name date 25 lesson plan the home front - mcdougal · pdf filethe united states in world war...

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The United States in World War II 201

The Home FrontSection 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.

RESOURCESFocus & Motivate

Discuss Main Idea and Terms & Names

InstructRead the section

Discuss key questions

Map: African-American Migration,1940–1950

Map: Japanese Relocation Camps, 1942

More About: Women in the PostwarWorkforce; GI Bill of Rights; Detroit Race Riot of 1943; Mexican Americans in Los Angeles; Japanese American Internment; Fred Korematsu; Military Necessity; Politics and the Court

Historic Decisions of the Supreme Court:Korematsu v. United States

Tracing Themes

Primary Source: from Farewell to Manzanar

Critical Thinking: Human Cost of World War II

Literature: from Snow Falling on Cedars

Cross-Curricular LinksPopular Culture: Changing Attitudes Toward

Women

Civics: Creating a Political Cartoon

■ ■ PE, p. 796

■ ■ PE, pp. 796–803■ ■ Unit 7 In-Depth Resources: Guided Reading, p. 25■ ■ Building Vocabulary, p. 26

■ ■ TE, pp. 796, 798, 803

■ ■ PE, p. 797

■ ■ PE, p. 800

■ ■ TE, pp. 797–803

■ ■ PE, pp. 802–803

■ ■ TE, pp. 797–798

■ ■ Unit 7 In-Depth Resources, p. 36

■ ■ Critical Thinking Transparency CT59

■ ■ Unit 7 In-Depth Resources, pp. 40–42

■ ■ TE, p. 797

■ ■ TE, p. 799■ ■ Integrated Assessment

CHAPTER Section 4 (pages 796–803) Lesson Plan

Name Date

25

NORTH CAROLINA PLANNER

EOC Competency Goals and Objectives

10.03

Skills Competency Goals

1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 2.06, 3.01, 4.01, 4.08

NC_TA_LP_00i-270.indd 201NC_TA_LP_00i-270.indd 201 4/9/07 1:49:54 PM4/9/07 1:49:54 PM

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202 Chapter 25, Section 4

Lesson Plan for The Home Front continued

Homework Assignments Other Teaching Materials

■ ■ Reading Study Guide, pp. 255–256

■ ■ TE, p. 800■ ■ Integrated Assessment Book

■ ■ Access for Students Acquiring English, p. 250■ ■ Spanish Reading Study Guide, pp. 255–256

■ ■ Section 4 Quiz

■ ■ Chapter Test

■ ■ U.S. Government, Japanese-American Testimony from the National Defense Migration Hearings, 1942

■ ■ classzone.com

■ ■ PE, p. 801

■ ■ Formal Assessment, p. 444

■ ■ TE, p. 801■ ■ Unit 7 In-Depth Resources, p. 31

■ ■ PE, pp. 804–805

■ ■ Formal Assessment, pp. 445–462

■ ■ TE, p. 798

Differentiating InstructionLess Proficient Readers

Gifted and Talented Students: JapaneseInternment

Students Acquiring English/ESL

Integrate TechnologyElectronic Teacher Tools

Test Generator

Electronic Library of Primary Sources

America’s Music CD

Using the Internet

Assess & ReteachSection 4 Assessment

Section 4 Quiz

Reteaching Activity

Chapter 25 Assessment

Chapter Test, Forms A, B, and C

Block Scheduling OptionsCooperative Learning: Effect of

Demobilization

RESOURCES


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Cold War Conflicts 203

Origins of the Cold WarChapter 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.

RESOURCESIntroduce the Chapter

Interpreting the Photograph: McCarthy

Chapter Time Line

Interact with History

Focus & MotivateDiscuss Main Idea and Terms & Names



Key Players: Harry S. Truman, Joseph Stalin

Chart: U.S. Aims Versus Soviet Aims in Europe

Map: The Iron Curtain, 1949

Graph: The Marshall Plan

More About: Joseph Stalin; Eastern Europe;General George C. Marshall; The Berlin Airlift

Tracing Themes

Skillbuilder Lesson: Analyzing Motives

Political Cartoon

Primary Source: Letter to His Daughter

■■ PE, pp. 806–807

■ ■ PE, pp. 806–807■ ■ TE, p. 806 Time Line Discussion

■ ■ PE, p. 807

■ ■ PE, p. 808


■ ■ TE, pp. 808, 810, 812, 813

■ ■ PE, p. 809

■ ■ PE, p. 810

■ ■ PE, p. 811

■ ■ PE, p. 812

■ ■ TE, pp. 809, 811, 812, 813

■ ■ TE, p. 810

■ ■ TE, p. 811■ ■ Unit 7 In-Depth Resources: Skillbuilder Practice,

p. 50

■ ■ PE, p. 814


CHAPTER Chapter Opener; Section 1 (pages 806–814) Lesson Plan

Name Date

26



10.04, 10.05, 11.06


1.01, 1.03, 1.04, 1.06, 1.08, 2.02, 2.03, 3.01, 3.02, 4.01


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Lesson Plan for Origins of the Cold War continued


■ ■ Critical Thinking Transparencies CT23, CT57

■ ■ TE, p. 809

■ ■ TE, p. 812■ ■ Unit 7 In-Depth Resources: Geography

Application: The Marshall Plan, pp. 55–56

■ ■ TE, p. 810■ ■ Reading Study Guide, pp. 259–260

■ ■ Access for Students Acquiring English, pp. 258, 262■ ■ Spanish Reading Study Guide, pp. 259–260


■ ■ Harry S. Truman, The Truman Doctrine, 1947


■ ■ PE, p. 814


■ ■ TE, p. 814

■ ■ Unit 7 In-Depth Resources, p. 51■ ■ TE, p. 813

■ ■ Geography Transparency GT26

Critical Thinking: The New Deal; U.S.Economic Indicators

Cross-Curricular LinksWorld History: Analyzing Stalin and His Regime

Economics: The Marshall Plan

Differentiating InstructionLess Proficient Readers: Clarifying Ideas



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Charting the Berlin

Airlift

Geography: The Berlin Airlift, 1948–1949

RESOURCES


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The Cold War Heats UpSection 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.





