chapter section 2 (pages 190–196) 6 lesson plan …...... the wilderness road geography...

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Launching the New Nation 51

Foreign Affairs Trouble the Nation

RESOURCESFocus & Motivate

Discuss Main Idea and Terms & Names ■■ PE, p. 190

InstructRead the section ■■ PE, pp. 190–196

■■ Unit 2 In-Depth Resources: Guided Reading, p. 35 ■■ Building Vocabulary, p. 38

Discuss key questions ■■ TE, pp. 190, 192

One American’s Story: Gouverneur Morris ■■ PE, p. 190

Infographic: Politics and Style ■■ PE, p. 191

Map: British Forts on U.S. Land, 1783–1794 ■■ PE, p. 192

Tracing Themes ■■ TE, pp. 191, 192

More About: Jefferson’s Resignation, ■■ TE, pp. 191, 193Little Turtle, The Battle of Fallen Timbers

Analyzing Political Cartoons: ■■ PE, p. 195"The Paris Monster"

Differentiating InstructionLess Proficient Readers: Analyzing Causes ■■ TE, p. 192

and Effects ■■ Reading Study Guide, pp. 67–68

Students Acquiring English/ ESL: Investigating ■■ TE, p. 191Key Terms ■■ Access for Students Acquiring English, p. 68 ■■ Spanish Reading Study Guide, pp. 67–68

Section 2 Objectives

1. Summarize the nation’s developing foreign policy with France, Great Britain, and Spain.

2. Explain how the United States dealt with Native Americans and with British interests west of the Appalachians.

3. Identify some of the deep divisions between Federalists and Republicans.

CHAPTER Section 2 (pages 190–196)

Name Date

6 Lesson Plan

NORTH CAROLINA PLANNER

EOC Competency Goals and Objectives

1.01 ,1.02, 1.03, 2.01, 2.03

Skills Competency Goals

1.01, 1.04, 1.06, 1.08, 3.01, 3.04, 3.05

NC_TA_LP_00i-270.indd 51NC_TA_LP_00i-270.indd 51 4/9/07 1:48:06 PM4/9/07 1:48:06 PM

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52 Chapter 6, Section 2

Lesson Plan for Foreign Affairs Trouble the Nation continued

Homework Assignments Other Teaching Materials

RESOURCESIntegrate Technology

Electronic Teacher Tools

Test Generator ■■ Section 2 Quiz

America’s Music CD

Using the Internet ■■ classzone.com

Assess & ReteachSection 2 Assessment ■■ PE, p. 196

Section 2 Quiz ■■ Formal Assessment, p. 105

Reteaching Activity ■■ TE, p. 196 ■■ Unit 2 In-Depth Resources, p. 41

Block Scheduling OptionsCooperative Learning: Negotiating a Treaty ■■ TE, p. 193

■■ Integrated Assessment Book


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Jefferson Alters the Nation’s Course





Discuss key questions ■■ TE, pp. 197–199

Historical Spotlight: Burr and Hamilton Duel ■■ PE, p. 198

Map: Lewis and Clark Expedition, 1804–1806 ■■ PE, p. 200

More About: Thomas Jefferson, Judicial ■■ TE, pp. 198–201Review, The Lewis and Clark Expedition, Sacajawea

Cooperative Learning: Writing About ■■ TE, p. 200Exploration and Recovery ■■ Integrated Assessment Book

Primary Sources: Presidential Campaign Song, ■■ Unit 2 In-Depth Resources, pp. 46–48from The Journals of Lewis and Clark, Botanical Drawings

Geography: The Wilderness Road ■■ Geography Transparency GT6

Literature: Burr, by Gore Vidal ■■ Unit 2 In-Depth Resources, pp. 50–52

Cross-Curricular LinksLanguage Arts: Writing a Eulogy to John ■■ TE, p. 199

Marshall ■■ Integrated Assessment Book

Geography: The Louisiana Purchase ■■ Unit 2 In-Depth Resources, pp. 44–45


1. Identify some of the significant changes brought about during the early years of Jefferson’s presidency.

2. Provide examples of the declining power of the Federalists.

3. Summarize the importance of the Louisiana Purchase and the Lewis and Clark expedition.


Name Date

6 Lesson Plan



1.03, 2.01, 2.02, 2.04


1.01, 1.02, 1.06, 3.01, 3.05, 4.06


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Lesson Plan for Jefferson Alters the Nation’s Course continued


RESOURCESDifferentiating Instruction

Less Proficient Readers ■■ Reading Study Guide, pp. 69–70

Students Acquiring English/ ESL ■■ Access for Students Acquiring English, pp. 69, 72–73 ■■ Spanish Reading Study Guide, pp. 69–70

Integrate TechnologyAmerican Stories Video Series: Recruited ■■ Videocassette Volume 1

by Lewis and Clark


Electronic Library of Primary Sources ■■ from Louisiana Purchase Treaty







Block Scheduling OptionsCooperative Learning: Creating a Jefferson ■■ TE, p. 198

Exhibit ■■ Integrated Assessment Book


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The War of 1812Section 4 Objectives

1. Explain the events that led to the War of 1812.

2. Summarize the course of the war.






More About: Impressment, Tecumseh, ■■ TE, pp. 202, 203, 205Andrew Jackson


Map: The War of 1812 ■■ PE, p. 204Expedition, 1804–1806

Primary Sources: Dolley Madison’s Letter ■■ Unit 2 In-Depth Resources, p. 49to Her Sister

American Lives: Tecumseh Letter to Her Sister ■■ Unit 2 In-Depth Resources, p. 54

Cooperative Learning: Writing ■■ TE, p. 204About Patriotic Songs

Differentiating InstructionLess Proficient Readers ■■ Reading Study Guide, pp. 71–72

Gifted and Talented Students: ■■ TE, p. 203Writing a Biography ■■ Integrated Assessment Book

Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 70 ■■ Spanish Reading Study Guide, pp. 71–72


Name Date

6 Lesson Plan



1.03, 2.01, 2.03, 2.04


1.01, 1.02, 1.06, 2.02, 2.03, 2.06, 3.01


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Lesson Plan for The War of 1812 continued




Test Generator ■■ Section 4 Quiz ■■ Chapter Test






Chapter 6 Assessment ■■ PE, pp. 206–207

Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 108–119

Block Scheduling OptionsCooperative Learning: Writing ■■ TE, p. 204

About Patriotic Songs ■■ Integrated Assessment Book


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Balancing Nationalism and Sectionalism 57

