section core lesson plan 4.1 new england: … · for products produced in the new england colonies....

American History—Beginnings through ReconstructionChapter 4: The Colonies Develop (1651–1753) 95

CORE LESSON PLAN

New England: Commerce and Religion

1. ENGAGE Read for Understanding TIME: ___________ min. (10–40 min.)

CHAPTER OPENER: Section Objectives

o Connect Geography & History, PE/TE pp. 92–93; and @ ClassZone.com

1. List New England’s major resources2. Explain the effects of Atlantic trade on New England3. Analyze the causes of King Philip’s War4. Summarize the changes that took place in Puritan

society in the late 1600s

o American History Video Series, DVD; and on Power Presentations DVD-ROM

o Time Line Discussion, TE p. 92

o Read for the Essential Question, TE p. 94

o Interactive Reading/Vocabulary, PE/TE p. 94; BPTK TT9–TT16, TT32

2. EXPLORE Focus & Motivate TIME: ___________ min. (5–15 min.)

SECTION OPENER:

o 3-Minute Warm-Up, TE p. 95; UTB TT6

o One American’s Story, PE/TE, p.95

o Reader, Recorder, Reporter: Small Group Activity—The Resources of New England, TE p. 95

o Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards

SECTION

4.1

Core Lesson Plan: Section 4.1Lesson Plans

PE = Pupil’s EditionTE = Teacher’s EditionURB = Unit 2 Resource Book

UTB = Unit 2 Transparency BookBPTK = Best Practices Toolkit—Interact with HistoryDTPT = Daily Test Practice Transparencies

TENNESSEE CURRICULUM STANDARDS

Performance Indicators State8.1.spi.1., 8.1.spi.2., 8.1.spi.4., 8.1.spi.5., 8.1.spi.7., 8.2.spi.1., 8.2.spi.4., 8.2.spi.5., 8.2.spi.6., 8.2.spi.9., 8.3.spi.1., 8.3.spi.3., 8.3.spi.5., 8.3.spi.7., 8.4.spi.2., 8.4.spi.3., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.7., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.3., 8.6.spi.4., 8.6.spi.5.

Performance Indicators Teacher8.1.tpi.8., 8.1.tpi.13., 8.2.tpi.6., 8.2.tpi.7., 8.2.tpi.10., 8.2.tpi.12., 8.2.tpi.15., 8.3.tpi.3., 8.3.tpi.5., 8.3.tpi.6., 8.3.tpi.7., 8.3.tpi.8., 8.3.tpi.9., 8.3.tpi.10., 8.3.tpi.12., 8.3.tpi.13., 8.3.tpi.15., 8.5.tpi.3., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.9., 8.5.tpi.10., 8.5.tpi.12., 8.5.tpi.13., 8.5.tpi.23., 8.5.tpi.30., 8.5.tpi.31., 8.6.tpi.3., 8.6.tpi.4., 8.6.tpi.5.

Learning Expectations1.01, 1.03, 2.01, 2.02, 3.01, 3.02, 3.03, 3.04, 3.05, 4.01, 4.04, 6.01

Process StandardsP1, P2, P3P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 1, BP 2, BP 5, BP 7, BP 8, BP 13, BP 14, BP 16, BP 18, BP 20, BP 21, BP 22, BP 23, BP 28, BP 31, BP 34, BP 37, BP 40, BP 41, BP 44, BP 45, BP 46, BP 47, BP 49, BP 50, BP 51, BP 52, BP 53, BP 54, BP 55, BP 56, BP 57, BP 59, BP 60, BP 62, BP 63, BP 64, BP 67, BP 69, BP 72, BP 73, BP 74, BP 77, BP 78, BP 87, BP 132, BP 135, BP 137, BP 139, BP 140, BP 142, BP 144, BP 149, BP 150, BP 151, BP 152, BP 154, BP 155, BP 156, BP 157, BP 160, BP 161, BP 258, BP 259, BP 260, BP 263, BP 264, BP 266, BP 272

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American History—Beginnings through ReconstructionChapter 4: The Colonies Develop (1651–1753)96

3. EXPLAIN Instruct TIME: ___________ min. (10–30 min.)

Struggling Readers & Inclusion

On-level Gifted and Talented & Pre-AP

English Learners

o Spell and Define Vocabulary, TE p. 94

o Illustrate New England’s Industries, TE p. 96

o Analyze Causes and Effects, TE p. 99

o RSG w/ Support, URB pp. 79–80

o Background, URB p. 104

o Section 1: New England: Commerce and Religion, PE/TE pp. 94–101

o Reading Study Guide, URB pp. 71–72

o Compare Industries Past and Present, TE p. 96

o Journalism About Slave Ships, TE p. 98

o Point of View Monologues, TE p. 99

o Differentiation Activity Bank: Strategies for Pre-AP, BPTK pp. 89–194

o Pronounce and Preview, TE p. 94

o Comprehension: Self-Monitor, TE p. 98

o RSG Spanish, URB pp. 87–88

o RSG w/ Support, Spanish, URB pp. 95–96

o Background & Vocabulary, URB pp. 103–104

o eEdition w/ audio & Spanish

All Students

o Think, Pair, Share—Pair Activity: Atlantic Trade, TE p. 98; Changes in Puritan Society, TE p. 100