One American’s Story: Philip Day, Jr.

Chart: Nationalists Versus Communists, 1945

World Stage: Taiwan

Maps: The Korean War, 1950–1953

More About: Chiang Kai-shek; The NorthKorean Attack; U.S. Action in Korea; Beverly Scott; The Korean War; The Firing of MacArthur

Another Perspective: India’s Viewpoint

Now & Then: The Two Koreas

American Lives: Douglas MacArthur

Cross-Curricular LinksWorld History: Researching Mao Zedong

Geography: Taiwan and People’s Republic ofChina

Government: The United Nations

■ ■ PE, p. 815


■ ■ TE, pp. 815, 817, 818

■ ■ PE, p. 815

■ ■ PE, p. 816

■ ■ PE, p. 817

■ ■ PE, p. 819

■ ■ TE, pp. 816–820

■ ■ PE, p. 820

■ ■ PE, p. 821


■ ■ TE, p. 816


■ ■ TE, p. 819


Name Date

26



10.05, 11.06


1.01, 1.04, 1.06, 1.08, 3.01, 4.01, 4.02, 4.08


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Lesson Plan for The Cold War Heats Up continued



■ ■ TE, p. 820

■ ■ TE, p. 818■ ■ Access for Students Acquiring English, p. 259■ ■ Spanish Reading Study Guide, pp. 261–262


■ ■ Douglas MacArthur, Frustration in Korea, 1947


■ ■ PE, p. 821





Gifted and Talented Students: AssessingGeneral MacArthur’s Actions

Students Acquiring English/ESL: ClarifyingPhrases and Terms


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsPrimary Source: Farewell to Congress

RESOURCES


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The Cold War at HomeSection 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.





One American’s Story: Tony Kahn

Historical Spotlight: Paul Robeson

Now & Then: Television: Making News

More About: The Rosenbergs; Espionage;McCarthyism

Chart: Causes and Effects of McCarthyism

Tracing Themes

American Lives: Margaret Chase Smith

Cooperative Learning: InvestigatingWitch Hunts

Cross-Curricular LinksHumanities: The Arts and Politics

Differentiating InstructionLess Proficient Readers:

Students Acquiring English/ESL: ClarifyingPhrases and Terms

■ ■ PE, p. 822


■ ■ TE, pp. 822, 824, 826

■ ■ PE, p. 822■ ■ American Stories video series: The Cold War

Comes Home

■ ■ PE, p. 823

■ ■ PE, p. 824

■ ■ TE, pp. 825, 826

■ ■ PE, p. 827

■ ■ TE, p. 823


■ ■ TE, p. 826

■ ■ TE, p. 823




Name Date

26



11.01, 11.06


1.01, 1.04, 1.06, 1.08, 3.02, 3.04, 3.05, 4.01, 4.03, 4.06, 4.08


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Lesson Plan for The Cold War at Home continued



■ ■ Paul Robeson, Statement on Civil Liberties in America, 1956

■ ■ Videocassette Volume 3


■ ■ PE, p. 827


■ ■ TE, p. 827■ ■ Unit 7 In-Depth Resources, p.53



Test Generator



American Stories Video Series

Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Television and Public

Opinion

RESOURCES


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Two Nations Live on the EdgeSection 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.





One American’s Story: Annie Dillard

Map: The Warsaw Pact and NATO, 1955

World Stage: Israel

Graph: U.S. Budget, 1940–2000

American Literature: Science Fiction ReflectsCold War Fears

More About: John Foster Dulles; WarsawPact; The Hungarian Uprising; The U-2 Incident; Ray Bradbury; A Canticle for Leibowitz

Tracing Themes

Literature: from The Nuclear Age

Critical Thinking: The Cold War; The SpaceRace

Cross-Curricular LinksScience: Technology and Politics

Humanities: Bomb Shelter UnderConstruction; Wonder Why We’re Not Keeping Pace?

■ ■ PE, p. 828


■ ■ TE, pp. 828, 829, 832, 835

■ ■ PE, p. 828

■ ■ PE, p. 830

■ ■ PE, p. 831

■ ■ PE, p. 832

■ ■ PE, pp. 834–835

■ ■ TE, pp. 829–831, 833–835

■ ■ TE, p. 832



■ ■ TE, p. 832

■ ■ Humanities Transparencies HT25, HT41


Name Date

26



10.05, 11.01, 11.05, 11.06


1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 3.02, 3.05, 4.01, 4.06, 4.08


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Lesson Plan for Two Nations Live on the Edge continued



■ ■ TE, p. 830

■ ■ Access for Students Acquiring English, pp. 261, 263–264

■ ■ Spanish Reading Study Guide, pp. 265–266




■ ■ PE, p. 833



■ ■ PE, pp. 836–837


■ ■ TE, p. 831

Differentiating InstructionLess Proficient Readers: Clarifying Events

Gifted and Talented Students: Researchingand Analyzing Covert Action



Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Creating a Political

Cartoon

RESOURCES


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The Postwar Boom 211

Postwar AmericaSection 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.