Regional Economies Create Differences

RESOURCESIntroduce the Chapter

Interpreting the Painting: The Port of New ■■ PE, pp. 210–211Orleans

Chapter Time Line ■■ PE, pp. 210–211 ■■ TE, p. 210 Time Line Discussion

Interact with History ■■ PE, p. 211

Focus & MotivateDiscuss Main Idea and Terms & Names ■■ PE, p. 212



Discuss key questions ■■ TE, pp. 212, 215, 216

One American’s Story: Eli Whitney ■■ PE, p. 212

Science & Technology: A New England ■■ PE, p. 214Textile Mill

Now & Then: Agriculture and Migration ■■ PE, p. 215

Science & Technology: The Cotton Gin ■■ PE, p. 216

Map: Major Roads, Canals, and Railroads, 1840 ■■ PE, p. 217

Tracing Themes ■■ TE, p. 213

More About: Slater, Mill Life, The Cotton Gin, ■■ TE, pp. 213–218Henry Clay, The Erie Canal, The Tariff of 1816

Connections Across Time ■■ TE, p. 214

American Lives: Henry Clay ■■ Unit 2 In-Depth Resources, p. 76

Critical Thinking: Industrial Revolution; Cotton ■■ Critical Thinking Transparencies CT7, CT41Production and Exports, 1800–1860


1. Describe the effects of the Industrial Revolution on the United States.

2. Explain how two different economic systems developed in the North and South.

3. Summarize the American System, a plan devised to unite the country.

CHAPTER Opener; Interact with History; Section 1 (pages 210–218)

Name Date

7 Lesson Plan



1.02, 1.03, 2.01, 2.03, 2.04


1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 3.02, 4.01, 4.05


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Lesson Plan for Regional Economies Create Differences continued


RESOURCESCross-Curricular Links

Geography: Creating a Transportation Map ■■ TE, p. 216 ■■ Integrated Assessment Book

Differentiating InstructionLess Proficient Readers: Analyzing Causes ■■ TE, pp. 215, 217

and Effects; Clarifying ■■ Reading Study Guide, pp. 75–76

Students Acquiring English/ESL: Building ■■ Access for Students Acquiring English, p. 76Vocabulary ■■ Spanish Reading Study Guide, pp. 75–76

Integrate TechnologyElectronic Teacher Tools

Electronic Library of Primary Sources ■■ from A Narrative of the Life and Adventures of Charles Ball, a Black Man, by Charles Ball







Block Scheduling OptionsCooperative Learning: Writing Letters ■■ TE, p. 214

to the Editor ■■ Integrated Assessment Book


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Nationalism at Center Stage






One American’s Story: Robert Fulton ■■ PE, p. 219

Map: U.S. Boundary Settlements, 1803–1819 ■■ PE, p. 221

Map: The Missouri Compromise, 1820–1821 ■■ PE, p. 223


More About: John Marshall, The Monroe ■■ TE, pp. 220–222Doctrine, James Tallmadge

American Lives: James Beckwourth ■■ Unit 2 In-Depth Resources, p. 77

Differentiating InstructionLess Proficient Readers: Asking Questions ■■ TE, p. 220

■■ Reading Study Guide, pp. 76–77

Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 77, 80 ■■ Spanish Reading Study Guide, pp. 76–77


1. Discuss how the federal government asserted its jurisdiction over state governments.

2. Explain how foreign affairs were guided by national self-interest.

3. Summarize the issues that divided the country as the United States expanded its borders.


Name Date

7 Lesson Plan



1.02, 2.01, 2.02, 2.03, 2.04


1.01, 1.02, 1.06, 3.01, 4.01, 4.08


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Lesson Plan for Nationalism at Center Stage continued










Block Scheduling OptionsSkillbuilder Lesson: Synthesizing ■■ TE, p. 221


Cooperative Learning: Presenting a Skit ■■ TE, p. 222About Pioneer Life ■■ Integrated Assessment Book


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The Age of Jackson





Discuss key questions ■■ TE, pp. 224–226

One American’s Story: John Adams ■■ PE, p. 224

Key Player: Andrew Jackson ■■ PE, p. 226

Map: Effects of the Indian Removal Act, ■■ PE, p. 2271830s–1840s

Point/Counterpoint ■■ PE, p. 228

Now & Then: Native American Lands ■■ PE, p. 229

More About: Jefferson and Adams, ■■ TE, pp. 225, 226, 227The Cherokee, Jackson and Native Americans


Outline Map: The Indian Removal Act of 1830 ■■ Unit 2 In-Depth Resources, pp. 67–68

Primary Sources: Political Cartoon; from ■■ Unit 2 In-Depth Resources, pp. 69–70"The Cherokee Nation’s Appeal to theAmerican People"

Cross-Curricular LinksCivics: Writing a Letter to President Jackson ■■ TE, p. 226


Geography: Jackson Finally Becomes ■■ Unit 2 In-Depth Resources, pp. 65–66President

Literature: from The President’s Lady, by ■■ Unit 2 In-Depth Resources, pp. 73–75Irving Stone


1. Describe the expansion of suffrage and Jackson’s appeal to the common citizen.

2. Explain the spoils system as practiced by Jackson.

3. Summarize the effects of the Indian Removal Act of 1830.


Name Date

7 Lesson Plan



2.01, 2.03, 2.04


1.01, 1.02, 1.04, 1.06, 2.06, 3.01, 4.02, 4.04, 4.05, 4.07


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Lesson Plan for The Age of Jackson continued



Less Proficient Readers: Setting a Purpose ■■ TE, p. 225 ■■ Reading Study Guide, pp. 79–80

Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 78 ■■ Spanish Reading Study Guide, pp. 79–80


Electronic Library of Primary Sources ■■ from "A Message to Congress on the Indian Policy," by Andrew Jackson







Block Scheduling OptionsCooperative Learning: Creating a Trail of ■■ TE, p. 227

Tears Exhibit ■■ Integrated Assessment Book


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States’ Rights and the National Bank






One American’s Story: Daniel Webster ■■ PE, p. 230

Key Players: John C. Calhoun and ■■ PE, p. 231Daniel Webster

Analyzing Political Cartoons: "King Andrew ■■ PE, p. 233the First"

Now & Then: Political Advertisements ■■ PE, p. 234

More About: The Hayne-Webster Debates, ■■ TE, pp. 231, 233, 235The Bank of the United States, The Election of 1840


Connections Across Time ■■ TE, pp. 234

Primary Source: from "The Hayne-Webster ■■ Unit 2 In-Depth Resources, pp. 71–72Debates"