o Talk About It—Small Group Discussion: King Philip’s War, TE p. 99

o More About: Harvesting the Sea, TE p. 96; New England Whaling, TE p. 96; Blackbeard, TE p. 97; The Middle Passage, TE p. 98; African Americans in Whaling, TE p. 99; The Salem Witch Trials, TE p. 100

o Connect Geography & History: The New England Colonies 1750, PE/TE p. 96

o Connect to Today: Piracy, PE/TE p. 97

o Connecting Economics and History: Triangular Trade, PE/TE p. 98

o History through Art: A Changing Puritan World, PE/TE p. 100

SECtiON 4.1: CORE LESSON PLAN, continued


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4. EXTEND Enrich TIME: ___________ min. (10–40 min.)

Integrated Technology Interdisciplinary and Tiered Activities

o Map Transparency: The Colonial Trade, 1750 UTB TT8

o After-Reading Activities: BPTK TT48–61; and @ ClassZone.com

o Animated History & Geography, Power Presentations DVD-ROM; and @ ClassZone.com

o Research & Writing Center, Activity Center, Map Center @ ClassZone.com

o EasyPlanner DVD-ROM; Resources2Go USB drive: All worksheets and editable lesson material

o Connect to Language Arts: Editorial on the Navigation Acts, TE p. 97; Active Citizenship, URB pp. 201–202

o Connect to Art: Illustration of Pirates: Myth vs. Fact, TE p. 97

o Tiered Activity: Describe Changes in Puritan Society, TE p. 100

5. EVALUATE Assess & Reteach TIME: ___________ min. (5–20 min.)

Core Assessment Reteaching

o Section Assessment, PE/TE p. 101; Interactive Review @ ClassZone.com

o Section Quiz, URB p. 121

o McDougal Littell Assessment System: Test Generator CD-ROM: Section Quiz

o Reteaching Activity, URB p. 125

Test Practice & Review

o Daily Test Practice 4.1, DTPT TT12

o Test Practice and Review Workbook, pp. 37–38

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StRAtEGiES FOR ENGLiSH LEARNERS


1 Activate Prior KnowledgeUse a Cluster Diagram from the Best Practices Toolkit for the word “weather.” Draw three ovals on the board. Write “weather” in the center oval, and “hot” and “cold” in the other two. Have students discuss how hot and cold weather affects them. Point out that weather had a big impact on the development of the colonial regions.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map on PE p. 96. Tell them that the symbols in the legend stand for products produced in the New England Colonies. Ask students to point to areas on the map that produced cattle. Then ask them to identify the region’s ocean-related products. (fish, ships, whaling products) Why were so many of these products produced in the region? (region is close to the sea)

BUILD VOCABULARY Model a Vocabulary: Frayer Model from the Best Practices Toolkit for the term subsistence farming. Then have student partners do a Vocabulary: Frayer Model for triangular trade. Briefly discuss the Vocabulary: Frayer Model in class.

3 Make Objectives ExplicitPresent the objectives listed below. Then have pairs of students get together and explain the objectives in their own words.

• Describe life in New England farms and towns.

• Describe the three types of Atlantic trade.

• Describe how Native Americans reacted to the growth of the Puritan colonies.

• Tell why Puritan society changed.

4 Support Student ReadingCOOPERATIVE WORKTo help students learn about the development of the New England Colonies, use Carousel Preview & Carousel Reports from the Best Practices Toolkit for the following terms: climate, land, resources, products, people.

ON ONE’S OWN Preview the following questions. Then have students search for their answers while reading.

1. Why did New England farmers practice subsistence farming? (p. 96, par. 1)

2. What were the four provisions of the Navigation Acts? (p. 97, par. 1–2)

3. What caused King Philip’s War? (p. 99, par. 5–6)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT12 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 121 of the Unit 2 Resource Book.

Strategies for E.L.: Section 4.1Lesson Plans

SECTION

4.1

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StRAtEGiES FOR iNCLUSiON


ACTIVATING PRIOR KNOWLEDGE Use an Agree/Disagree activity in the Best Practices Toolkit as a motivational prereading activity. Write these statements and any others you create on the blank transparency. Ask students to indicate whether they agree or disagree with each statement. Here are some examples:

1. From the beginning, New England settlers were against slavery.

2. England tried to control colonial trade, but could not.

3. White New Englanders treated free Africans as equals.

4. The Puritan religion remained strong throughout colonial history.

During Reading

FOCUSED READING Use the SQ3R activity in the Best Practices Toolkit for taking notes on Section 1. First survey the text and make predictions about the reading.

EXAMPLES: SURVEY

• Distinct colonial regions will develop.

• New England colonies will have cattle, fishing, shipbuilding, timber, and whaling.

• The sea will be an important source of food.

Another part of SQ3R is to turn the headings into questions and then read to answer the questions.