Interpreting the Photograph: Suburbanbackyard

Chapter Time Line





One American’s Story: Donald Katz

Graphs: A Dynamic Economy

Historical Spotlight: Jackie Robinson

Cooperative Learning: Researching theNegro Leagues

Map: Presidential Election of 1948

Primary Source: Political Cartoon

More About: Levittown; Postwar Inflation;Harry S. Truman; Election of 1952; Eisenhower and Civil Rights

American Lives: Jackie Robinson

■ ■ PE, pp. 838–839


■ ■ PE, p. 839

■ ■ PE, p. 840


■ ■ TE, pp. 840, 842–843, 845

■ ■ PE, p. 840

■ ■ PE, p. 842

■ ■ PE, p. 843

■ ■ TE, p. 843

■ ■ PE, p. 844


■ ■ TE, pp. 841, 843, 845–846



Name Date

27



11.01, 11.06


1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.01, 3.02, 4.01, 4.06


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Lesson Plan for Postwar America continued



■ ■ TE, pp. 842, 845■ ■ Reading Study Guide, pp. 269–270




■ ■ PE, p. 846




Cross-Curricular LinksCivics: Examining the Role of Third Parties

Differentiating InstructionLess Proficient Readers: Understanding

Cause and Effect; Analyzing Issues



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Exploring Postwar Life

RESOURCES


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The American Dream in the FiftiesSection 2 Objectives

1. Explain how changes in business affected workers.

2. Describe the suburban lifestyle of the 1950s.

3. Identify causes and effects of the boom in the automobile industry.

4. Explain the increase in consumerism in the 1950s.





Now & Then: Franchises

Key Player: Jonas Salk

History Through Art: After the Prom

More About: The Suburban Lifestyle; ComicBooks; The Interstate Highway System; Car Ads; Advertising and Alienation; Credit Cards; Advertising; Postwar Suburbs

Infographic: Americans Hit the Road

Tracing Themes

Now & Then: Southern California and theAutomobile

Geography Spotlight: The Road to Suburbia

Highway Construction

Critical Thinking: Percentage of Urban-Suburban Growth Rates, 1920–1970

Cross-Curricular LinksEconomics: Franchising; Automobile

Advertising

Literature: from The Man in the Gray FlannelSuit

Geography: The Baby Boom

■ ■ PE, p. 847


■ ■ TE, pp. 847, 852, 854, 857

■ ■ PE, p. 848

■ ■ PE, p. 850

■ ■ PE, p. 851

■ ■ TE, pp. 849, 851–856

■ ■ PE, p. 843

■ ■ TE, pp. 850, 853

■ ■ PE, p. 852

■ ■ PE, pp. 856–857

■ ■ Humanities Transparency HT42


■ ■ TE, pp. 848, 853■ ■ Integrated Assessment Book




Name Date

27



11.01, 11.05


1.01, 1.04, 1.06, 1.08, 2.01, 2.02, 2.04, 3.02, 3.05, 5.02, 5.03


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Lesson Plan for The American Dream in the Fifties continued



■ ■ TE, p. 850

■ ■ TE, p. 849■ ■ Access for Students Acquiring English, pp. 268,

272–273■ ■ Spanish Reading Study Guide, pp. 271–272


■ ■ Track 25, “Atotonilco,” 1958


■ ■ PE, p. 855



■ ■ TE, p. 854

Differentiating InstructionProficient Readers: Understanding Main

Ideas and Details

Gifted and Talented Students: Analyzing TheFeminine Mystique

Students Acquiring English/ESL: Vocabulary


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating an Ad

RESOURCES


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Popular CultureSection 3 Objectives

1. Explain how television programs in the 1950s reflected middle class values.

2. Explain how the beat movement and rock’n’roll music clashed with middle class values.

3. Describe ways that African-American entertainers integrated the media in the 1950s.





Historical Spotlight: TV Quiz Shows

Graphs: Glued to the Set

Skillbuilder Lesson: Primary and SecondarySources

Tracing Themes

More About: James Dean; Jack Kerouac; TVand Rock ‘n’ Roll; Nat “King” Cole; Rock ‘n’ Roll

History Through Music: “Hound Dog”—A Rock ‘n’ Roll Crossover

Daily Life: The Emergence of the Teenager

American Lives: Milton Berle

Cross-Curricular LinksPopular Culture: Analyzing 1950s Television

Shows

Music: Examining “Oldies But Goodies”

Literature: from 1959

■ ■ PE, p. 858


■ ■ TE, pp. 858, 861, 865

■ ■ PE, p. 859

■ ■ PE, p. 859

■ ■ TE, p. 861

■ ■ TE, p. 860

■ ■ TE, pp. 860–864

■ ■ PE, p. 862

■ ■ PE, pp. 864–865


■ ■ TE, p. 860

■ ■ TE, p. 862



Name Date

27



11.03


1.01, 1.02, 1.04, 1.06, 1.08, 3.02, 3.05


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Lesson Plan for Popular Culture continued






■ ■ PE, p. 863







Test Generator


Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: The Impact of

Television on Family Life

RESOURCES


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The Other AmericaSection 4 Objectives

1. Explain how the white migration to the suburbs created an urban crisis.

2. Describe the efforts of minorities to gain equal rights and fight poverty.





One American’s Story: James Baldwin

Graph: Income Gap in America

More About: James Baldwin; MichaelHarrington; Braceros

Tracing Themes

Primary Source: from The Other America

Primary Source: The Voluntary RelocationProgram

Art: Her World

Differentiating InstructionLess Proficient Readers: Using Context Clues

Gifted and Talented Students: MexicanImmigration


■ ■ PE, p. 866


■ ■ TE, pp. 866, 868

■ ■ PE, p. 866

■ ■ PE, p. 867

■ ■ TE, pp. 867–868

■ ■ TE, p. 868





■ ■ TE, p. 868



Name Date

27



11.03


1.01, 1.03, 1.06, 3.02, 4.06


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Lesson Plan for The Other America continued





■ ■ PE, p. 869



■ ■ PE, pp. 870–871




Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity



Block Scheduling OptionsCritical Thinking: The Postwar Boom

RESOURCES


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The New Frontier and the Great Society 219

