 452



__ Discuss key questions TE, pp. 452, 454, 459

__ One American’s Story: Zora Neale Hurston PE, p. 452

__ Key Player: James Weldon Johnson PE, p. 453

__ Infographic: Harlem in the 1920s PE, p. 455

__ Key Player: Duke Ellington PE, p. 457

__ More About: The Harlem Renaissance; African-American Artists; Paul Robeson; Louis Armstrong; Langston Hughes; Edna St. Vincent Millay TE, pp. 454, 455, 456, 458, 459Unit 4 In-Depth Resources: American Lives: Louis Armstrong, p. 40

__ Tracing Themes TE, p. 453

__ Connections Across Time TE, p. 455

__ American Literature: Literature in the Jazz Age PE, pp. 458–459Unit 4 In-Depth Resources: Primary Source: “When the Negro Was in Vogue,” p. 35

__ Critical Thinking: African-American Migration from the South Critical Thinking Transparency CT55

Cross-Curricular Links__ Music: All That Jazz

TE, p. 456



Name Date

13

The Harlem Renaissance

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TENNESSEE PLANNER

Process Standards

P3, P7, P12, P15, P20, P21, P32, P37


Era 7, 6.2; Era 10, 1.2


7.5, 7.8, 7.9


7.4, 7.7, 7.9



Lesson Plan for The Harlem Renaissance continued


Differentiating Instruction__ Less Proficient Readers: Identifying Important Details; Exploring Themes



Integrate Technology__ American Stories video series: “Jump at the Sun”

Videocassette Volume 2__ Test Generator

Section 4 QuizChapter Test

__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet

classzone.com





__ Chapter 13 AssessmentPE, pp. 460–461

__ Chapter Test, Forms A, B, and CFormal Assessment, pp. 250–261

Block Scheduling Options__ Cooperative Learning: Celebrating African-American Culture


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Section 1 Objectives 1. Summarize the critical problems threatening the

American economy in the late 1920s. 2. Describe the causes of the stock market crash and

Great Depression. 3. Explain how the Great Depression affected the

economy in the United States and throughout the world.

Introduce the Chapter__ Interpreting the Photograph: Food line





PE, p. 464




__ Economic Background: Uneven Income Distribution, 1929PE, p. 466

__ Analyzing Political CartoonsPE, p. 467

__ Now & Then: New York Stock ExchangePE, p. 468

__ Infographic: Depression IndicatorsPE, p. 470

__ World Stage: Global Effects of the DepressionPE, p. 471


__ Skillbuilder Lesson: Interpreting GraphsTE, p. 470Unit 4 In-Depth Resources: Skillbuilder Practice, p. 52

__ Primary Sources: The Stock Market Crash; Political CartoonUnit 4 In-Depth Resources, pp. 51–52

The Great Depression Begins 109


Name Date

14

The Nation’s Sick Economy

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TENNESSEE PLANNER

Process Standards

P6, P8, P21, P32, P33


Era 7, 2.2; Era 8, 2.1


7.7, 8.2, 8.4


7.8, 8.1, 8.3



Lesson Plan for The Nation’s Sick Economy continued


Cross-Curricular Links__ Economics: Economic Research or Depression; Creating a TV Special

TE, pp. 466, 469Integrated Assessment Book

__ Geography: Growth of ElectricityGeography Transparency GT22

Differentiating Instruction__ Less Proficient Readers: Analyzing Causes and Effects


__ Gifted and Talented Students: Creating a Political CartoonTE, p. 467Integrated Assessment Book

__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 160, 163Spanish Reading Study Guide, pp. 141–142



New York Times, On Minding Your Own Business, 1929__ America’s Music CD

Track 22, “Backwater Blues,” 1927Track 23, “Brother, Can You Spare a Dime?” 1932

__ Using the Internetclasszone.com





Block Scheduling Options__ Cooperative Learning: Popular Music of the 1930s


__ Critical Thinking: The Great DepressionCritical Thinking Transparency CT22

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Section 2 Objectives 1. Describe how people struggled to survive during the

Depression. 2. Explain how the Depression affected men, women,

and children.


PE, p. 472




__ Another Perspective: An African-American View of the DepressionPE, p. 473

__ Map: The Dust Bowl, 1933–1936PE, p. 474

__ Historical Spotlight: Hobo SymbolsPE, p. 475

__ More About: Mexican Americans and the Depression; Women in the Depression; Hardships of the Depression; Health Problems Caused by the DepressionTE, pp. 473, 475, 476

__ Skillbuilder Lesson: Formulating Historical QuestionsTE, p. 473Unit 4 In-Depth Resources: Skillbuilder Practice, p. 45