EXAMPLES: QUESTIONS

• What made each colonial region distinct?

• What were the farms and towns of New England like?

• How did people of New England harvest the sea?

Using the SQ3R transparency, model summarizing the key points. Then have student partners finish the activity.

After Reading

ASSESSING COMPREHENSION Have students evaluate the statements on the Agree/Disagree activity again. Ask them to write an explanation of how their understanding changed and why.

Strategies for Inclusion: Section 4.1Lesson Plans

SECTION

4.1

Before Reading

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SECTION

4.2CORE LESSON PLAN

The Southern Colonies: Plantations and Slavery


o Note Taking for Interactive Reading, PE/TE p. 102 Section Objectives

o Comparison Matrix, BPTK TT19 1. Describe the plantation economy in the South2. Analyze how the search for cheap labor led to

slavery3. Explain ways that African Americans resisted

enslavement

o Differentiated Vocabulary, PE/TE p. 102; BPTK TT9–TT16


SECTION OPENER:



o Reader, Recorder, Reporter: Small Group Activity—The Plantation Economy, TE p. 103






Performance Indicators State8.1.spi.2., 8.1.spi.7., 8.2.spi.1., 8.2.spi.4., 8.2.spi.5., 8.2.spi.6., 8.2.spi.9., 8.3.spi.1., 8.3.spi.3., 8.3.spi.5., 8.3.spi.7., 8.4.spi.2., 8.4.spi.3., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.7., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.3., 8.6.spi.4., 8.6.spi.5.

Performance Indicators Teacher8.1.tpi.5., 8.1.tpi.7., 8.1.tpi.11., 8.1.tpi.12., 8.1.tpi.13., 8.2.tpi.1., 8.2.tpi.7., 8.2.tpi.10., 8.3.tpi.1., 8.3.tpi.2., 8.3.tpi.3., 8.3.tpi.4., 8.3.tpi.5., 8.3.tpi.6., 8.3.tpi.7., 8.3.tpi.8., 8.3.tpi.9., 8.3.tpi.10., 8.3.tpi.11., 8.3.tpi.12., 8.3.tpi.13., 8.3.tpi.14., 8.3.tpi.15., 8.3.tpi.17., 8.5.tpi.3., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.9., 8.5.tpi.10., 8.5.tpi.13., 8.5.tpi.20., 8.5.tpi.23., 8.5.tpi.30., 8.6.tpi.3.

Learning Expectations1.03, 2.01, 2.02, 3.01, 3.02, 3.04, 5.06, 5.08

Process StandardsP1, P2, P6, P7, P8, P10, P12, P14, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 2, BP 7, BP 8, BP 14, BP 16, BP 17, BP 20, BP 33, BP 37, BP 41, BP 43, BP 44, BP 46, BP 49, BP 50, BP 51, BP 52, BP 53, BP 54, BP 55, BP 56, BP 57, BP 58, BP 59, BP 60, BP 61, BP 62, BP 63, BP 64, BP 69, BP 78, BP 131, BP 132, BP 135, BP 137, BP 139, BP 140, BP 142, BP 144, BP 149, BP 150, BP 151, BP 155, BP 156, BP 157, BP 161, BP 258, BP 259, BP 266, BP 273, BP 276

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English Learners

o Create Audio or Visual Vocabulary, TE p. 102



o Section 2: The Southern Colonies: Plantations and Slavery, PE/TE pp. 102–107


o Population Graph, TE p. 105



o Vocabulary: Idioms, TE p. 105





All Students

o Think, Pair, Share—Pair Activity: The Search for Cheap Labor, TE p. 105; Expansion of Plantations Brings Resistance, TE p. 106

o More About: Charles Town, TE p. 104; Nathaniel Bacon, TE p. 104; Living in Slavery, TE p. 105; American Literature Selection: from Roots, URB pp. 116–120; Eliza Lucas, TE p. 106; America’s History Makers, URB pp. 107–108

o Comparing Slave Populations, PE/TE p. 105

o Connecting History: Slavery, PE/TE p. 106

o Connect Geography & History: The Southern Colonies, 1750, PE/TE p. 107

o Animated History: A New England Seaport PE/TE pp. 108–109 and @ ClassZone.com


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o Fine Art Transparency: Maryland Plantation, UTB TT7



o Research & Writing Center, Activity Center, and Map Center @ ClassZone.com


o Connect to Language Arts: Newspaper Report of Rebellion, TE p. 104; Write Bacon’s Persuasive Speech, TE p. 104

o Tiered Activity: Create a Flow Chart of the Plantation System, TE p. 106; Life in a New England Seaport, TE pp. 108–109

o Interdisciplinary Projects: Dyeing Colonial Fabrics, URB pp. 109–110






o Student Products—Guidelines and Rubrics, BPTK pp. 1–14







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SECTION

4.2

1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Then have students begin a KWL Chart on slavery in the Southern Colonies. Begin by asking students what they know about slavery. Have students use the discussion to fill in the first column of the KWL Chart. Then have them fill in the second column, writing any questions they may have. Tell students to fill in the third column after they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the graph on PE p. 105. Ask them to identify in which region the slave population grew quickly. (South) Ask: Why do you think that African slavery increased in the South during these years? (fewer indentured white servants and European laborers; planters were unsuccessful enslaving Native Americans)

BUILD VOCABULARY Model a New Word Analysis from the Best Practices Toolkit for the term indentured servant. Then have student partners do a New Word Analysis for overseer. Briefly discuss the New Word Analyses in class.