Kennedy and the Cold WarSection 1 Objectives

1. Identify the factors that contributed to Kennedy’s election in 1960.

2. Describe the new military policy of the Kennedy administration.

3. Summarize the crises that developed over Cuba.

4. Explain the Cold War symbolism of Berlin in the early 1960s.


Interpreting the Photograph: Gemini 6spacewalk

Chapter Time Line





One American’s Story: John F. Kennedy

Another Perspective: Eisenhower’s Warning

Political Cartoon

Map: Cuban Missile Crisis, October 1962

Key Players: John F. Kennedy and NikitaKhrushchev

World Stage: The Berlin Wall, 1961

Infographic: The Berlin Wall

More About: The Kennedy-Nixon Debates;The King Arrest; Kennedy’s Inaugural Address; The Bay of Pigs Invasion; The Cuban Missile Crisis; Nikita Khrushchev Kennedy and Berlin; The Berlin Wall

■ ■ PE, pp. 874–875


■ ■ PE, p. 875

■ ■ PE, p. 876


■ ■ TE, pp. 876, 879, 883

■ ■ PE, p. 876

■ ■ PE, p. 879

■ ■ PE, p. 880

■ ■ PE, p. 881

■ ■ PE, p. 882

■ ■ PE, p. 883

■ ■ PE, p. 883

■ ■ TE, pp. 877, 878, 880–884■ ■ Unit 8 In-Depth Resources: Primary Source: JFK’s

Inaugural Address, pp. 11–12


Name Date

28



11.06


1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.01, 3.04, 3.05, 4.01, 4.05, 4.06


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Lesson Plan for Kennedy and the Cold War continued


■ ■ TE, p. 877■ ■ Unit 8 In-Depth Resources: Skillbuilder Practice, p. 5

■ ■ TE, p. 880





■ ■ TE, p. 882■ ■ Access for Students Acquiring English, pp. 276,

279, 280–281■ ■ Spanish Reading Study Guide, pp. 279–280



■ ■ PE, p. 884




Skillbuilder Lesson: Predicting Effects

Tracing Themes

Cross-Curricular LinksGovernment: The President’s Staff

World History: Gathering Cuban MissileCrisis Memories

Geography: Berlin and Germany

Differentiating InstructionLess Proficient Readers: Chronological Order

Students Acquiring English/ESL:Understanding Cold War Terminology


Test Generator


Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Debating the Bay of

Pigs

RESOURCES


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The New FrontierSection 2 Objectives

1. Summarize the New Frontier domestic and foreign agendas.

2. Describe the tragic chain of events surrounding Kennedy’s assassination.





One American’s Story: Alan Shepard

Economic Background: What is a Recession?

Historical Spotlight: Johnson and MissionControl

Graphs: U.S. Space Race Expenditures,1959–1975

More About: The Peace Corps; Kennedy andCivil Rights; Migrant Farm Workers

Now & Then: Kennedy’s Assassination

Geography Spotlight: The Movement ofMigrant Workers

Tracing Themes

American Lives: Alan Shepard

Art: The Nation Mourns

Cross-Curricular LinksScience: The Continuing Commitment to

Space Exploration

Literature: from Paper Wings

■ ■ PE, p. 885


■ ■ TE, pp. 885, 888, 891

■ ■ PE, p. 885

■ ■ PE, p. 886

■ ■ PE, p. 887

■ ■ PE, p. 887

■ ■ TE, pp. 886, 888, 890

■ ■ PE, p. 889

■ ■ PE, pp. 890–891

■ ■ TE, p. 887






Name Date

28



11.03, 11.05, 11.06


1.01, 1.03, 1.04, 1.06, 1.08, 4.06, 5.02, 5.03


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Lesson Plan for The New Frontier continued



■ ■ TE, p. 888



■ ■ Tom Wicker, from That Day in Dallas, 1963


■ ■ PE, p. 889






Gifted and Talented Students: The WarrenReport and Conspiracy Theories



Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Writing an

Advertisement for the Peace Corps

Geography: Influence of Alliance forProgress

RESOURCES


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The Great SocietySection 3 Objectives

1. Describe the political path that led Johnson to the White House.

2. Explain Johnson’s efforts to enact a domestic agenda.

3. Summarize the goals of Johnson’s Great Society.

4. Identify the reforms of the Warren Court.

5. Evaluate the impact of Great Society programs.





Key Player: Lyndon B. Johnson

World Stage: The War in Vietnam

Tracing Themes

Chart: Great Society Programs, 1964–1967

More About: Barry Goldwater; Educationand Government; Medicare and Medicaid; Rights of the Accused; Warren’s Opinions; The Politics of Crime

Now & Then: Medicare on the Line

Point/Counterpoint

Political Cartoon

Cross-Curricular LinksPolitics: Presidential Campaigns: Then and

Now

Government: Project Head Start

Civics: Consumer Protection

■ ■ PE, p. 892


■ ■ TE, pp. 892, 893, 895, 897, 899, 901

■ ■ PE, p. 893

■ ■ PE, p. 894

■ ■ TE, pp. 894, 897

■ ■ PE, p. 896

■ ■ TE, pp. 894–896, 898, 900, 901

■ ■ PE, p. 897

■ ■ PE, p. 898

■ ■ PE, p. 899



■ ■ TE, p. 897


Name Date

28



11.03, 11.06


1.01, 1.04, 1.06, 2.02, 2.03, 2.06, 3.02, 3.04, 3.05, 4.02, 4.06, 4.07


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Lesson Plan for The Great Society continued



■ ■ TE, p. 888




■ ■ U.S. Government, from Civil Rights Act of 1964

■ ■ National Lawyers Guild, from Citizens’ Guide to the Civil Rights Act of 1964


■ ■ PE, p. 899



■ ■ PE, pp. 902–903



Differentiating InstructionLess Proficient Readers: Finding Main Idea

and Supporting Details

Gifted and Talented Students: MexicanImmigration



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Outlining Provisions

for a Great Society Program

RESOURCES


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Civil Rights 225

Taking on SegregationSection 1 Objectives

1. Explain how legalized segregation deprived African Americans of their rights as citizens.

2. Summarize civil rights legal activity and the response to the Plessy and Brown cases.

3. Trace Dr. Martin Luther King, Jr.’s, civil rights activities, beginning with the Montgomery Bus Boycott.

4. Describe the expansion of the civil rights movement.


Interpreting the Photograph: March fromSelma to Montgomery

Chapter Time Line





Map: U.S. School Segregation, 1952

World Stage: Apartheid—Segregation inSouth Africa

Key Player: Thurgood Marshall

Key Player: Rosa Parks

Key Player: Martin Luther King, Jr.