__ Tracing ThemesTE, pp. 474, 477

__ Primary Source: Letter from a Dust Bowl SurvivorUnit 4 In-Depth Resources, p. 53

__ Literature: from “In the Beginning”Unit 4 In-Depth Resources, pp. 55–57

Cross-Curricular Links__ Literature: The Grapes of Wrath


__ Geography: The Great Depression Takes Its TollUnit 4 In-Depth Resources, pp. 49–50



Name Date

14

Hardship and Suffering During the Depression

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TENNESSEE PLANNER

Process Standards

P3, P14, P15, P21, P32


Era 8, 1.1; Era 8, 6.1


6.3, 8.4


8.1, 8.3



Lesson Plan for Hardship and Suffering During the Depression continued


Differentiating Instruction__ Less Proficient Readers

Reading Study Guide, pp. 143–144__ Students Acquiring English/ESL

TE, p. 465Access for Students Acquiring English, pp. 161, 164–165Spanish Reading Study Guide, pp. 143–144



Anonymous, Beans, Bacon, and Gravy, 1930sCesar Chavez, Childhood During the Depression, 1930s

__ America’s Music CD__ American Stories Videos

Videocassette Volume 2__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Oral History

TE, p. 476

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Section 3 Objectives 1. Explain Hoover’s initial response to the Depression. 2. Summarize the actions Hoover took to help the

economy and the hardship suffered by Americans. 3. Describe the Bonus Army and Hoover’s actions

toward it.


PE, p. 478




__ Key Player: Herbert HooverPE, p. 479

__ Political CartoonPE, p. 481

__ Difficult Decisions: Hoover and Federal ProjectsPE, p. 482

__ Tracing ThemesTE, pp. 479, 481

__ Connections Across TimeTE, p. 480

__ More About: Hoovervilles; Gassing the Bonus ArmyTE, pp. 480, 483

__ Primary Source: Attack on the Bonus ArmyUnit 4 In-Depth Resources, p. 54

Differentiating Instruction__ Less Proficient Readers: Clarifying


__ Students Acquiring English/ESL: Decoding IdiomsTE, p. 481Access for Students Acquiring English, p. 162Spanish Reading Study Guide, pp. 145–146



Name Date

14

Hoover Struggles with the Depression

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P15, P21, P25, P32


Era 8, 1.1; Era 8, 2.1; Era 8, 4.1; Era 8, 5.1


8.4


8.1, 8.4



Lesson Plan for Hoover Struggles with the Depression continued




__ Electronic Library of Primary SourcesGeneral Douglas MacArthur, from A Report on the Employment of Federal Troops, 1932W. W. Waters, from B. E. F.: The Whole Story of the Bonus Army, 1932

__ America’s Music CD__ Using the Internet

classzone.com







Block Scheduling Options__ Cooperative Learning: Debating the Bonus Army March


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Section 1 Objectives 1. Summarize the initial steps Roosevelt took to reform

banking and finance. 2. Describe New Deal work programs. 3. Identify critics of FDR’s New Deal.

Introduce the Chapter__ Interpreting the Photograph: Civilian Conservation Corps





PE, p. 488




__ Key Players: Franklin D. Roosevelt, Eleanor RooseveltPE, p. 489

__ Chart: Civilian Conservation CorpsPE, p. 491

__ Economic Background: Deficit SpendingPE, p. 492


__ More About: Election of 1932; FDR’s Leadership; FDR’s Disability; Roosevelt and the Supreme Court; Huey LongTE, pp. 489, 490, 493, 494


__ Skillbuilder Lesson: Analyzing IssuesTE, p. 493Unit 4 In-Depth Resources: Skillbuilder Practice, p. 66

__ Primary Source: Father Coughlin’s Anti-New DealUnit 4 In-Depth Resources, p. 76

__ American Lives: Huey LongUnit 4 In-Depth Resources, p. 83

__ Critical Thinking: The New Deal; U.S. Economic IndicatorsCritical Thinking Transparencies CT23, CT57

The New Deal 115


Name Date

15

A New Deal Fights the Depression

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TENNESSEE PLANNER

Process Standards

P32


Era 8, 4.1; Era 8, 5.1


8.4, 8.6, 8.11


8.4, 8.5



Lesson Plan for A New Deal Fights the Depression continued


Cross-Curricular Links__ Government: The Role of the First Lady

TE, p. 489__ Economics: National Debt


__ Geography: PWA in ActionGeography Transparency GT23

Differentiating Instruction__ Less Proficient Readers: New Deal Programs





Franklin Delano Roosevelt, from Acceptance Speech, 1932Franklin Delano Roosevelt, from First Inaugural Address, 1933

__ America’s Music CDTrack 24, “In the Mood,” 1939

__ Using the Internetclasszone.com





Block Scheduling Options__ Cooperative Learning: Delivering a Fireside Chat


__ Art: Nine Old MenHumanities Transparency HT40

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Section 2 Objectives 1. Describe the purpose of the Second New Deal. 2. Summarize New Deal programs for farmers. 3. Identify the Second New Deal programs aimed at

assisting young people and professionals. 4. Summarize labor and economic reforms carried out

under the Second New Deal.