• Explain the plantation economy and the use of slaves.

• Tell about life under slavery.

• Discuss resistance to slavery.

4 Support Student ReadingCOOPERATIVE WORKTo help students summarize what they learned about slavery in the Southern Colonies, have partners work together to fill in the third column of the KWL Chart.


1. How did the planter class gain power in the South? (p. 104, par. 3–4)

2. What source of labor was used in the Southern Colonies before the turn to African slavery? (p. 105, par. 1–3)

3. What did enslaved Africans do to resist slavery? (p. 106, par. 4)



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SECTION

4.2StRAtEGiES FOR iNCLUSiON


ACTIVATING PRIOR KNOWLEDGE Set up a Vocabulary: Knowledge Rating activity from the Best Practices Toolkit for the concept “Plantation Economy.” For example:

Term Definitionplantations large farms that raised cash crops

cash crops crops raised for money

overseers men hired by planters to watch over and direct slaves’ work

Stono Rebellion 1793 slave rebellion in South Carolina

FOCUSED READING Use a Listening/Reading Guide activity in the Best Practices Toolkit and blank transparency to help students understand Section 2.

EXAMPLES: QUESTIONS

1. What was necessary for a plantation economy?

2. How did plantations expand?

3. How did plantations affect the social classes?

ASSESSING COMPREHENSION Work with students to create a Cause-Effect Chart as shown on the transparency in the Best Practices Toolkit, for the heading, “The Search for Cheap Labor” in Section 2.

During Reading

After Reading

Before Reading


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SECTION

4.3CORE LESSON PLAN

The Middle Colonies: Farms and Cities



o Main Idea and Details, BPTK TT34 1. Explain why the Middle Colonies were prosperous2. Describe the role of African Americans in building

cities3. Summarize ways that ethnic diversity encouraged

tolerance



SECTION OPENER:


o One American’s Story, PE/TE p. 111

o Think, Pair, Share: Pair Activity—A Prosperous Region, TE p. 111






Performance Indicators State8.1.spi.1., 8.1.spi.2., 8.1.spi.4., 8.1.spi.5., 8.1.spi.7., 8.2.spi.1., 8.2.spi.4., 8.2.spi.7., 8.3.spi.1., 8.3.spi.2., 8.3.spi.5., 8.4.spi.2., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.7., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.3., 8.6.spi.4., 8.6.spi.5.

Performance Indicators Teacher8.1.tpi.1., 8.1.tpi.3., 8.1.tpi.7., 8.1.tpi.13., 8.1.tpi.14., 8.2.tpi.1., 8.2.tpi.7., 8.2.tpi.10., 8.3.tpi.3., 8.3.tpi.5., 8.3.tpi.6., 8.3.tpi.7., 8.3.tpi.8., 8.3.tpi.9., 8.3.tpi.10., 8.3.tpi.11., 8.3.tpi.12., 8.3.tpi.13., 8.3.tpi.15., 8.5.tpi.3., 8.5.tpi.4., 8.5.tpi.9., 8.5.tpi.10., 8.5.tpi.13., 8.5.tpi.16., 8.5.tpi.23., 8.6.tpi.3., 8.6.tpi.4., 8.6.tpi.5.

Learning Expectations1.01, 1.02, 1.03, 2.01, 3.01, 3.02, 4.01, 4.02, 5.05, 5.08, 6.01

Process StandardsP1, P2, P6, P7, P8, P10, P12, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 1, BP 2, BP 5, BP 7, BP 8, BP 9, BP 14, BP 16, BP 37, BP 41, BP 42, BP 44, BP 46, BP 49, BP 50, BP 51, BP 52, BP 53, BP 54, BP 55, BP 56, BP 58, BP 59, BP 60, BP 62, BP 63, BP 64, BP 130, BP 131, BP 132, BP 135, BP 137, BP 140, BP 144, BP 150, BP 152, BP 155, BP 156, BP 157, BP 160, BP 161, BP 258, BP 259, BP 263, BP 266, BP 268