Historic Decisions of the Supreme Court:Brown v. Board of Education of Topeka (1954)

Primary Source: Crisis in Little Rock

Geography: The Brown Decision, 10 YearsLater

■ ■ PE, pp. 904–905


■ ■ PE, p. 905

■ ■ PE, p. 906


■ ■ TE, pp. 906, 908, 910, 912, 915

■ ■ PE, p. 907

■ ■ PE, p. 907

■ ■ PE, p. 908

■ ■ PE, p. 910

■ ■ PE, p. 912

■ ■ PE, pp. 914–915




Name Date

29



11.02, 11.03, 11.06


1.01, 1.02, 1.03, 1.04, 1.06, 2.02, 2.03, 2.05, 2.06, 3.01, 4.01, 4.02, 4.06


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Lesson Plan for Taking on Segregation continued



■ ■ TE, p. 908



■ ■ Access for Students Acquiring English, pp. 284, 287, 288–289



■ ■ Martin Luther King, from Stride Toward Freedom, 1958



■ ■ PE, p. 913





Cross-Curricular LinksWorld History: Researching the Life of

Nelson Mandela

Civics: Brown v. Board of Education

Differentiating InstructionLess Proficient Readers: Activating Prior

Knowledge

Gifted and Talented Students: Researchingthe ”Little Rock Nine”



Test Generator



American Stories Videos

Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Civil Rights

Organizations

Critical Thinking: The Civil Rights Movement

RESOURCES


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Civil Rights 227

The Triumph of a CrusadeSection 2 Objectives

1. Identify the goal of the freedom riders.

2. Explain how civil rights activism forced President Kennedy to act against segregation.

3. State the motives of the 1963 March on Washington.

4. Describe the tactics tried by civil rights organizations to secure passage of the Voting Rights Act.





History Through Photojournalism: ErnestWithers

Chart: Civil Rights Acts of the 1950s and1960s

Tracing Themes

More About: National Media Coverage ofBirmingham; “Letter from a Birmingham Jail;” Birmingham Church Bombing

Historical Spotlight: Twenty-FourthAmendment—Barring Poll Taxes

Primary Sources: Civil Rights Song; “I Have aDream”; Political Poster

American Lives: A. Philip Randolph

Humanities: March on Washington

Cross-Curricular LinksHumanities: Presenting Images and Sounds

of a Historic Time

Literature: from And All Our WoundsForgiven

■ ■ PE, p. 916


■ ■ TE, pp. 916, 917, 920, 921

■ ■ PE, p. 919

■ ■ PE, p. 920

■ ■ PE, pp. 917, 921

■ ■ TE, pp. 918, 920

■ ■ PE, p. 922







Name Date

29



11.02, 11.03, 11.06


1.01, 1.06, 3.02, 3.05


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Lesson Plan for The Triumph of a Crusade continued




■ ■ TE, p. 917




■ ■ PE, p. 922





Geography: Percentage of RegisteredAfrican Americans of Voting Age


Gifted and Talented Students: DivergentViews Within the Movement

Students Acquiring English/ESL:Understanding a Speech and Its Impact


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Creating News

Reports on the Birmingham Protests

Cooperative Learning: Civil Rights Time Line,1963–1965

RESOURCES


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Civil Rights 229

Challenges and Changes in the MovementSection 3 Objectives

1. Compare segregation in the North with segregation in the South.

2. Identify the leaders who shaped the Black Power movement.

3. Describe the reaction to the assassination of Martin Luther King, Jr.

4. Summarize the accomplishments of the civil rights movement.





One American’s Story: Alice Walker

Tracing Themes

Key Player: Malcolm X

Historical Spotlight: Shirley Chisholm

Graphs: Changes in Poverty and Education

Tracing Themes: Civil Rights

More About: The Harlem Riot; StokelyCarmichael; The Black Panthers; Martin Luther King, Jr.; Civil Rights; Civil Rights and Persons With Disabilities

Critical Thinking: The Civil RightsMovement; African-American Educational Attainment, 1960–1995

Cross-Curricular LinksHumanities: Researching Kwanzaa

Civics: Discussing Tolerance

■ ■ PE, p. 923


■ ■ TE, pp. 923, 925, 927, 928, 931

■ ■ PE, p. 923

■ ■ TE, p. 924

■ ■ PE, p. 925

■ ■ PE, p. 928

■ ■ PE, p. 929

■ ■ PE, pp. 930–931

■ ■ TE, pp. 924, 926, 927, 930, 931



■ ■ TE, p. 928


Name Date

29



11.02, 11.03, 11.06


1.01, 1.04, 1.06, 1.08, 2.06, 3.02


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Lesson Plan for Challenges and Changes in the Movement continued