PE, p. 495



__ Discuss key questionsTE, pp. 495, 496, 498, 499, 503

__ One American’s Story: Dorothea LangePE, p. 495

__ History Through PhotojournalismPE, p. 497

__ Chart: New Deal ProgramsPE, p. 500

__ Historic Decisions of the Supreme Court: NLRB v. Jones and Laughlin Steel Corp. (1937)PE, pp. 502–503

__ More About: The Grapes of Wrath; Dorothea Lange; The WPA; The Wagner Act; Social Security; Charles Evans Hughes; Taft-Hartley ActTE, pp. 496–499, 501–503


__ Art: A relief center in Louisville, KentuckyHumanities Transparency HT22

__ Critical Thinking: The New DealCritical Thinking Transparency CT23

Cross-Curricular Links__ Local History: The Legacy of the New Deal and WPA


__ Economics: The Wagner ActTE, p. 499Integrated Assessment Book

The New Deal 117


Name Date

15

The Second New Deal Takes Hold

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TENNESSEE PLANNER

Process Standards

P6, P9, P10, P11, P17, P18, P19, P21, P22, P23, P32, P35, P36


Era 8, 4.1; Era 8, 5.1


8.6


8.5, 8.10



Lesson Plan for The Second New Deal Takes Hold continued


Differentiating Instruction__ Less Proficient Readers: Clarifying Ideas


__ Gifted and Talented Students: Essay on PhotojournalismTE, p. 497Integrated Assessment Book



Section 2 Quiz__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Ongoing New Deal Agencies


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Section 3 Objectives 1. Analyze the effects of the New Deal programs on

women. 2. Describe Roosevelt’s attitude toward African

Americans. 3. Identify the groups that formed the New Deal

coalition.


PE, p. 504



__ Discuss key questionsTE, pp. 504–507

__ Key Player: Frances PerkinsPE, p. 505

__ Historical Spotlight: Deportation of Mexican AmericansPE, p. 506

__ Graph: The Growing Labor MovementPE, p. 508

__ More About: Mary McLeod Bethune; Marian Anderson; The New Deal Coalition; General Motors Sit-Down Strike of 1937; Republic Steel Strike of 1937; Election of 1936TE, pp. 505–509


__ Primary Source: The Memorial Day MassacreUnit 4 In-Depth Resources, p. 77

__ American Lives: Mary McLeod BethuneUnit 4 In-Depth Resources, p. 84

Cross-Curricular Links__ Government: Women in Government

TE, p. 505

The New Deal 119


Name Date

15

The New Deal Affects Many Groups

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TENNESSEE PLANNER

Process Standards

P8, P10, P11, P17, P18, P19, P22, P23, P32, P33, P36


Era 8, 5.1; Era 8, 6.1


8.6


8.5



Lesson Plan for The New Deal Affects Many Groups continued


Differentiating Instruction__ Less Proficient Readers: Clarifying

Reading Study Guide, pp. 153–154__ Gifted and Talented Students: Politics and Policy; Two Memorable Strikes

TE, pp. 506, 508Integrated Assessment Book

__ Students Acquiring English/ESL: Understanding Idioms and Complex ConstructionsTE, p. 507Access for Students Acquiring English, p. 000Spanish Reading Study Guide, pp. 153–154



Eleanor Roosevelt, from Women Must Learn to Play the Game as Men Do, 1928Mary McLeod Bethune, How Bethune-Cookman College Began, 1900

__ America’s Music CD__ American Stories Video


classzone.com





Block Scheduling Options__ Literature: Waiting for Lefty


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Section 4 Objectives 1. Describe the entertainment provided by motion

pictures and radio. 2. Identify some of the artists and writers of the

New Deal era.


PE, p. 510




__ One American’s Story: Don CongdonPE, p. 510

__ Historical Spotlight: War of the WorldsPE, p. 511

__ History Through Art: American GothicPE, p. 513

__ Tracing ThemesTE, p, 511

__ More About: The Federal Art Project; The Coit Tower Murals; Woody Guthrie; Richard WrightTE, pp. 512–514

__ Primary Sources: WPA Poster; Let Us Now Praise Famous MenUnit 4 In-Depth Resources, pp. 78–79

Cross-Curricular Links__ Humanities: Realism and Escape

TE, p. 511__ Popular Culture: Create a Radio Show

TE, p. 512Integrated Assessment


Reading Study Guide, pp. 155–156__ Students Acquiring English/ESL

Access for Students Acquiring English, p. 171Spanish Reading Study Guide, pp. 155–156

The New Deal 121


Name Date

15

Culture in the 1930s

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TENNESSEE PLANNER

Process Standards

P3, P6, P15, P21, P29, P32


Era 8, 6.1


8.4


8.5



Lesson Plan for Culture in the 1930s continued



Section 4 Quiz__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Class Mural


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Section 5 Objectives 1. Summarize opinions about the effectiveness of the

New Deal. 2. Describe the legacies of the New Deal.