1. Explain how the protective tariff laws raised the issue of states’ rights.

2. Summarize how Jackson destroyed the Bank of the United States.

3. Identify some of Jackson’s economic policies and their impact on his successor.


Name Date

7 Lesson Plan



2.02, 2.03, 2.04


1.02, 1.04, 1.06, 3.04, 3.05, 4.06


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Lesson Plan for States’ Rights and the National Bank continued



Humanities: General Jackson ■■ Humanities Transparency HT33

Differentiating InstructionLess Proficient Readers: Taking Notes; ■■ TE, p. 231, 234

Analyzing Causes and Effects ■■ Reading Study Guide, pp. 81–82

Gifted and Talented Students: Creating a ■■ TE, p. 233Political Cartoon



Electronic Library of Primary Sources ■■ from “Address to the People of the United States,” by John C. Calhoun









Block Scheduling OptionsCooperative Learning: Writing and ■■ TE, p. 232

Performing a Dialogue


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Reforming American Society 65

Religion Sparks ReformSection 1 Objectives

1. Describe the new religious movements that swept the United States after 1790.

2. Explain the new philosophy that offered an alternative to traditional religion.

3. Characterize the nature of utopian communities.

4. Describe the reforms demanded in schools, mental hospitals, and prisons.


Interpreting the Engraving: Textile Mill ■■ PE, pp. 238–239






Discuss key questions ■■ TE, pp. 240, 242–244, 247

One American’s Story: Charles Grandison Finney ■■ PE, p. 238

Now & Then: Modern Revivalism ■■ PE, p. 241

Another Perspective: Hawthorne at Brook Farm ■■ PE, p. 243

Another Perspective: McGuffey’s Readers ■■ PE, p. 245

American Literature: The Literature of the ■■ PE, pp. 246–247Transcendentalists

More About: Charles Finney, Henry David ■■ TE, pp. 241, 243, 244, 246, 247Thoreau, Dorothea Dix, Margaret Fuller, Ralph Waldo Emerson


Primary Source: from Dorothea Dix’s Plea on ■■ Unit 2 In-Depth Resources, p. 90Behalf of the Mentally Ill

Critical Thinking: Increasing School Enroll- ■■ Critical Thinking Transparency CT42ments, 1840–1860

CHAPTER Opener; Interact with History; Section 1 (pages 238–247)

Name Date

8 Lesson Plan



2.05, 2.06


1.02, 1.04, 1.06., 2.02, 2.03, 2.06, 3.05, 4.01, 4.03


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Lesson Plan for Religion Sparks Reform continued



Humanities: “Religious Camp Meeting” ■■ Humanities Transparency HT8

Differentiating InstructionLess Proficient Readers: Comparing Move- ■■ TE, p. 242

ments and Groups ■■ Reading Study Guide, pp. 85–86

Gifted and Talented: Researching the African ■■ TE, p. 241Methodist Episcopal Church ■■ Integrated Assessment Book

Students Acquiring English/ESL: Examining ■■ TE, p. 243Context Clues ■■ Access for Students Acquiring English, p. 87 ■■ Spanish Reading Study Guide, pp. 85–86








Block Scheduling OptionsCooperative Learning: Conducting a Survey ■■ TE, p. 244

of Education Reform ■■ Integrated Assessment Book


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Slavery and Abolition






One American’s Story: James Forten ■■ PE, p. 248


Infographic: Southern Plantations ■■ PE, p. 251

Graph: African Americans in the South,1860 ■■ PE, p. 251

Historical Spotlight: Slave Revolts ■■ PE, p. 252

World Stage: Slavery in the Americas ■■ PE, p. 253

More About: Frederick Douglass, The North ■■ TE, pp. 249–252Star, Urban Slavery, Nat Turner

Primary Sources: Propaganda Images; from ■■ Unit 2 In-Depth Resources, pp. 91–92Appeal to the Christian Women of the South

Literature: from The Confessions of Nat Turner ■■ Unit 2 In-Depth Resources, pp. 94–96

American Lives: Frederick Douglass ■■ Unit 2 In-Depth Resources, p. 97

Cross-Curricular LinksLanguage Arts: Analyzing a Speech ■■ TE, p. 250

Literature: Reading Historical Fiction: The ■■ TE, p. 252Confessions of Nat Turner ■■ Integrated Assessment Book

Geography: Distribution of Slaves, 1790 ■■ Geography Transparency GT8and 1860


1. Identify some of the key abolitionists.

2. Describe the experience of slaves in rural and urban areas.

3. Summarize the slavery debate in the South.


Name Date

8 Lesson Plan



2.05, 2.06


1.01, 1.02, 1.04, 1.06, 3.02


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Lesson Plan for Slavery and Abolition continued


Less Proficient Readers ■■ Reading Study Guide, pp. 87–88

Gifted and Talented: Writing an Article for ■■ TE, p. 249The Liberator ■■ Integrated Assessment Book



Electronic Library of Primary Sources ■■ from Declaration of Sentiments, by the American Anti-Slavery Society; from Question of Negro Slavery







Block Scheduling OptionsCooperative Learning: Comparing and ■■ TE, p. 251

Contrasting ■■ Integrated Assessment Book



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Women and Reform






One American’s Story: Elizabeth Cady Stanton ■■ PE, p. 254

Key Player: Lucretia Mott ■■ PE, p. 255

Key Player: Sojourner Truth ■■ PE, p. 258

More About: Sarah and Angelina Grimke, ■■ TE, pp. 255, 256Elizabeth Blackwell



Cooperative Learning: Interviewing Women ■■ TE, p. 256Reformers ■■ Integrated Assessment Book

Primary Source: from the Seneca Falls ■■ Unit 2 In-Depth Resources, p. 93“Declaration of Sentiments”

American Lives: Elizabeth Cady Stanton ■■ Unit 2 In-Depth Resources, p. 98

Differentiating InstructionLess Proficient Readers ■■ Reading Study Guide, pp. 89–90

Students Acquiring English/ESL: Identifying ■■ TE, p. 257Main Ideas ■■ Access for Students Acquiring English, p. 89 ■■ Spanish Reading Study Guide, pp. 89–90


1. Explain why women’s opportunities were limited in the mid-1800s.

2. Identify the reform movements in which women participated.

3. Describe the progress of the expanding women’s rights movement.


Name Date

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2.05, 2.06


1.01, 1.02, 1.06, 4.06


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Lesson Plan for Women and Reform continued




Electronic Library of Primary Sources ■■ "Disappointment is the Lot of Women,” by Lucy Stone