■ ■ TE, p. 925


■ ■ Section 3 Quiz■ ■ Chapter Test

■ ■ Malcolm X, from A Speech to Mississippi Youth, 1964


■ ■ PE, p. 929



■ ■ PE, pp. 932–933



Differentiating InstructionLess Proficient Readers: Interpreting

Photographs

Gifted and Talented Students



Test Generator



Using the Internet


Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Creating a Historical

Atlas

RESOURCES


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The Vietnam War Years 231

Moving Toward ConflictSection 1 Objectives

1. Summarize Vietnam’s history as a French colony and its struggle for independence.

2. Examine how the United States became involved in the Vietnam conflict.

3. Describe the expansion of U.S. military involvement under President Johnson.


Interpreting the Photograph: Soldierspatrolling

Chapter Time Line





One American Story: Lieutenant Colonel A.Peter Dewey

Key Player: Ho Chi Minh

Tracing Themes

Map: Indochina, 1959

History Through Photojournalism:Interpreting a Photograph

More About: Vietcong; Ho Chi Minh Trail;Tonkin Gulf Resolution

Critical Thinking: The War in Vietnam

Geography: The Vietnam War, 1964–1975

■ ■ PE, pp. 934–935


■ ■ PE, p. 935

■ ■ PE, p. 936


■ ■ TE, pp. 936, 938, 940

■ ■ PE, p. 936

■ ■ PE, p. 937

■ ■ TE, pp. 937, 940

■ ■ PE, p. 939

■ ■ TE, p. 940

■ ■ TE, pp. 938, 939, 941




Name Date

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11.04, 11.06


1.01, 1.03, 1.06, 1.08, 2.02, 2.03, 3.01, 4.01, 4.06


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Lesson Plan for Moving Toward Conflict continued


■ ■ TE, pp. 937, 938■ ■ Integrated Assessment Book■ ■ TE, p. 939



■ ■ Section 1 Quiz■ ■ U.S. Government, The Tonkin Gulf Resolution,

1964


■ ■ PE, p. 941




Cross-Curricular LinksWorld History: Chinese Influence in

Vietnam; Division of Vietnam

Geography: Environmental Issues inMilitary Conflict




Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Researching

Buddhism

RESOURCES


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U.S. Involvement and EscalationSection 2 Objectives

1. Explain the reasons for the escalation of U.S. involvement in Vietnam.

2. Describe the military tactics and weapons used by U.S. forces and the Vietcong.

3. Explain the impact of the war on American society.





Key Player: General William Westmoreland

Illustration: Tunnels of the Vietcong

Now & Then: Land Mines

More About: Army of the Republic ofVietnam; Agent Orange; Philip Caputo; J. William Fulbright

Skillbuilder Lesson: Distinguishing Fact From Opinion

Primary Source: Letters from a VietnamSoldier

American Lives: Robert McNamara

Cross-Curricular LinksWorld History: Guerilla Warfare

Science: Agent Orange

Geography: The Vietnam War

■ ■ PE, p. 942


■ ■ TE, pp. 942, 944, 946

■ ■ PE, p. 943

■ ■ PE, p. 944

■ ■ PE, p. 945

■ ■ TE, pp. 943, 945–947


p. 45







Name Date

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11.04, 11.06


1.01, 1.03, 1.04, 1.06, 4.06


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Lesson Plan for U.S. Involvement and Escalation continued




■ ■ Section 2 Quiz■ ■ Lyndon B. Johnson, from Peace Without

Conquest, 1965


■ ■ PE, p. 947



■ ■ TE, p. 946




Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Simulating a TV

Interview

RESOURCES


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A Nation DividedSection 3 Objectives

1. Explain the draft policies that led to the Vietnam War becoming a working-class war.

2. Trace the roots of opposition to the war.

3. Describe the antiwar movement and the growing divisions in U.S. public opinion about the war.





One American’s Story: Stephan Gubar

Graph: U.S. Military Personnel in Vietnam

Tracing Themes

Historical Spotlight: “The Ballad of theGreen Berets”

Difficult Decisions: Resist the Draft or ServeYour Country?

More About: The Draft; Women in Vietnam;Tom Hayden; Robert McNamara

Primary Sources: Protest Buttons; The New Left

Cross-Curricular LinksHumanities: Oral Readings and Response

Civics: Which Side Were You On?

Differentiating InstructionLess Proficient Readers: Questioning

Techniques


■ ■ PE, p. 948


■ ■ TE, pp. 948, 950, 951

■ ■ PE, p. 948

■ ■ PE, p. 949

■ ■ TE, p. 949

■ ■ PE, p. 951

■ ■ PE, p. 952

■ ■ TE, pp. 949, 950, 953

■ ■ Unit 8 In-Depth Resources, pp. 56, 57

■ ■ TE, p. 949

■ ■ TE, p. 952




Name Date

30



11.03, 11.04, 11.06


1.01, 1.02, 1.03, 1.06, 1.08, 3.02, 3.05, 4.01


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Lesson Plan for A Nation Divided continued





■ ■ PE, p. 953





Test Generator


American Stories Video Series

Using the Internet


Section 3 Quiz

Reteaching Activity

Block Scheduling OptionsLink to Music: Composing “Hawk” or “Dove” Lyrics

RESOURCES


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1968: A Tumultuous YearSection 4 Objectives

1. Describe the Tet offensive and its effect on the American public.

2. Explain the domestic turbulence of 1968.

3. Describe the 1968 presidential election.





One American’s Story: John Lewis

Map: Tet Offensive, Jan. 30–Feb. 24, 1968

Chart: Election of 1968

More About: The Tet Offensive and PublicOpinion; Robert Kennedy; 1968; Hubert Humphrey; TV Convention Coverage; Richard J. Daley

Primary Source: LBJ on Vietnam andReelection

American Lives: John Lewis


Critical Thinking: The Impact of the TetOffensive

Cross-Curricular LinksPolitics: Writing Editorials

Geography: The Ho Chi Minh Trail

■ ■ PE, p. 954


■ ■ TE, pp. 954, 956, 957

■ ■ PE, p. 954

■ ■ PE, p. 955

■ ■ PE, p. 959

■ ■ TE, pp. 955–958


■ ■ Unit 8: In-Depth Resources, p. 63



■ ■ TE, p. 956



Name Date

30



11.04, 11.06


1.01, 1.02, 1.03, 1.06, 1.08, 3.01, 3.02


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Lesson Plan for 1968: A Tumultuous Year continued