PE, p. 515




__ One American’s Story: George DobbinPE, p. 515

__ Point/CounterpointPE, p. 516

__ Graphs: Federal Deficit and Unemployment, 1933–1945PE, p. 517

__ Now & Then: Social SecurityPE, p. 518

__ Political CartoonsPE, p. 519

__ Geography Spotlight: The Tennessee Valley AuthorityPE, pp. 520–521

__ More About: FDR’s Brain Trust; FDIC and SEC; Tennessee Valley Authority; The Tennessee RiverTE, pp. 516, 517, 519, 520


Cross-Curricular Links__ Geography: Decade of Democrats


The New Deal 123


Name Date

15

The Impact of the New Deal

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TENNESSEE PLANNER

Process Standards

P6, P8, P14, P25, P32, P33


Era 8, 4.1; Era 8, 5.1


8.6, 8.9, 8.11


8.5, 8.8, 8.10



Lesson Plan for The Impact of the New Deal continued




__ Students Acquiring English/ESLAccess for Students Acquiring English, p. 172, 174–175, 176–177Spanish Reading Study Guide, pp. 157–158




classzone.com







Block Scheduling Options__ Cooperative Learning: Debating the New Deal

TE, p. 517__ Outline Map: Anatomy of the Tennessee Valley Authority


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Section 1 Objectives 1. Identify the types of government that took power in

Russia, Italy, Germany, and Japan after World War I. 2. Describe the details of America’s turn to isolationism

in the 1930s.

Introduce the Chapter__ Interpreting the Photograph: Nazi rally





PE, p. 528




__ One American’s Story: Martha GellhornPE, p. 528

__ Map: The Rise of Nationalism, 1922–1941PE, p. 530

__ Chart: The Faces of TotalitarianismPE, p. 531

__ Maps: Japan Invades Manchuria, 1931; Italy Invades Ethiopia, 1935–1936PE, p. 532

__ Historical Spotlight: African Americans Stand by EthiopiansPE, p. 533


__ More About: Stalin’s Show Trials; Benito Mussolini; The Election of Adolf Hitler; The League of Nations; Spanish Civil War; Aggressor NationsTE, pp. 529–533, 535


__ Primary Source: Quarantine SpeechUnit 5 In-Depth Resources, p. 13

World War Looms 125


Name Date

16

Dictators Threaten World Peace

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TENNESSEE PLANNER

Process Standards

P3, P6, P14, P15, P21, P25, P32


Era 8, 3.1; Era 8, 5.2


7.10, 8.1, 8.3, 8.5, 9.1


8.2



Lesson Plan for Dictators Threaten World Peace continued


Cross-Curricular Links__ Art: German Nazi Party poster

Humanities Transparency HT23

Differentiating Instruction__ Less Proficient Readers: Organizing Information; Supporting Details


__ Gifted and Talented Students: Roosevelt and HitlerTE, p. 531Integrated Assessment Book

__ Students Acquiring English/ ESL: Previewing Foreign TermsTE, p. 530Access for Students Acquiring English, p. 180Spanish Reading Study Guide, pp. 161–162


Section 1 Quiz__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Debating League Action in Manchuria


__ Cooperative Learning: Writing a Newspaper EditorialTE, p. 534

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Section 1 Objectives 1. Explain Hitler’s motives for expansion and how

Britain and France responded. 2. Describe the blitzkrieg tactics that Germany used

against Poland. 3. Summarize the first battles of World War II.


PE, p. 536




__ One American’s Story: William ShirerPE, p. 536

__ Key Player: Adolf HitlerPE, p. 537

__ Map: German Advances, 1938–1941PE, p. 538

__ Key Player: Winston ChurchillPE, p. 541

__ More About: Stalin and the Non-Aggression Pact; Blitzkrieg; The Phony War; Charles de GaulleTE, pp. 539, 540

__ Skillbuilder Lesson: Developing Historical PerspectiveTE, p. 537Unit 5 In-Depth Resources: Skillbuilder Practice, p. 6

__ Connections Across TimeTE, p. 537

__ Geography: Aggression in Europe, 1936–1939Geography Transparency GT24

Cross-Curricular Links__ Geography: Blitzkrieg and Geography


World War Looms 127


Name Date

16

War in Europe

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P15, P32, P34


Era 8, 3.1; Era 8, 3.2; Era 8, 5.2


8.1, 8.5, 8.7


8.2, 8.6



Lesson Plan for War in Europe continued



Reading Study Guide, pp. 163–164__ Students Acquiring English/ESL: Decoding a Speech

TE, p. 538Access for Students Acquiring English, pp. 181, 184Spanish Reading Study Guide, pp. 163–164



Winston Churchill, A Letter to Roosevelt, 1940__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Creating a Radio Broadcast


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Section 3 Objectives 1. Explain the reasons behind the Nazis’ persecution of

the Jews and the problems facing Jewish refugees. 2. Describe the Nazis’ “final solution” to the Jewish

problem and the horrors of the Holocaust. 3. Identify and describe the profound and lasting

effects of the Holocaust on survivors.