Block Scheduling OptionsSkillbuilder Lesson: Identifying Problems ■■ TE, p. 255



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The Changing WorkplaceSection 4 Objectives

1. Demonstrate how new manufacturing techniques shifted the production of goods from home to factory.

2. Describe the conditions female employees endured in factories.

3. Summarize the attempts of factory workers to organize unions.





Discuss key questions ■■ TE, pp. 259, 260, 263, 267

Map: Northern Cities and Industry, 1830–1850 ■■ PE, p. 261

Now & Then: From the Ashes ■■ PE, p. 262

Economic Background: "Irish Immigrants ■■ PE, p. 264Strike"

Daily Life: Working at Mid-Century ■■ PE, pp. 266–267

More About: Working at Home, Factory Life, ■■ TE, pp. 260, 262–267The Haymarket Riot, Irish Immigrants, Labor Unions Field Labor, The Industrial Revolution


Connections Across Time ■■ TE, pp. 261

Cross-Curricular LinksEconomics: Creating a Business Plan ■■ TE, p. 261


Geography: The Dramatic Rise of Immigration ■■ Unit 2 In-Depth Resources, pp. 88–89


Name Date

8 Lesson Plan



2.05


1.01, 1.04, 1.06, 2.06, 3.01, 4.01, 4.06


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Lesson Plan for The Changing Workplace continued



Less Proficient Readers: Analyzing Effects; ■■ TE, pp. 260, 262Comparing and Contrasting ■■ Reading Study Guide, pp. 91–92

Gifted and Talented Students: Exploring ■■ TE, p. 264 Local Immigration ■■ Integrated Assessment Book

Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 90, 92–93 ■■ Spanish Reading Study Guide, pp. 91–92


Electronic Library of Primary Sources ■■ from “Pleasures of Factory Life,” by Sarah Bagley









Block Scheduling OptionsCooperative Learning: Writing a List of ■■ TE, p. 263

Demands


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Expanding Markets and Moving West 73

The Market RevolutionSection 1 Objectives

1. Describe how industrialization and capitalism impacted the U.S. economy.

2. Identify the inventions that enhanced people’s lives and helped fuel the country’s economic growth.

3. Explain how improved transportation and communication systems helped to link America’s regions and make them interdependent.


Interpreting the Painting: ■ ■ PE, pp. 272–273Settlers on the Way West

Chapter Time Line ■ ■ PE, pp. 272–273 ■ ■ TE, p. 272 Time Line Discussion

Interact with History ■ ■ PE, p. 273

Focus & MotivateDiscuss Main Idea and Terms& Names ■ ■ PE, p. 274

InstructRead the section ■ ■ PE, pp. 132–139

■ ■ Unit 3 In-Depth Resources: Guided Reading, p. 1 ■ ■ Building Vocabulary, p. 5

Discuss key questions ■ ■ TE, pp. 274, 276, 278

One American’s Story: Samuel F. B. Morse ■ ■ PE, p. 274

Economic Background: Goodyear as Entrepreneur ■ ■ PE, p. 275

Now & Then: From Telegraph to Internet ■ ■ PE, p. 276

World Stage: Britain’s Cotton Exports ■ ■ PE, p. 278

More About: Samuel F. B. Morse, ■ ■ TE, pp. 274, 277–279Robert Fulton, The Erie Canal, The National Road, Cyrus McCormick

Tracing Themes ■ ■ TE, p. 275

Primary Source: Advertisement ■ ■ Unit 3 In-Depth Resources, p. 13

Name Date

CHAPTER Chapter Opener; Interact with History; Section 1 (pages 272–279)9



2.01, 2.04


1.01, 1.04, 1.06, 2.02, 2.03, 4.01, 4.06


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Lesson Plan for The Market Revolution continued



Literature: Examining Views ■ ■ TE, p. 278of the Railroad ■■ Integrated Assessment Book

Geography: American Cities: 1820, 1860 ■ ■ Geography Transparency GT9

Differentiating InstructionLess Proficient Readers ■ ■ Reading Study Guide, pp. 95–96

Gifted and Talented Students: ■ ■ TE, p. 276Writing About Historical Figures ■ ■ Integrated Assessment Book

Students Acquiring English/ESL: ■ ■ TE, p. 275Understanding Inventions and Improvements ■ ■ Access for Students Acquiring English, p. 96 ■ ■ Spanish Reading Study Guide, pp. 95–96


Test Generator ■ ■ Section 1 Quiz


Using the Internet ■ ■ classzone.com

Assess & ReteachSection 1 Assessment ■ ■ PE, p. 279

Section 1 Quiz ■ ■ Formal Assessment, p. 158

Reteaching Activity ■ ■ TE, p. 279 ■ ■ Unit 3 In-Depth Resources, p. 7

Block Scheduling OptionsCooperative Learning: Researching ■ ■ TE, p. 277

the Electronics Revolution ■ ■ Integrated Assessment Book


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Manifest DestinySection 2 Objectives

1. Summarize the reasons American settlers headed west during the mid-1800s.

2. Describe the impact of westward expansion on Native Americans.

3. Identify the westward trails and some of the people who used them.


Discuss Main Idea and Terms & Names ■ ■ PE, p. 280



Discuss key questions ■■ TE, pp. 280–282, 287

Now & Then: The Oglala Sioux ■ ■ PE, p. 282

Map: American Trails West, 1860 ■ ■ PE, p. 283

Chart: Americans Headed West to . . . ■ ■ PE, p. 285

Geography Spotlight: Mapping ■ ■ PE, pp. 286–287the Oregon Trail

More About: Black Hawk, Traveling ■ ■ TE, pp. 281, 283, 284, 286the Santa Fe Trail, Life and Death on the Oregon Trail, The Oregon Trail


Connections Across Time ■ ■ TE, p. 284

Primary Sources: Black Hawk’s Farewell ■ ■ Unit 3 In-Depth Resources, pp. 14–15Speech; On the Oregon Trail

Cross-Curricular LinksLiterature: from Roughing It ■ ■ Unit 3 In-Depth Resources, pp. 17–19


Name Date

9 Lesson Plan



2.01, 2.03, 2.04


1.01, 1.04, 1.06, 3.01, 4.03


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Lesson Plan for Manifest Destiny continued



Less Proficient Readers: Clarifying Ideas ■ ■ TE, p. 282 ■ ■ Reading Study Guide, pp. 97–98

Gifted and Talented Students: Writing ■ ■ TE, p. 284a Journal on the Trail ■ ■ Integrated Assessment Book

Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, pp. 97, 100 ■ ■ Spanish Reading Study Guide, pp. 97–98