■ ■ Access for Students Acquiring English, pp. 295, 298–299



■ ■ City of Chicago, from The Strategy of Confrontation, 1968


■ ■ PE, p. 959



■ ■ TE, p. 955

Differentiating InstructionLess Proficient Readers: Tracking Presidential

Candidates

Gifted and Talented Students: “The ChicagoSeven”



Test Generator



Using the Internet


Section 4 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Images of War

RESOURCES


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The End of the War and Its LegacySection 5 Objectives

1. Describe Nixon’s policy of Vietnamization.

2. Explain the public’s reaction to the Vietnam War during Nixon’s presidency.

3. Describe the end of U.S. involvement and the final outcome in Vietnam.

4. Examine the war’s painful legacy in the United States and Southeast Asia.





One American’s Story: Alfred S. Bradford

Graphs: Total U.S. Bomb Tonnage; U.S.Aerial Bomb Tonnage, 1965–1971

History Through Photojournalism: Kent State

Key Player: Henry Kissinger

Historical Spotlight: Vietnam VeteransMemorial—The Wall

Now & Then: U.S. Recognition of Vietnam

More About: Vietnamization; Kent State;The Pentagon Papers; Returning Veterans; Tim O’Brien; African-American Soldiers in Vietnam

Cooperative Learning: Honoring theReturning Vietnam Veteran

Critical Thinking: The War in Vietnam

■ ■ PE, p. 960


■ ■ TE, pp. 960, 962, 964, 965, 969

■ ■ PE, p. 960

■ ■ PE, p. 961

■ ■ PE, p. 963

■ ■ PE, p. 964

■ ■ PE, p. 966

■ ■ PE, p. 967

■ ■ TE, pp. 961–963, 965, 968, 969

■ ■ TE, p. 966



Name Date

30



11.04, 11.06


1.01, 1.03, 1.04, 1.06, 2.02, 2.03, 2.06, 3.02, 3.05


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Lesson Plan for The End of the War and its Legacy continued


■ ■ TE, p. 965




■ ■ TE, p. 963■ ■ Access for Students Acquiring English,

p. 296, 300–301■ ■ Spanish Reading Study Guide, pp. 303–304


■ ■ Presidential Commission on Campus Unrest, On the Kent State Tragedy, 1970


■ ■ PE, p. 967



■ ■ PE, pp. 970–971



■ ■ Humanities Transparencies HT28, HT45

Cross-Curricular LinksPolitics: MIA’s


Differentiating InstructionLess Proficient Readers: Chronological Order

Gifted and Talented Students: Violence onCampus

Students Acquiring English/ESL:Understanding Idioms


Test Generator



Using the Internet


Section 5 Quiz

Reteaching Activity



Block Scheduling OptionsCooperative Learning: Creating a Vietnam

War Poster

Humanities: Fall of Saigon; The BlindLeading the Blind

RESOURCES


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An Era of Social Change 241

Latinos and Native Americans Seek EqualitySection 1 Objectives

1. Describe the growth and diversity of the Latino population in the United States during the 1960s.

2. Summarize the efforts of Latinos to secure civil rights and respect for their cultural heritage.

3. Explain the efforts of Native Americans to secure reforms in government policies.


Interpreting the Photograph: Hippies

Chapter Time Line





Historical Spotlight: Desperate Journeys

Tracing Themes

Key Player: Cesar Chavez

Time Line: Native American Legal Victories

Historic Decisions of the Supreme Court:Reynolds v. Sims (1964)

More About: Jessie Lopez de la Cruz; UnionOrganizer; The Trail of Broken Treaties; Warren’s Majority Opinion; Population Disparities

Primary Sources: The Farm WorkersMovement; United Farm Workers Poster

Geography: Latino and Native AmericanPopulation Centers, 1970

■ ■ PE, pp. 972–973


■ ■ PE, p. 973

■ ■ PE, p. 974


■ ■ TE, pp. 974, 975, 977, 987

■ ■ PE, p. 975

■ ■ TE, pp. 975, 977

■ ■ PE, p. 976

■ ■ PE, p. 979

■ ■ PE, pp. 980–981

■ ■ TE, pp. 976, 978, 980, 981




Name Date

31



11.03


1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 2.06, 3.01, 4.01


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Lesson Plan for Latinos and Native Americans Seek Equality continued





■ ■ Reading Study Guide, pp. 307–308■ ■ TE, p. 977



■ ■ Cesar Chavez, “The Birth of La Causa,” 1962


■ ■ PE, p. 979



■ ■ TE, p. 978


American Lives: Cesar Chavez

Cross-Curricular LinksEconomics: Researching Boycotts and

Consumer Power

Literature: from Les Vendidos

Differentiating InstructionLess Proficient ReadersGifted and Talented Students: Researching

AIM



Test Generator



Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Listing Native

American Demands

Humanities: Mural in Los Angeles

RESOURCES


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Women Fight for EqualitySection 2 Objectives

1. Identify factors that led to the rise of the women’s movement in the 1960s.

2 . Describe some of the early gains and losses of the women’s movement.

3. Summarize the legacy of the women’s movement in employment, education, and politics.





One American’s Story: Betty Friedan

Graph: Women in the Workplace,1950–2000

Key Player: Gloria Steinem

Tracing Themes

More About: The Feminine Mystique; PhyllisSchlafly

Connections Across Time

Primary Source: from The Feminine Mystique

American Lives: Betty Friedan

Critical Thinking: The Women’s Movement;Percentage of All Women Who Are Working, 1950–1995

Cross-Curricular LinksGovernment: Equal Rights Amendment

Geography: The Equal Rights Amendment

■ ■ PE, p. 982


■ ■ TE, pp. 982, 984, 986

■ ■ PE, p. 982

■ ■ PE, p. 983

■ ■ PE, p. 984

■ ■ TE, p. 983

■ ■ TE, pp. 984, 985

■ ■ TE, p. 985







Name Date

31



11.03, 11.06


1.01, 1.04, 1.06, 1.08, 3.02, 3.05, 4.01, 4.06, 4.08


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Lesson Plan for Women Fight for Equality continued