PE, p. 542




__ One American’s Story: Gerda Weissmann KleinPE, p. 542

__ Another Perspective: Denmark’s ResistancePE, p. 545

__ Chart: Estimated Jewish LossesPE, p. 545

__ World Stage: Righteous Persons of World War IIPE, p. 548

__ More About: The Nuremberg Laws; Rudolf Reder; The Final Solution; Raoul Wallenberg; Nazi Atrocities; Elie WieselTE, pp. 543, 546–549


__ American Lives: Elie WieselUnit 5 In-Depth Resources, p. 20

__ Cooperative Learning: Exploring Holocaust LiteratureTE, p. 548

Cross-Curricular Links__ Literature: from Sophie’s Choice

Unit 5 In-Depth Resources, pp. 17–19__ Art/Literature: Creative Response

TE, p. 545

World War Looms 129


Name Date

16

The Holocaust

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TENNESSEE PLANNER

Process Standards

P7, P7, P12, P32, P34, P37



Lesson Plan for The Holocaust continued


Differentiating Instruction__ Less Proficient Readers: Main Ideas; Following Chronological Order


__ Gifted and Talented Students: Investigative Report about the Warsaw GhettoTE, p. 546



Section 3 Quiz__ Electronic Library of Primary Sources__ America’s Music CD__ American Stories Videos


classzone.com





Block Scheduling Options__ Cooperative Learning: Debating Jewish Immigration


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Section 4 Objectives 1. Describe the U.S. response to the outbreak of war

in Europe in 1939. 2. Explain how Roosevelt assisted the Allies without

declaring war. 3. Summarize the events that brought the United

States into armed conflict with Germany. 4. Describe the American response to the Japanese

attack on Pearl Harbor.


PE, p. 550






__ Science & Technology: German Wolf PacksPE, p. 553

__ Key Player: Hideki TojoPE, p. 554

__ Map: Japanese Aggression, 1931–1941PE, p. 556

__ Economic Background: War and the DepressionPE, p. 557

__ More About: The U-Boats; Science and TechnologyTE, p. 553

__ Link to Geography: Mapping Attack SitesTE, p. 556

__ Primary Sources: The Bombing of Pearl Harbor; War PosterUnit 5 In-Depth Resources, pp. 14–16

__ American Lives: Charles A. LindberghUnit 5 In-Depth Resources, p. 21

__ Critical Thinking: World War II Breaks Out in Europe; Time Line of Events Leading to World War IICritical Thinking Transparencies CT24, CT58

Cross-Curricular Links__ Geography: Japanese Aggression

Unit 5 In-Depth Resources, pp. 11–12__ Science: Radar

TE, p. 553__ Humanities (Music): World War II-Era Music

TE, p. 554

World War Looms 131


Name Date

16

America Moves Toward War

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TENNESSEE PLANNER

Process Standards

P3, P8, P15, P21, P32, P33


Era 8, 2.2; Era 8, 3.1; Era 8, 3.2


7.10, 8.5, 8.7


8.4, 8.6



Lesson Plan for America Moves Toward War continued


Differentiating Instruction__ Less Proficient Readers: Examining Causes and Effects





__ Electronic Library of Primary SourcesGeorge A Dondero, from Are We Being Led into War? 1941New York Times, From Let Us Face the Truth, 1941Franklin Delano Roosevelt, On the Declaration of War, 1941


classzone.com







Block Scheduling Options__ Link to World History: Pearl Harbor


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Section 1 Objectives 1. Explain how the United States expanded its armed

forces in World War II. 2. Describe the wartime mobilization of industry, labor,

scientists, and the media. 3. Trace the efforts of the U.S. government to control

the economy and deal with alleged subversion.

Introduce the Chapter__ Interpreting the Photograph: Pearl Harbor





PE, p. 562




__ Now & Then: Women in the MilitaryPE, p. 563

__ History Through Film: Hollywood Helps MobilizationPE, p. 566

__ Chart: The Government Takes Control of the Economy, 1942–1945PE, p. 567

__ Tracing ThemesTE, pp. 563, 564,

__ More About: Henry J. Kaiser; Women in Defense Industries; A. Philip Randolph; Albert Einstein; RationingTE, pp. 565–568

__ Primary Sources: War Ration StampsUnit 5 In-Depth Resources, p. 37

__ American Lives: Oveta Culp HobbyUnit 5 In-Depth Resources, p. 43

The United States in World War II 133


Name Date

17

Mobilizing for Defense

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TENNESSEE PLANNER

Process Standards

P5, P8, P13, P32, P33


Era 8, 2.2; Era 8, 6.2


8.8


8.7, 8.8, 8.11



Lesson Plan for Mobilizing for Defense continued


Cross-Curricular Links__ Mathematics: Graph: The Production Miracle

PE, p. 564__ Language Arts: Eyewitness Testimony

TE, p. 563

Differentiating Instruction__ Less Proficient Readers: Comparing; Government Regulations


__ Gifted and Talented Students: Comparing Presidential Responses to Popular PressureTE, p. 566Integrated Assessment Book




Office of Civilian Defense, What Can I Do? 1942__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Skillbuilder Lesson: Analyzing Bias

TE, p. 564Unit 5 In-Depth Resources: Skillbuilder Practice, p. 27

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Section 2 Objectives 1. Summarize the Allies’ plan for winning the war. 2. Identify events in the war in Europe. 3. Describe the liberation of Europe.