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English Learners

o Create Vocabulary Posters, TE p. 110

o Locate Supporting Details, TE p. 112



o Section 3: The Middle Colonies: Farms and Cities, PE/TE pp. 110–115




o Comprehension: Connection, TE p. 112





All Students

o Reader, Recorder, Reporter—Small Group Activity: African Americans in the City, TE p. 113

o Think, Pair, Share—Pair Activity: Diversity and Tolerance, TE p. 114

o More About: Philadelphia and Benjamin Franklin, TE p. 112; New York City and Philadelphia, TE p. 112; Connect Geography & History, URB pp. 111–112; Quakers, TE p. 114

o Connect Geography & History, TE p. 113; Economics in History, URB p. 106

o Connect to the World: Tolerance, PE/TE p. 115


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o Connect to Math: Enslaved Populations Pie Charts, TE p. 113

o Connect to World Languages: Roots of American English, TE p. 113

o Tiered Activity: Brochure Promoting Immigration, TE p. 114













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SECTION

4.3StRAtEGiES FOR ENGLiSH LEARNERS

The Middle Colonies: Farms and Cities

1 Activate Prior KnowledgeUse a Round Robin & Roundtable from the Best Practices Toolkit to have students share what they know about the different groups of people living today in New York, New Jersey, and Pennsylvania. Have groups of students spend a few minutes discussing the topic. Then have the groups share their information. Tell students that people of many different immigrant groups settled this area when it was part of the Middle Colonies.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students use Interpreting Visual Sources from the Best Practices Toolkit to describe the picture on PE p. 111. To get students started, ask the following questions: What is the man pointing to? What else are the men presenting to the Native Americans? What is the reaction of the Native Americans?

BUILD VOCABULARY Help students find definitions of the following key terms: cash crop, artisans, denomination, and Conestoga wagon. Then have partners create Flash Cards for these terms.


• Describe the resources of the Middle Colonies.

• Describe the wealth of the cities.

• Explain the diversity of the region.

• Discuss the treatment of African Americans.

4 Support Student ReadingCOOPERATIVE WORKTo help students compare the Middle Colonies with the New England Colonies, have pairs of students use a Venn Diagram from the Best Practices Toolkit. Review the dia-grams in class.


1. What attracted settlers to the Middle Colonies? (p. 111–112, par. 4–6)

2. How did the Quakers view slavery? (p. 114, par. 2)

3. What happened as a result of racial tension in New York City? (p. 114, par. 1)



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The Middle Colonies: Farms and CitiesSECTION

4.3

ACTIVATING PRIOR KNOWLEDGE Use a Vocabulary: Definition Mapping activity in the Best Practices Toolkit to discuss the term diversity. Using a transparency, write “diver-sity” in the center square, and ask students to suggest definitions for the “What is it?” square. Also ask students how they know the word. Have students scan the text under the subheads “A Diverse Population” and “Diversity Leads to Tolerance.” Prompt them to provide informa-tion for the remaining areas. Here are some examples:

Definition: variety of people from many immigrant groups

Characteristics: different languages, different skills/crafts, climate of tolerance

Examples: English, German, African

Comparisons/Contrasts: New England, the South

FOCUSED READING Have students use the Three-Column Journal activity in the Best Practices Toolkit to help them take notes on the main ideas, connect visuals to the text, and then find and record supporting details for Section 3. Use the transparency to model the activity. Here is an example from the first page of the section:

EXAMPLE: MIDDLE COLONIES

Main Ideas Visuals Supporting DetailsClimate of tolerance Penn’s Treaty with the

Indians paintingLetter from William Penn to the Native Americans, 1681

During Reading

After Reading

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection of Section 3. Have students share their outlines in class to create a complete outline of the section.

I. A Prosperous Region

A. Farms—long growing season, rich soil

B. Cities—excellent harbors, New York City and Philadelphia prospered, rapid growth


Before Reading

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SECTION

4.4CORE LESSON PLAN

The Backcountry



o Venn Diagram, BPTK TT22 1. Describe the characteristics of the Backcountry2. Summarize why many Scot-Irish emigrated to the

colonies3. Analyze the conflicts that developed as Backcountry

settlers push west



SECTION OPENER:


o One American’s Story, PE/TE, p. 117

o Think, Pair, Share: Pair Activity—Settling the Backcountry, TE p. 117






Performance Indicators State8.1.spi.2., 8.1.spi.5., 8.1.spi.7., 8.2.spi.1., 8.2.spi.6., 8.3.spi.1., 8.3.spi.5., 8.3.spi.7., 8.5.spi.3., 8.5.spi.4., 8.5.spi.7., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.3., 8.6.spi.4., 8.6.spi.5.

Performance Indicators Teacher8.1.tpi.1., 8.1.tpi.5., 8.1.tpi.7., 8.1.tpi.11., 8.1.tpi.13., 8.1.tpi.14., 8.3.tpi.2., 8.3.tpi.3., 8.3.tpi.5., 8.3.tpi.7., 8.3.tpi.8., 8.3.tpi.9., 8.3.tpi.10., 8.3.tpi.11., 8.3.tpi.12., 8.3.tpi.13., 8.3.tpi.14., 8.3.tpi.15., 8.3.tpi.17., 8.5.tpi.3., 8.5.tpi.4., 8.5.tpi.8., 8.5.tpi.9., 8.5.tpi.10., 8.5.tpi.13., 8.5.tpi.16., 8.5.tpi.20., 8.5.tpi.23.