■ ■ TE, p. 984■ ■ Access for Students Acquiring English,

pp. 305, 308–309■ ■ Spanish Reading Study Guide, pp. 309–310


■ ■ National Organization for Women, from NOW’s Statement of Purpose, 1966


■ ■ PE, p. 986





Students Acquiring English/ ESL: DecodingIdioms


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Surveying the

Workplace

RESOURCES


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Culture and CountercultureSection 3 Objectives

1. Describe the flowering and decline of the counterculture in the 1960s.

2. Summarize the impact of the counterculture on art, fashion, music, and attitudes.

3. Explain the conservative response to the counterculture.





One American’s Story: Alex Forman

Tracing Themes

History Through Music: Protest Songs of theSixties

Daily Life: Signs of the Sixties

More About: Hippie Speak; Communes;Woodstock; Baez and Dylan; Conservative Backlash; Music of the 1960s; Popular Movies

Skillbuilder Lesson: Comparing andContrasting

Cross-Curricular LinksMusic: Classic Rock

Popular Culture: Changing Attitudes

■ ■ PE, p. 987


■ ■ TE, pp. 987, 989, 991

■ ■ PE, p. 987

■ ■ TE, p. 989

■ ■ PE, p. 990

■ ■ PE, pp. 992–993

■ ■ TE, pp. 988–991, 992, 993


p. 68




Name Date

31



11.06


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Lesson Plan for Culture and Counterculture continued



■ ■ Access for Students Acquiring English, pp. 306–307■ ■ Spanish Reading Study Guide, pp. 311–312


■ ■ Track 26, “We Shall Overcome,“ 1960


■ ■ PE, p. 991



■ ■ PE, pp. 994–995






Test Generator


Using the Internet


Section 3 Quiz

Reteaching Activity



Block Scheduling OptionsPrimary Source: Popular Song

RESOURCES


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An Age of Limits 247

The Nixon AdministrationSection 1 Objectives

1. Summarize Nixon’s plans to lead the nation on a more conservative course.

2. Analyze Nixon’s efforts to win the support of Southern Democrats.

3. Describe the steps Nixon took to battle stagflation.

4. Examine the importance of Nixon’s visits to China and the Soviet Union.


Interpreting the Photograph: Nixon leavesthe White House

Chapter Time Line





One American’s Story: Henry Kissinger

Analyzing Political Cartoons: “Domestic Life”

Historical Spotlight: Americans Walk on theMoon

Historical Spotlight: The Twenty-SixthAmendment

World Stage: The Yom Kippur War

Key Player: Richard M. Nixon

More About: Nixon’s LegislativeAccomplishments; Neil Armstrong; George C. Wallace; Busing; Warren Burger; Nixon in China; SALT I

■ ■ PE, pp. 998–999


■ ■ PE, p. 999

■ ■ PE, p. 1000


■ ■ TE, pp. 1000, 1002, 1004, 1005

■ ■ PE, p. 1000■ ■ Unit 9 In-Depth Resources: American Lives, p. 20

■ ■ PE, p. 1001

■ ■ PE, p. 1002

■ ■ PE, p. 1004

■ ■ TE, p. 1005

■ ■ PE, p. 1006

■ ■ TE, pp. 1001–1004, 1006, 1007


Name Date

32



11.06, 12.01, 12.02, 12.03, 12.04, 12.05


1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.04, 3.05, 4.01, 4.06


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Lesson Plan for The Nixon Administration continued


■ ■ TE, p. 1005


■ ■ TE, pp. 1004, 1006■ ■ Integrated Assessment Book


■ ■ TE, p. 1005




■ ■ PE, p. 1007




Tracing Themes

Primary Source: Newspaper Front Page

Cross-Curricular LinksGovernment: Confirming a Supreme Court

Justice; Mao Zedong Rule

Differentiating InstructionLess Proficient Readers: Summarizing

Gifted and Talented Students: Evaluating anAutobiographic Source

Students Acquiring English/ESL:Understanding Idioms


Test Generator


Using the Internet


Section 1 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Walk on the Moon

RESOURCES


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An Age of Limits 249

Watergate: Nixon’s DownfallSection 2 Objectives

1. Analyze how Nixon and his advisors sought to increase the power of the presidency.

2. Summarize the details of the Watergate burglary.

3. Describe how the Watergate scandal was uncovered.

4. Explain why the House Judiciary Committee voted to impeach Nixon and analyze the impact of Watergate on American politics.





One American’s Story: Barbara Jordan

Historical Spotlight: Woodward andBernstein

Analyzing Political Cartoons: The WhiteHouse Tapes

More About: The Imperial Presidency; SenateWatergate Hearings; Spiro T. Agnew; The Tapes; Nixon’s Resignation

Cooperative Learning: Writing an Editorialabout the Saturday Night Massacre

Primary Source: from All the President’s Men

American Lives: Barbara Jordan

Critical Thinking: The Watergate Scandal;Shift in Presidential Politics, 1968–1972

Cross-Curricular LinksGovernment: Gerald Ford’s Succession to

the Presidency

Art: “I Am the Law”

■ ■ PE, p. 1008


■ ■ TE, pp. 1008–1010, 1012, 1015

■ ■ PE, p. 1008

■ ■ PE, p. 1010

■ ■ TE, p. 1012

■ ■ TE, pp. 1009, 1011–1013





■ ■ TE, p. 1012



Name Date

32



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Lesson Plan for Watergate: Nixon’s Downfall continued





■ ■ House Judiciary Committee, Articles of Impeachment, 1973


■ ■ PE, p. 1013




Differentiating InstructionLess Proficient Readers: Creating a Time Line

Students Acquiring English/ ESL


Test Generator



Using the Internet


Section 2 Quiz

Reteaching Activity

Block Scheduling OptionsCooperative Learning: Loyalty and Ethics

RESOURCES


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