PE, p. 569




__ Map: World War II: Europe and Africa, 1942–1944PE, p. 572Unit 5 In-Depth Resources: Outline Map: Crisis in Europe, pp. 34–35

__ Key Player: Dwight G. “Ike” EisenhowerPE, p. 574

__ Infographic: D-Day, June 6, 1944PE, p. 575

__ Historical Spotlight: Audie MurphyPE, p. 576

__ More About: Roosevelt and Churchill; Stalingrad; Erwin Rommel; Mussolini’s Last Days; The Tuskegee Airmen; George Patton; D-Day; Survivors of Concentration CampsTE, pp. 570–576Unit 5 In-Depth Resources: American Lives: George S. Patton, p. 44

__ Geography: ThunderclapUnit 5 In-Depth Resources, pp. 32–33

__ Humanities: Flying Fortresses Taking OffHumanities Transparency HT24

__ Critical Thinking: U.S. Joins the Allies in World War IICritical Thinking Transparency CT25

Cross-Curricular Links__ Humanities/The Arts: Personal Response to War


__ World History: D-DayTE, p. 575Integrated Assessment Book

__ Humanities: Eyewitness JournalTE, p. 576Integrated Assessment Book



Name Date

17

The War for Europe and North Africa

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TENNESSEE PLANNER

Process Standards

P1, P32


Era 8, 3.1; Era 8, 3.2


8.5, 8.7


8.6



Lesson Plan for The War for Europe and North Africa continued


Differentiating Instruction__ Less Proficient Readers: Sequencing


__ Gifted and Talented Students: The Enigma MachineTE, p. 572

__ Students Acquiring English/ESL: Understanding IdiomsTE, p. 570Access for Students Acquiring English, pp. 190, 194–197Spanish Reading Study Guide, pp. 173–174



General George S. Patton, Jr., From Instructions to the Third United States Army, 1944__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Combat Heroes


__ Geography: Battle of the BulgeGeography Transparency GT25

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Section 3 Objectives 1. Identify key turning points in the war in the Pacific. 2. Describe the Allied offensive against the Japanese. 3. Explain both the development of the atomic bomb

and debates about its use. 4. Describe the challenges faced by the Allies in

building a just and lasting peace.


PE, p. 578



__ Discuss key questionsTE, pp. 578, 581, 583, 585, 589

__ Historical Spotlight: Navajo Code TalkersPE, p. 579

__ Map: World War II: The War in the Pacific, 1942–1945PE, p. 580

__ History Through Photojournalism: Raising the Flag on Iwo JimaPE, p. 582


__ Infographic: War Criminals on Trial, 1945–1949PE, p. 586

__ More About: The Battle of Midway; Island Hopping; Guadalcanal; Japanese Kamikaze Pilots; First Atomic Bomb Test; Hiroshima and Nagasaki; The Firebombing of Tokyo; The Yalta Conference; The Nuremberg War Trials; Rudolf Hess; Emperor Hirohito; Supersonic Flight; Cellular Phones and Wireless TechnologyTE, pp. 579–581, 583–589

__ Primary Sources: Bombing of NagasakiUnit 5 In-Depth Resources, p. 39

__ Tracing Themes: Science and TechnologyPE, pp. 588–589

Cross-Curricular Links__ Humanities: Iconic Images

TE, p. 582



Name Date

17

The War in the Pacific

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TENNESSEE PLANNER

Process Standards

P6, P7, P8, P10, P11, P12, P17, P18, P19, P21, P22, P23, P32, P33, P34, P36


Era 8, 3.2; Era 8, 5.2


8.5, 8.7, 8.10, 9.1, 9.4


8.6, 8.9



Lesson Plan for The War in the Pacific continued


Differentiating Instruction__ Less Proficient Readers: Map Reading; Sequencing

TE, pp. 580–581Reading Study Guide, pp. 175–176

__ Gifted and Talented Students: Application of Science; Human Rights LawTE, pp. 583, 586Integrated Assessment Book




Harry S. Truman, Statement on the Atomic Bomb, 1945__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Creating a Code

TE, p. 579TE, p. 584Integrated Assessment Book

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Section 4 Objectives 1. Describe the economic and social changes that

reshaped American life during World War II. 2. Summarize both the opportunities and the

discrimination African Americans and other minorities experienced during the war.


PE, p. 590




__ Map: African-American Migration, 1940–1950PE, p. 591

__ Map: Japanese Relocation Camps, 1942PE, p. 594

__ More About: Women in the Postwar Workforce; GI Bill of Rights; Detroit Race Riot of 1943; Mexican Americans in Los Angeles; Japanese American Internment; Fred Korematsu; Military Necessity; Politics and the CourtTE, pp. 591–597

__ Historic Decisions of the Supreme Court: Korematsu v. United StatesPE, pp. 596–597

__ Tracing ThemesTE, pp. 591–592

__ Primary Source: from Farewell to ManzanarUnit 5 In-Depth Resources, p. 36

__ Critical Thinking: Human Cost of World War IICritical Thinking Transparency CT59

__ Literature: from Snow Falling on CedarsUnit 5 In-Depth Resources, pp. 40–42

Cross-Curricular Links__ Popular Culture: Changing Attitudes Toward Women

TE, p. 591__ Civics: Creating a Political Cartoon

TE, p. 593Integrated Assessment



Name Date

17

The Home Front

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TENNESSEE PLANNER

Process Standards

P7, P10, P11, P12, P17, P18, P19, P22, P23, P29, P32, P36, P37


Era 8, 1.2; Era 8, 2.2; Era 8, 4.2; Era 8, 5.2; Era 8, 6.2; Era 9, 1.1; Era 9, 2.1


8.8


8.7, 8.11, 9.4



Lesson Plan for The Home Front continued



Reading Study Guide, pp. 177–178__ Gifted and Talented Students: Japanese Internment


__ Students Acquiring English/ESLAccess for Students Acquiring English, pp. 192Spanish Reading Study Guide, pp. 177–178



__ Electronic Library of Primary SourcesU.S. Government, Japanese-American Testimony from the National Defense Migration Hearings, 1942


classzone.com







Block Scheduling Options__ Cooperative Learning: Effect of Demobilization

TE, p. 592

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Chapter 1 Objectives 1. Explain the breakdown in relations between the

United States and the Soviet Union after World War II.