Electronic Library of Primary Sources ■ ■ from The Discovery of the Oregon Trail, 1812, by Robert Stuart







Block Scheduling OptionsSkillbuilder Lesson: ■ ■ TE, p. 281

Analyzing Assumptions ■ ■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 5

Cooperative Learning: ■ ■ TE, p. 283Interviewing Settlers ■ ■ Integrated Assessment Book


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Expansion in TexasSection 3 Objectives

1. Explain why Mexico encouraged settlement in Texas.

2. Describe how Texas gained its independence.






One American’s Story: Stephen F. Austin ■■ PE, p. 288

Now & Then: Tejano Culture ■■ PE, p. 289

Key Player: Santa Anna ■■ PE, p. 290

Map: War for Texas Independence, ■■ PE, p. 2911835–1836

Key Player: Sam Houston ■■ PE, p. 292


American Lives: Lorenzode Zavala ■■ Unit 3 In-Depth Resources, p. 20

Differentiating InstructionLess Proficient Readers: Analyzing ■■ TE, pp. 289, 290

Causes, Recognizing Effects; Following ■■ Reading Study Guide, pp. 99–100Chronological Order

Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 98 ■■ Spanish Reading Study Guide, pp. 99–100


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1.01, 1.04, 1.06, 3.01


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Lesson Plan for Expansion in Texas continued




Electronic Library of Primary Sources ■ ■ “Alamo Massacre,” by Andrea Castanon Villanueva







Block Scheduling OptionsCooperative Learning: Creating ■ ■ TE, p. 291

a Pictorial Essay of the Alamo ■ ■ Integrated Assessment Book


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The War with MexicoSection 4 Objectives

1. Summarize the conflicting attitudes on waging war with Mexico.

2. Describe key battles that helped the United States win the war with Mexico.

3. Identify U.S. territories gained from Mexico.

4. Explain the impact of the discovery of gold in California on the development of the West.






One American’s Story: Robert E. Lee ■■ PE, p. 293

Map: War with Mexico, 1846–1848 ■■ PE, p. 296

Another Perspective: Los Niños Heroes ■■ PE, p. 297

Analyzing Political Cartoons: ■■ PE, p. 298“The Way They Go to California”

More About: Zachary Taylor, Stephen Kearny, ■■ TE, pp. 294–296, 299The Republic of California, Winfield Scott, French Miners, San Francisco, Mining in California


Primary Source: from President Polk’s Speech ■■ Unit 3 In-Depth Resources, p. 16on War with Mexico

American Lives: Robert E. Lee ■■ Unit 3 In-Depth Resources, p. 21

Critical Thinking: Westward Movement ■■ Critical Thinking Transparency CT9

Cross-Curricular LinksHumanities: General Winfield Scott ■■ Humanities Transparency HT9

Geography: Mexico Cedes Land ■■ Unit 3 In-Depth Resources, pp. 11–12to the United States


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2.01, 2.03, 2.04, 3.01


1.01, 1.02, 1.04, 1.06


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Lesson Plan for The War with Mexico continued



Less Proficient Readers: Summarizing ■■ TE, p. 296 ■■ Reading Study Guide, pp. 101–102

Gifted and Talented Students: Comparing ■■ TE, pp. 295, 297and Contrasting Different Viewpoints; ■■ Integrated Assessment BookResearching Mining Techniques

Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 99 Spanish Reading Study Guide, pp. 101–102


Electronic Library of Primary Sources ■■ The Golden Frontier, by Herman Francis Reinhart









Block Scheduling OptionsCooperative Learning: Supporting ■■ TE, p. 294

or Opposing the War with Mexico ■■ Integrated Assessment Book

Cooperative Learning: Creating a ■■ TE, p. 298Newspaper About the Gold Rush ■■ Integrated Assessment Book


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The Union in Peril 81

The Divisive Politics of SlaverySection 1 Objectives

1. Describe the growing differences between the North and South in their economies and ways of life.

2. Explain why the Wilmot Proviso failed to pass and why the issue of California statehood became so important.

3. Analyze how the efforts of Clay, Webster, and Douglas produced the Compromise of 1850 and a temporary halt to talk of secession.


Interpreting the Painting: ■■ PE, pp. 302–303John Brown’s Arrest



Focus & MotivateDiscuss Main Idea and Terms & Names ■ ■ PE, p. 302




One American’s Story: John C. Calhoun ■ ■ PE, p. 304

History Through Architecture: ■ ■ PE, p. 305Greek Revival Architecture

Chart: Membership in House ■ ■ PE, p. 306of Representatives

Infographic: The Compromise of 1850 ■ ■ PE, p. 308

Key Player: Stephen A. Douglas ■ ■ PE, p. 309


More About: Railroads; The Wilmot Proviso; ■ ■ TE, pp. 305–308Henry Clay; Calhoun, Clay, and Webster;John C. Calhoun

American Lives: John C. Calhoun ■ ■ Unit 3 In-Depth Resources, p. 41

Critical Thinking: Compromise of 1850 ■ ■ Critical Thinking Transparency CT10

Name Date

CHAPTER Chapter Opener; Interact with History; Section 1 (pages 302–309) Lesson Plan10



2.01, 2.02, 2.03, 2.04, 3.01, 3.02


1.01, 1.04, 1.06, 2.02, 2.03, 3.02, 3.05, 4.01, 4.08


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Lesson Plan for The Divisive Politics of Slavery continued



Geography: Slave Populations ■ ■ Unit 3 In-Depth Resources, pp. 32–33in the United States

Differentiating InstructionLess Proficient Readers: ■ ■ TE, p. 305

Using Prior Knowledge ■ ■ Reading Study Guide, pp. 105–106Gifted and Talented Students: ■ ■ TE, p. 308

Writing a Story

Students Acquiring English/ESL: ■ ■ TE, p. 306Understanding Vocabulary ■ ■ Access for Students Acquiring English, p. 105 ■ ■ Spanish Reading Study Guide, pp. 105–106








Block Scheduling OptionsCooperative Learning: ■ ■ TE, p. 307

Planning a Debate ■ ■ Integrated Assessment Book

Critical Thinking: Population ■ ■ Critical Thinking Transparency CT44Growth: 1820–1860


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Protest, Resistance, and ViolenceSection 2 Objectives

1. Describe the provisions of the Fugitive Slave Law and how abolitionists and the Underground Railroad succeeded in defying this law.

2. Explain how Douglas’s desire for a northern transcontinental railroad route helped destroy the Missouri Compromise and the Compromise of 1850.