Learning Expectations1.03, 3.01, 3.02, 3.03, 3.04, 3.05, 6.01


BlueprintBP 1, BP 2, BP 7, BP 8, BP 9, BP 41, BP 44, BP 46, BP 49, BP 50, BP 51, BP 52, BP 56, BP 58, BP 59, BP 60, BP 62, BP 63, BP 64, BP 130, BP 132, BP 135, BP 137, BP 140, BP 149, BP 150, BP 152, BP 155, BP 156, BP 160, BP 161, BP 266, BP 270, BP 273

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English Learners

o Locate Vocabulary Terms on a Map, TE p. 116

o Define and Illustrate Terms, TE p. 118



o Section 4: The Backcountry, PE/TE pp. 116–120




o Vocabulary: Key Academic Vocabulary, TE p. 118





All Students

o Think, Pair, Share—Pair Activity: The Scots-Irish Arrive, TE p. 118; Connect to Today, URB p. 113

o Talk About It—Small Group Discussion: Beyond the Frontier, TE p. 120; Primary and Secondary Sources, URB pp. 114–115

o Connect Geography & History: The Backcountry 1750, PE/TE p. 118; Skillbuilder Practice, URB p. 105

o Connect to the Essential Question: PE/TE p. 119

o Make It Fun: Teacher-Tested Activity, TE p. 119


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o Cause-and-Effect Chapter Summary, UTB TT9

o Essential Question Graphic, UTB TT10





o Tiered Activity: Create a Mural, TE p. 119



o Section Assessment, PE/TE p. 120

o Section Quiz, URB p. 124, Interactive Review @ ClassZone.com

o Interactive Review, PE/TE p. 121; and @ ClassZone.com

o Chapter Assessment, PE/TE pp. 122–123

o Chapter Test (Levels A, B, C) URB pp. 129–140

o McDougal Littell Assessment System: Test Generator CD-ROM • Section Quiz • Chapter Tests: Forms A, B, & C (and Spanish A,

B, & C)







SECtiON 4.4: CORE LESSON PLAN, continuedCo

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SECTION


The Backcountry

1 Activate Prior KnowledgeUse a Draw It Out activity from the Best Practices Toolkit to have students draw pic-tures about what they think the Backcountry looked like. Before students begin drawing, tell them that the Backcountry was a rough area of thick forests and streams. After stu-dents finish their drawing, have them share it with a partner. Tell students that they will have a better idea of what the Backcountry looked like after they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map on PE p. 118. Ask them to point to the Appalachian Moun-tains. Then have them point to the Backcountry. Ask students where the Backcountry was in relation to the Appalachians. (in or near the mountains) According to the map, what group of settlers lived in this area in 1750? (Scots-Irish settlers)

BUILD VOCABULARY Model a Vocabulary: Frayer Model from the Best Practices Toolkit for the term denomination. Then have student partners do a Vocabulary: Frayer Model for clan. Briefly discuss the Vocabulary: Frayer Model in class.


• Describe the geography of the Backcountry.

• Tell about Backcountry settlers and Backcountry life.

• Identify other peoples in that part of North America.

4 Support Student ReadingCOOPERATIVE WORKTo help learn about conditions and life in the Backcountry, use a Numbered Heads Together activity from the Best Practices Toolkit. Explain that students should be prepared to discuss the following topics: geography, settlers, daily life, and conflicts.


1. What kind of reputation did the Backcountry have? (p. 118, par. 2)

2. What group settled in the Backcountry? (p. 118, par. 3)

3. Who did Backcountry settlers come into contact with as they moved west? (p. 120, par. 1)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT15 of Test Practice Transparencies. To assess comprehension of the section, use the Section Quiz on p. 124 of the Unit 2 Resource Book. To assess comprehension of the chapter, have students complete Chapter 4 Test, Form A, on pp. 129–132.


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The BackcountrySECTION

4.4

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activity in the Best Practices Toolkit to summarize each of the four subtopics in this section. Here is an example for “The Scots-Irish Arrive”: • Scots-Irish came from the Scotland-England border.

• Drought, rent increases, and religious persecution caused Scots-Irish to move to the colonies.

• Brought clan system, or large groups of families, to Backcountry.

• Clans helped families deal with dangers.

After Reading

FOCUSED READING Use a Listening/Reading Guide activity in the Best Practices Toolkit to help students understand Section 4. Using the transparency, create questions on key ideas. Give each student sticky notes to mark the locations of the answers in the text. Read the text aloud while students use the notes to mark the locations of the answers. Afterwards, have students return to their tabs to find and write the answers.

EXAMPLES: QUESTIONS

• What major geographical feature was located in and near the Backcountry?

• Why did the Scots-Irish settle in the colonies?

• What conflicts occurred between English colonists and other peoples living in the region?

ACTIVATING PRIOR KNOWLEDGE Use the following sentences in a People Search activity from the Best Practices Toolkit as a motivational prereading activity.