2. Summarize the steps taken to contain Soviet influence.

3. Describe how the Truman Doctrine and the Marshall Plan deepened Cold War tensions.

4. Explain how conflicts over Germany increased fear of Soviet aggression.

Introduce the Chapter__ Interpreting the Photograph: McCarthy





PE, p. 602



__ Discuss key questionsTE, pp. 602, 604, 606, 607

__ Key Players: Harry S. Truman, Joseph StalinPE, p. 603

__ Chart: U.S. Aims Versus Soviet Aims in EuropePE, p. 604

__ Map: The Iron Curtain, 1949PE, p. 605

__ Graph: The Marshall PlanPE, p. 606

__ More About: Joseph Stalin; Eastern Europe; General George C. Marshall; The Berlin AirliftTE, pp. 603, 605, 606, 607


__ Skillbuilder Lesson: Analyzing MotivesTE, p. 605Unit 5 In-Depth Resources: Skillbuilder Practice, p. 50

__ Political CartoonPE, p. 608

__ Primary Source: Letter to His DaughterUnit 5 In-Depth Resources, p. 57

__ Critical Thinking: The New Deal; U.S. Economic IndicatorsCritical Thinking Transparencies CT23, CT57

Cold War Conflicts 141


Name Date

18

Origins of the Cold War

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TENNESSEE PLANNER

Process Standards

P1, P2, P3, P7, P8, P12, P15, P32, P33, P37


Era 9, 3.1; Era 9, 3.2; Era 9, 5.1; Era 9, 5.2


9.1, 9.3, 9.5, 9.11


8.9, 9.1, 9.2, 9.5



Lesson Plan for Origins of the Cold War continued


Cross-Curricular Links__ World History: Analyzing Stalin and His Regime

TE, p. 603__ Economics: The Marshall Plan

TE, p. 606Unit 5 In-Depth Resources: Geography Application: The Marshall Plan, pp. 55–56






Harry S. Truman, The Truman Doctrine, 1947__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Charting the Berlin Airlift

TE, p. 607__ Geography: The Berlin Airlift, 1948–1949

Geography Transparency GT26C

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Section 2 Objectives 1. Explain how Communists came to power in China

and how the United States reacted. 2. Summarize the events of the Korean War. 3. Explain the conflict between President Truman and

General MacArthur.


PE, p. 609




__ One American’s Story: Philip Day, Jr.PE, p. 609

__ Chart: Nationalists Versus Communists, 1945PE, p. 610

__ World Stage: TaiwanPE, p. 611

__ Maps: The Korean War, 1950–1953PE, p. 613

__ More About: Chiang Kai-shek; The North Korean Attack; U.S. Action in Korea; Beverly Scott; The Korean War; The Firing of MacArthurTE, pp. 610–614

__ Another Perspective: India’s ViewpointPE, p. 614

__ Now & Then: The Two KoreasPE, p. 615

__ American Lives: Douglas MacArthurUnit 5 In-Depth Resources, p. 64

Cross-Curricular Links__ World History: Researching Mao Zedong

TE, p. 610__ Geography: Taiwan and People’s Republic of China


__ Government: The United NationsTE, p. 613



Name Date

18

The Cold War Heats Up

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TENNESSEE PLANNER

Process Standards

P32, P34


Era 9, 3.1; Era 9, 3.2; Era 9, 5.1; Era 9, 5.2


9.3, 9.5


9.5



Lesson Plan for The Cold War Heats Up continued



Reading Study Guide, pp. 183–184__ Gifted and Talented Students: Assessing General MacArthur’s Actions

TE, p. 614__ Students Acquiring English/ESL: Clarifying Phrases and Terms

TE, p. 612Access for Students Acquiring English, p. 201Spanish Reading Study Guide, pp. 183–184



Douglas MacArthur, Frustration in Korea, 1947__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Primary Source: Farewell to Congress


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Section 3 Objectives 1. Describe government efforts to investigate the

loyalty of U.S. citizens. 2. Explain the spy cases of Alger Hiss and Julius and

Ethel Rosenberg. 3. Describe the efforts of Senator Joseph McCarthy

to investigate alleged Communist influence in the United States.