3. Describe the violence that occurred in Kansas in the fight over establishing slavery in the territory.






One American’s Story: Charlotte Forten ■ ■ PE, p. 310

Key Player: Harriet Beecher Stowe ■ ■ PE, p. 312

Map: The Underground Railroad, 1850–1860 ■ ■ PE, p. 313

Map: Free and Slave States and Territories, ■ ■ PE, p. 3141820–1854

Key Player: John Brown ■ ■ PE, p. 316

Tracing Themes ■ ■ PE, p. 311

More About: The Underground Railroad, ■ ■ TE, pp. 311–317Harriet Tubman, Uncle Tom’s Cabin, The Underground Railroad, Stephen Douglas and Popular Sovereignty, The Kansas-Nebraska Act, Border Ruffians, Sumner and Brooks

Skillbuilder Lesson: Analyzing Causes ■ ■ TE, p. 314and Effects ■ ■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 27

Primary Source: The Underground Railroad ■ ■ Unit 3 In-Depth Resources, p. 34

American Lives: Harriet Tubman ■ ■ Unit 3 In-Depth Resources, p. 42

CHAPTER Section 2 (page 310–317)

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1.01, 1.02, 1.04, 1.06, 3.01


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Lesson Plan for Protest, Resistance, and Violence continued

Homework Assignments Other Teaching Material


World History: Escaping to Freedom ■■ TE, p. 311 ■■ Integrated Assessment Book

Civics: Considering Slavery and Democracy ■ ■ TE, p. 315

Literature: from Uncle Tom’s Cabin ■ ■ Unit 3 In-Depth Resources, pp. 38–40


Identifying Key Players ■■ Reading Study Guide, pp. 107–108

Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 106, 109 ■■ Spanish Reading Study Guide, pp. 107–108


Electronic Library of Primary Sources ■ ■ “On Slavery,” by Harriet Tubman


America’s Music CD ■ ■ Track 10: “Battle Hymn of the Republic,” 1861





Block Scheduling OptionsCooperative Learning: Responding to ■ ■ TE, p. 312

Uncle Tom’s Cabin ■ ■ Integrated Assessment Book

Cooperative Learning: Exploring ■ ■ TE, p. 313the Underground Railroad ■ ■ Integrated Assessment Book

Humanities: No. 10 Harriet Tubman Series ■ ■ Humanities Transparency HT10by Jacob Lawrence


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The Birth of the Republican PartySection 3 Objectives

1. Identify the political parties that emerged as the North and the South forged new political alliances.

2. Explain the reasons that led voters to align with a particular party and why Buchanan won the election of 1856.


Discuss Main Idea and Terms & Names ■■ PE, p.318




One American’s Story: Horace Greeley ■■ PE, p. 318

Chart: Major Political Parties 1850–1860 ■■ PE, p. 320

Tracing Themes: States’ Rights ■■ PE, pp. 322–323

More About: Franklin Pierce, ■■ TE, pp. 319–323John C. Fremont, James Buchanan, States’ Rights, Little Rock


Cross-Curricular LinksCivics: Campaign Platforms ■ ■ TE, p. 320

■ ■ Integrated Assessment Book


Focused Reading ■ ■ Reading Study Guide, pp. 109–110

Students Acquiring English/ESL ■ ■ Access for Students Acquiring English, p. 107 ■ ■ Spanish Reading Study Guide, pp. 109–110


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3.01, 3.02


1.01, 1.02, 1.04, 1.06, 2.01, 2.02, 2.05, 2.06, 3.02, 4.02


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Lesson Plan for The Birth of the Republican Party continued










Block Scheduling OptionsCivics: Campaign Platforms ■ ■ TE, p. 320

■ ■ Integrated Assessment Book


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Slavery and SecessionSection 4 Objectives 1. Explain the impact of the Dred Scott decision and the

Lecompton Constitution on the political crisis over slavery. 2. Explain why Douglas believed that popular sovereignty was

the key to eliminating slavery and why Lincoln believed Free-Soil legislation was required for voters to remove slavery.

3. Describe the events at Harpers Ferry and their effect on the North and South.

4. Describe the events that led to Lincoln’s election and the establishment of the Confederate States of America.





Discuss key questions ■ ■ TE, pp. 324, 325, 327, 328, 330, 333

One American’s Story: Abraham Lincoln ■ ■ PE, p. 324

Now & Then: Political Debates ■ ■ PE, p. 327

History Through Art: John Brown ■ ■ PE, p. 328Going to His Hanging

Analyzing Political Cartoons: “A Political Race” ■ ■ PE, p. 329

Map: Election of 1860 ■ ■ PE, p. 330

Historical Spotlight: Secession ■ ■ PE, p. 331and the Border States

Historical Decisions of the Supreme Court: ■ ■ PE, pp. 322–323Dred Scott v. Sandford (1857)

More About: Dred Scott, Roger B. Taney, ■ ■ TE, pp. 325–327, 329, 332, 333The Lincoln-Douglas Debates, Reporting On Political Events, John Brown’s Raid, William H. Seward, Roger B. Taney, Justice John McLean’s Dissent


Cooperative Learning: Mock Convention ■ ■ TE, p. 328 ■ ■ Integrated Assessment Book

Primary Sources: from The Lincoln-Douglas ■ ■ Unit 3 In-Depth Resources, pp. 35–37Debates; John Brown’s Last Speech

American Lives: John C. Calhoun ■ ■ Unit 3 In-Depth Resources, p. 41

Critical Thinking: Compromise of 1850 ■ ■ Critical Thinking Transparency CT10


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3.01, 3.02


1.01, 1.02, 1.04, 1.06, 2.01, 2.02, 2.03, 2.06, 3.01, 3.04, 3.05, 4.01, 4.02, 4.06


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Lesson Plan for Slavery and Secession continued


Humanities: Writing on the Brink of War ■ ■ TE, p. 330 ■ ■ Integrated Assessment Book

Geography: Slave Populations ■ ■ Unit 3 In-Depth Resources, pp. 32–33in the United States

Geography: Presidential Elections, 1856, 1860 ■ ■ Geography Transparency GT10

Differentiating InstructionLess Proficient Readers ■ ■ Reading Study Guide, pp. 111–112

Gifted and Talented Students: Analyzing ■ ■ TE, pp. 325, 329the Dred Scott Case; Charting ■ ■ Integrated Assessment Bookthe Election of 1860



Electronic Library of Primary Sources ■■ from “The Inaugural Address of The President of the Provisional Government,” by Jefferson Davis, 1861