1. Find someone who can tell you the location of the Appalachian Mountains.

2. Find someone who can tell you what a clan is.

3. Find someone who can tell you one difficulty settlers had west of the colonies.

4. Find someone who can tell you where the Scots-Irish were from.

Before Reading

During Reading


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American History—Beginnings through ReconstructionChapter 5: Beginnings of an American Identity (1689–1763) 119

CORE LESSON PLAN

Early American Culture



o Connect Geography & History, and @ ClassZone.com PE/TE pp. 124–125

1. Contrast the colonies with older societies2. Describe daily life in the colonies3. Identify changes in American society caused by the

Great Awakening4. Summarize Enlightenment ideas and how they

affected the colonies

o American History Video Series, DVD and on Power Presentations DVD-ROM





SECTION OPENER:



o Talk About It: Small Group Discussion—A New Kind of Society, TE p. 127


SECTION

5.1





Performance Indicators State8.1.spi.1., 8.1.spi.2., 8.1.spi.5., 8.1.spi.7., 8.2.spi.1., 8.2.spi.4., 8.2.spi.6., 8.3.spi.1., 8.5.spi.3., 8.5.spi.8., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.3., 8.6.spi.4., 8.6.spi.5.

Performance Indicators Teacher8.1.tpi.4., 8.2.tpi.13., 8.3.tpi.6., 8.5.tpi.4., 8.6.tpi.4., 8.6.tpi.5.

Learning Expectations1.01, 1.02, 1.03, 2.01, 3.03, 3.04, 5.06


BlueprintBP 3, BP 5, BP 7, BP 8, BP 50, BP 53, BP 54, BP 71, BP 72, BP 74, BP 80, BP 82, BP 132, BP 133, BP 135, BP 140, BP 141, BP 150, BP 152, BP 155, BP 156, BP 160, BP 260, BP 263, BP 270, BP 273, BP 274

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American History—Beginnings through ReconstructionChapter 5: Beginnings of an American Identity (1689–1763)120




English Learners

o Completing Definitions, TE p. 126

o Illustrate Social Classes Today, TE p. 128

o Compare Technology in Religious Revivals, TE p. 131



o Section 1: Early American Culture, PE/TE pp. 126–133


o Demonstrate Colonial Work, TE p. 129

o Chart Differences in Societies, TE p. 129

o Identify Religious Doctrines, TE p. 131



o Comprehension: Connections, TE p.128


o RSG w/ Support Spanish, URB pp. 159–160



All Students

o Think, Pair, Share—Pair Activity: Colonial Life, TE p. 129; Skillbuilder Practice, URB p. 167

o Reader, Recorder, Reporter—Small Group Activity: Religious Revival, TE p. 131

o Roleplay Your Answer—Small Group Activity: The Enlightenment, TE p. 132

o More About: Colonial Voting Rights, TE p. 128; Quaker Women, TE p. 129; Children in the Colonies, TE p. 130; Colonial Newspapers, TE p. 130; Colleges and the Great Awakening, TE p. 131; George Whitefield, TE p. 132; Building in Cities, TE p. 134; Building Houses in the Colonies, TE p. 135

o Comparing Class Systems, PE/TE p. 128; Primary and Secondary Sources, URB p. 176

o America’s History Makers: Ben Franklin, PE/TE p. 132; URB pp. 169–170

o Make It Fun: Teacher-Tested Activities, TE p. 129



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o Connect to Math: Create a Literacy Graph, TE p. 130; Calculate House Dimensions, TE p. 135

o Connect to Language Arts: Create an Almanack, TE p. 130

o Tiered Activity: Oral Presentation On Benjamin Franklin, TE p. 132; Create and Advertisement, TE p. 134–135

o Interdisciplinary Projects: The New England Primer, URB pp. 171–172

o Interpreting Maps, BPTK p. 118

o Team Teaching, BPTK p. 26












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1 Activate Prior KnowledgeUse a Brainstorming activity from the Best Practices Toolkit to have students explore what draws people together. Point out that people may be drawn together by many ele-ments, including similar values, religion, and holidays. Write the students’ ideas on the board. Then tell them that, in the section they are about to read, they will learn about customs and practices that drew the colonists together.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students use Interpreting Visual Sources to describe what they see in the colonial schoolroom painting on PE p. 130. Ask: What is the boy near the teacher doing? What is the teacher holding in his hand? Describe the classroom. How does it compare with yours?

BUILD VOCABULARY Model a New Word Analysis activity from the Best Prac-tices Toolkit for the term Great Awakening. Then have student partners do a New Word Analysis for Enlightenment. Briefly discuss the analyses in class.


• Describe what was important to the colonists.

• Identify the roles of women and children.

• Discuss how the colonies were affected by the high literacy rate.

• Explain the effects of the Great Awakening and Enlightenment.

4 Support Student ReadingCOOPERATIVE WORK

To help students learn about the values, social structure, and new movements within the British colonies, have students complete a Note-Taking, Note Making activity from the Best Practices Toolkit. Then have students share their logs with a partner.


1. What people belong to the highest colonial social rank? (p. 128, par. 3)

2. What rights were not given to colonial women? (p. 129, par. 5)

3. Why were most children taught to read? (p. 130, par. 4)

4. What was the major difference between the Great Awakening and the Enlightenment? (p. 131, par. 2)



SECTION

5.1

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ACTIVATING PRIOR KNOWLEDGE Use a P.L.A.N. activity in the Best Practices Toolkit to have student groups scan the text to preview content, visuals, and boldfaced key terms. Model the recording process on the transparency.