PE, p. 616




__ One American’s Story: Tony KahnPE, p. 616American Stories video series: The Cold War Comes Home

__ Historical Spotlight: Paul RobesonPE, p. 617

__ Now & Then: Television: Making NewsPE, p. 618

__ More About: The Rosenbergs; Espionage; McCarthyismTE, pp. 619, 620

__ Chart: Causes and Effects of McCarthyismPE, p. 621


__ American Lives: Margaret Chase SmithUnit 5 In-Depth Resources, p. 65

__ Cooperative Learning: Investigating Witch HuntsTE, p. 620

Cross-Curricular Links__ Humanities: The Arts and Politics

TE, p. 617



Name Date

18

The Cold War at Home

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TENNESSEE PLANNER

Process Standards

P6, P21, P32


Era 9, 5.1; Era 9, 5.2; Era 9, 6.2


8.10, 9.6


9.5



Lesson Plan for The Cold War at Home continued


Differentiating Instruction__ Less Proficient Readers:

Reading Study Guide, pp. 185–186__ Students Acquiring English/ESL: Clarifying Phrases and Terms

TE, p. 619Access for Students Acquiring English, p. 202Spanish Reading Study Guide, pp. 185–186



Videocassette Volume 3__ America’s Music CD__ American Stories Video

Paul Robeson, Statement on Civil Liberties in America, 1956__ Using the Internet

classzone.com




TE, p. 621Unit 5 In-Depth Resources, p.53

Block Scheduling Options__ Cooperative Learning: Television and Public Opinion


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Section 4 Objectives 1. Explain the policy of brinkmanship. 2. Describe American and Soviet actions that caused

the Cold War to spread around the world. 3. Summarize the impact of Sputnik and the U-2

incident on the United States.


PE, p. 622



__ Discuss key questionsTE, pp. 622, 623, 626, 629

__ One American’s Story: Annie DillardPE, p. 622

__ Map: The Warsaw Pact and NATO, 1955PE, p. 624

__ World Stage: IsraelPE, p. 625

__ Graph: U.S. Budget, 1940–2000PE, p. 626

__ American Literature: Science Fiction Reflects Cold War FearsPE, pp. 628–629

__ More About: John Foster Dulles; Warsaw Pact; The Hungarian Uprising; The U-2 Incident; Ray Bradbury; A Canticle for LeibowitzTE, pp. 623–625, 627–629


__ Literature: from The Nuclear AgeUnit 5 In-Depth Resources, pp. 61–63

__ Critical Thinking: The Cold War; The Space RaceCritical Thinking Transparencies CT26, CT60

Cross-Curricular Links__ Science: Technology and Politics

TE, p. 626__ Humanities: Bomb Shelter Under Construction; Wonder Why We’re Not

Keeping Pace?Humanities Transparencies HT25, HT41



Name Date

18

Two Nations Live on the Edge

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TENNESSEE PLANNER

Process Standards

P7, P8, P12, P32, P33, P37


Era 9, 3.1; Era 9, 3.2; Era 9, 5.1; Era 9, 5.2


9.5, 9.6, 9.9


9.5, 9.6, 9.11



Lesson Plan for Two Nations Live on the Edge continued


Differentiating Instruction__ Less Proficient Readers: Clarifying Events


__ Gifted and Talented Students: Researching and Analyzing Covert ActionTE, p. 624




__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet

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Block Scheduling Options__ Cooperative Learning: Creating a Political Cartoon

TE, p. 625

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Section 1 Objectives 1. Identify economic and social problems Americans

faced after World War II. 2. Explain how the desire for stability led to political

conservatism. 3. Describe causes and effects of social unrest in the

postwar period. 4. Contrast domestic policy under presidents Truman

and Eisenhower.

Introduce the Chapter__ Interpreting the Photograph: Suburban backyard





PE, p. 634



__ Discuss key questionsTE, pp. 634, 636–637, 639

__ One American’s Story: Donald KatzPE, p. 634

__ Graphs: A Dynamic EconomyPE, p. 636

__ Historical Spotlight: Jackie RobinsonPE, p. 637

__ Cooperative Learning: Researching the Negro LeaguesTE, p. 637

__ Map: Presidential Election of 1948PE, p. 638

__ Primary Source: Political CartoonUnit 5 In-Depth Resources, p. 78

__ More About: Levittown; Postwar Inflation; Harry S. Truman; Election of 1952; Eisenhower and Civil RightsTE, pp. 635, 637, 639–640

__ American Lives: Jackie RobinsonUnit 5 In-Depth Resources, p. 85

The Postwar Boom 149


Name Date

19

Postwar America

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TENNESSEE PLANNER

Process Standards

P3, P7, P8, P12, P15, P32, P33, P37


Era 8, 1.2; Era 9, 1.1; Era 9, 2.1


8.8, 9.13, 9.2


8.11, 9.4, 9.6, 9.10



Lesson Plan for Postwar America continued


Cross-Curricular Links__ Civics: Examining the Role of Third Parties


Differentiating Instruction__ Less Proficient Readers: Understanding Cause and Effect; Analyzing Issues




Section 1 Quiz__ Electronic Library of Primary Sources__ America’s Music CD__ Using the Internet

classzone.com





Block Scheduling Options__ Cooperative Learning: Exploring Postwar Life


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chapter opener; interact with history; section 1 …. explain the breakdown in relations between the...

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