Test Generator ■ ■ Section 4 Quiz ■ ■ Chapter Test

America’s Music CD ■ ■ Track 10: “Battle Hymn of the Republic,” 1861





Chapter 10 Assessment ■ ■ PE, pp. 334–335

Chapter Test, Forms A, B, and C ■ ■ Formal Assessment, pp. 178–189

Block Scheduling OptionsCooperative Learning: Understanding ■ ■ TE, p. 326

the Power of the Press ■ ■ Integrated Assessment Book

Cooperative Learning: Researching ■ ■ TE, p. 327John Brown’s Motives ■ ■ Integrated Assessment Book


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The Civil War 89

The Civil War BeginsSection 1 Objectives

1. Explain how the Civil War started.

2. Explain Northern and Confederate shortsightedness about the duration of the war.

3. Identify the Northern generals and their initial campaigns in the West.

4. Describe new weapons and other changes in warfare.

5. Explain Northern and Southern military strategies to capture their opponent’s capital.


Interpreting the Painting: Civil War troops ■ ■ PE, pp. 336–337



Focus & MotivateDiscuss Main Idea and Terms & Names ■ ■ PE, p. 338



Discuss key questions ■ ■ TE, pp. 336, 340, 342–344

Graphs: Northern and Southern Resources, ■ ■ PE, p. 3391861

Map: Civil War, 1861–1862 ■ ■ PE, pp. 340–341

Historical Spotlight: Picnic at Bull Run ■ ■ PE, p. 341

Historical Spotlight: Boys in War ■ ■ PE, p. 344

Tracing Themes ■ ■ PE, pp. 339, 343

More About: Fort Sumter, Military and ■ ■ TE, pp. 339, 340, 342–344Political Leadership, Grant and Lincoln, Grant’s Victories, Battle of the Ironclads,Lincoln and McClellan

Skillbuilder Lesson: Following Chronological ■ ■ TE, p. 342Order ■ ■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 49

Outline Map: The States Choose Sides ■ ■ Unit 3 In-Depth Resources, pp. 57–58

American Lives: David Glasgow Farragut ■ ■ Unit 3 In-Depth Resources, p. 66

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3.03, 3.05


1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 3.02, 4.01, 4.06, 4.08


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Lesson Plan for The Civil War Begins continued

RESOURCES

Cross-Curricular LinksGeography: Resources of North and South ■■ Unit 3 In-Depth Resources, pp. 55–56

Geography: Union and Confederacy: 1861; ■ ■ Geography Transparencies GT11, GT37Slavery and the Civil War


Analyzing Effects ■ ■ Reading Study Guide, pp. 115–116

Gifted and Talented Students: ■ ■ TE, p. 344Creating a Political Cartoon ■ ■ Integrated Assessment Book

Students Acquiring English/ESL: ■ ■ TE, p. 339Understanding Vocabulary ■ ■ Access for Students Acquiring English, pp. 112–113, 114, 119, 120–121, 122–123 ■ ■ Spanish Reading Study Guide, pp. 115–116


Electronic Library of Primary Sources ■ ■ Letters to His Family, by Robert E. Lee


America’s Music CD ■ ■ Track 10: “Battle Hymn of the Republic,” 1861; Track 11: “We Are Coming Father Abra’am,” 1862





Block Scheduling OptionsCooperative Learning: Designing ■ ■ TE, p. 340

a Military Strategy ■ ■ Integrated Assessment Book

Cooperative Learning: Researching ■ ■ TE, p. 341the Battle of Bull Run ■ ■ Integrated Assessment Book


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The Civil War 91

The Politics of WarSection 2 Objectives

1. Explain why Britain remained neutral.

2. Explain Lincoln’s motives for issuing the Emancipation Proclamation and the document’s effects.

3. Identify the political dilemmas facing the North and South.






One American’s Story: William Yancey ■■ PE, p. 346

Key Players: Abraham Lincoln ■■ PE, p. 348and Jefferson Davis

Another Perspective: The Cherokee ■■ PE, p. 349and the War


More About: The Trent Affair, British Reaction ■■ TE, pp. 347–350to the Emancipation Proclamation, Lincoln and Dissent, The New York Draft Riots

Primary Sources: Emancipation Proclamation; ■■ Unit 3 In-Depth Resources, pp. 59, 60Recruitment Poster


Making Comparisons ■ ■ Reading Study Guide, pp. 117–118



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Lesson Plan for The Politics of War continued










Block Scheduling OptionsCooperative Learning: Tracing the Origins ■ ■ TE, p. 347

of the Emancipation Proclamation ■ ■ Integrated Assessment Book

Cooperative Learning: Reacting to ■ ■ TE, p. 348the Emancipation Proclamation ■ ■ Integrated Assessment Book


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The Civil War 93

Life During WartimeSection 3 Objectives

1. Explain African Americans’ role in the struggle to end slavery.

2. Explain the decline of the Southern economy and the expansion of the Northern economy.

3. Describe the terrible conditions that Union and Confederate soldiers endured.






One American’s Story: Mary Chesnut ■ ■ PE, p. 351

Historical Spotlight: Glory ■ ■ PE, p. 352for the 54th Massachusetts

Economic Background: Currency and Inflation ■ ■ PE, p. 353

Science & Technology: Battlefield Medicine ■ ■ PE, p. 355

More About: “Slave Resistance,” The South’s ■ ■ TE, pp. 352–355Economic Woes, Soldier’s Fare, Clara Barton, Sally Tompkins


Connections Across Time ■ ■ TE, p. 356

Cross-Curricular LinksEconomics: Calculating the ■ ■ TE, p. 353

Impact of Inflation ■ ■ Integrated Assessment Book

Humanities: Listening to ■ ■ TE, p. 354Civil War Songs ■ ■ Integrated Assessment Book

Science: Charting Civil ■ ■ TE, p. 355War Medicine and Health ■ ■ Integrated Assessment Book


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1.01, 1.02, 1.04, 1.06, 4.06


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Lesson Plan for Life During Wartime continued



Less Proficient Readers ■ ■ Reading Study Guide, pp. 119–120


Integrate TechnologyAmerican Stories Video Series: ■ ■ Videocassette Volume 1

War Outside My Window

Electronic Teacher ToolsElectronic Library of Primary Sources ■ ■ from Diary of a Confederate Soldier,

by John S. Jackman







Block Scheduling OptionsCooperative Learning: Role-Playing ■ ■ TE, p. 352

Soldiers and Citizens ■ ■ Integrated Assessment Book


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The Civil War 95

The North Takes ChargeSection 4 Objectives

1. Describe the battle at Gettysburg and its outcome.

2. Explain Grant’s siege of Vicksburg.

3. Summarize the key points of the Gettysburg Address.

4. Summarize the final events of the war leading to the surrender at Appomattox.





Discuss key questions ■■ TE, pp. 357, 360–362

One American’s Story ■■ PE, p. 357

Map: Battle of Gettysburg, July, 1863 ■ ■ PE, p. 358

History Through Art: Gettysburg Cyclorama ■ ■ PE, p. 359

Map: Vicksburg Campaign, April–July 1863 ■ ■ PE, p. 361

Key Players: Ulysses S. Grant and Robert E. Lee ■ ■ PE, p. 362

Map: Civil War, 1863–1865 ■ ■ PE, p. 363

More About: Stonewall Jackson, Joshua ■ ■ TE, pp. 358–361, 363–365Chamberlain, Pickett’s Charge, The Siege of Vicksburg, The Gettysburg Address, Grant And Lee in Virginia, William Tecumseh Sherman, Sherman on War, Lee’s Farewell

Primary Source: Burning of Columbia, ■ ■ Unit 3 In-Depth Resources, p. 62South Carolina

Humanities: Abraham Lincoln ■ ■ Humanities Transparency HT11Riding into Richmond, Virginia


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3.03, 3.05


1.02, 1.04, 3.01, 3.05


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Lesson Plan for The North Takes Charge continued


Geography: Surveying the Terrain ■ ■ TE, p. 359 ■ ■ Integrated Assessment Book

Civics: Understanding the Gettysburg Address ■ ■ TE, p. 361 ■ ■ Integrated Assessment Book

Differentiating InstructionLess Proficient Readers: Tracking Sequence ■ ■ TE, p. 358

■ ■ Reading Study Guide, pp. 121–122

Gifted and Talented Students: Analyzing ■ ■ TE, pp. 360, 364Strategic Victories; Recounting the Election of 1864



Electronic Library of Primary Sources ■ ■ from a Letter to General Hood by General Sherman; from a Letter to General Sherman by General Hood







Block Scheduling OptionsCooperative Learning: ■ ■ TE, p. 362

Creating a Museum Display ■ ■ Integrated Assessment Book

Cooperative Learning: Researching ■ ■ TE, p. 363the Technology of Warfare ■ ■ Integrated Assessment Book


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The Civil War 97

The Legacy of the WarSection 5 Objectives

1. Summarize the key economic, political, technological, and social effects of the Civil War.

2. Explain how the Civil War dramatically changed the lives of individuals, especially African Americans.






One American’s Story ■ ■ PE, p. 366

Graphs: The Costs of the Civil War ■ ■ PE, p. 367

History Through Photojournalism: Mathew ■ ■ PE, p. 369Brady’s Photographs

Now & Then: The Red Cross ■ ■ PE, p. 370


More About: The End of Slavery, Mathew ■ ■ TE, pp. 368–371Brady, Booth’s Alleged ConspiratorsLincoln’s Last Working Day

Literature: Poems by Walt Whitman ■ ■ Unit 3 In-Depth Resources, pp. 63–65

Critical Thinking: Civil War; ■ ■ Critical Thinking Transparencies CT11, CT45North v. South

Cross-Curricular LinksCivics: Justifying the War ■■ TE, p. 368


Humanities: Responding ■ ■ TE, p. 369to Brady’s Images of War ■■ Integrated Assessment Book


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3.03, 3.05


1.01, 1.02 , 1.04, 1.06, 3.02, 3.05, 4.01, 4.08


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Lesson Plan for The Legacy of the War continued



Less Proficient Readers ■ ■ Reading Study Guide, pp. 123–124

Students Acquiring English/ESL: ■ ■ TE, p. 367Understanding Vocabulary ■■ Access for Students Acquiring English, p. 118 ■■ Spanish Reading Study Guide, pp. 123–124


Test Generator ■ ■ Section 5 Quiz ■■ Chapter Test

America’s Music CD ■ ■ Track 12: “When Johnny Comes Marching Home,” 1863





Chapter 11 Assessment ■ ■ PE, pp. 372–373

Chapter Test, Forms A, B, and C ■ ■ Formal Assessment, pp. 195–212

Block Scheduling OptionsCooperative Learning: Measuring ■ ■ TE, p. 370

the Impact of Lincoln’s Assassination ■ ■ Integrated Assessment Book


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Reconstruction and Its Effects 99

The Politics of ReconstructionSection 1 Objectives

1. Summarize President Lincoln’s Reconstruction policies.

2. Explain Congressional Reconstruction policies.

3. Identify the programs of Johnson’s Reconstruction policy.


Interpreting the Painting: ■■ PE, pp. 374–375Charleston, South Carolina







One American’s Story: Andrew Johnson ■ ■ PE, p. 376

Key Player: Thaddeus Stevens ■ ■ PE, p. 377Chart: Major Reconstruction Legislation, ■ ■ PE, p. 380

1865–1879

Map: Southern Military Districts, 1867 ■ ■ PE, p. 381

More About: The Pocket Veto, Mississippi ■ ■ TE, pp. 377–380and the Thirteenth Amendment, SouthernLegislators, Black Codes, The Fourteenth Amendment, Johnson and the Fourteenth Amendment


American Lives: Thaddeus Stevens ■ ■ Unit 3 In-Depth Resources, p. 85

Humanities: The Fifth Amendment; ■ ■ Humanities Transparencies HT12, HT34A. Johnson, Tailor

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Lesson Plan for The Politics of Reconstruction continued



Government: Measuring ■ ■ TE, p. 377Vice Presidential Accomplishments ■ ■ Integrated Assessment Book

Literature: from Jubilee ■ ■ Unit 3 In-Depth Resources, pp. 82–84

Differentiating InstructionLess Proficient Readers: Making a Flow Chart ■ ■ TE, p. 378

■ ■ Reading Study Guide, pp. 127–128

Gifted and Talented Students: Analyzing ■ ■ TE, p. 379the Fourteenth Amendment ■ ■ Integrated Assessment Book



Electronic Library of Primary Sources ■ ■ from “Black Codes of Mississippi of 1865;” from “Civil Rights Acts of 1866”







Block Scheduling OptionsCooperative Learning: Taking a Stand ■ ■ TE, p. 380

on the 1866 Congressional Election ■ ■ Integrated Assessment Book

Cooperative Learning: Judging ■ ■ TE, p. 381President Johnson ■ ■ Integrated Assessment Book


chapter section 2 (pages 190–196) 6 lesson plan …...... the wilderness road geography...

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