Enter “Early American Culture” in the center circle. Record the subheads in surrounding circles. Ask students to locate all visual information and vocabulary terms. List group results and connect each to its appropriate subhead. Remind students to react to each piece of infor-mation with the provided symbols.

During Reading

FOCUSED READING Use a Note-Taking, Note-Making activity from the Best Practices Toolkit with your students. Begin by reading aloud “One American’s Story,” the first heading of the section. Then tell the class: “The story about Eliza Lucas Pinckney shows how people in the colonies were resourceful and willing to experiment. In this section we will find out more about that and also about how things began to change for the colonists. Follow along as I read, and take notes.” Read aloud the first three paragraphs under “A New Kind of Society.” Pause, and tell students that they have two minutes to take notes. Then ask them: “What did I read?” Make sure student responses address the main idea: The ability to own land in the colonies contributed to colonists’ prosperity.

After Reading

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activity from the Best Practices Toolkit to help students summarize the five subtopics in this section. Here is an example for “A New Kind of Society”:

1. New climates and living conditions helped create a new American identity.

2. In the colonies, many colonists owned land and could vote; in England, few owned land.

3. In the colonies, large landholders held highest rank.

4. Colonies had no aristocracy and a large middle class.


SECTION

5.1

Before Reading

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SECTION

5.2CORE LESSON PLAN

Roots of American Democracy



o Sequence Chain, BPTK TT31 1. Describe the growth of English rights between 1215 and the late 1600s

2. Identify issues which created conflicts between England and the colonies over colonists’ rights

o Differentiated Vocabulary, TE p. 136; BPTK TT9–TT16


SECTION OPENER:



o Think, Pair, Share: Pair Activity—The Rights of Englishmen, TE p. 137






Performance Indicators State8.1.spi.2., 8.2.spi.5., 8.2.spi.6., 8.4.spi.1., 8.4.spi.2., 8.4.spi.3., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.4.

Performance Indicators Teacher8.4.tpi.1., 8.4.tpi.2., 8.4.tpi.3., 8.4.tpi.4., 8.4.tpi.6., 8.4.tpi.7., 8.4.tpi.8., 8.4.tpi.9., 8.4.tpi.14., 8.4.tpi.16., 8.4.tpi.20., 8.4.tpi.24., 8.4.tpi.26., 8.4.tpi.27., 8.4.tpi.28., 8.5.tpi.2., 8.5.tpi.4., 8.5.tpi.19., 8.5.tpi.22., 8.6.tpi.4., 8.6.tpi.5.

Learning Expectations4.01, 4.02, 5.10, 5.11

Process StandardsP1, P2, P6, P7, P8, P10, P12, P19, P20, P21, P24, P25, P27, P28, P31, P32, P33, P34, P36, P37

BlueprintBP 6, BP 66, BP 67, BP 68, BP 69, BP 70, BP 73, BP 74, BP 77, BP 78, BP 80, BP 81, BP 82, BP 83, BP 85, BP 86, BP 87, BP 90, BP 91, BP 92, BP 95, BP 99, BP 105, BP 134, BP 135, BP 140, BP 148, BP 150, BP 155, BP 156, BP 258, BP 263, BP 274

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English Learners

o Terms and Names Read-Along, TE p. 136

o Paraphrase the Magna Carta, TE p. 138



o Section 2: Roots of American Democracy, PE/TE pp. 136–141




o Vocabulary: Roots, TE p. 138


o RSG w/ Support Spanish, URB pp. 161–162



All Students

o Reader, Recorder, Reporter—Small Group Activity: English Rights Threatened, TE p. 139

o More About: Taxation, TE p. 138; The Virginia House of Burgesses, TE p. 139; John Peter Zenger, TE p. 141; Readers Theater, URB pp. 205–213

o Connecting Citizenship and History: Trail by Jury, PE/TE p. 138

o Connecting History, PE/TE p. 139

o Colonial Governments, PE/TE p. 140; Connect to Today, URB p. 175


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o Animated History & Geography, Power Presentations DVD-ROM; @ ClassZone.com



o Connect to Art: Royal Governor Protest Posters, TE p. 139

o Connect to Language Arts: Letter Protesting Andros’s Actions, TE p. 139

o Tiered Activity: Create a Magna Carta Brochure, TE p. 140









o Test Practice and Review Workbook pp.47–48



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Roots of American DemocracySECTION

5.2

1 Activate Prior KnowledgeUse a Pair-Share activity from the Best Practices Toolkit to have students discuss what rights they feel they are entitled to as Americans. Do they believe they have the right to go to school? to get a driver’s license at 16? to vote at 18? Explain that the colonists expected to have certain rights under the English government.

2 Preview Main Ideas and LanguageCONNECT VISUALLY

Have students study the chart on PE p. 140. Ask students to point to the council and colonial assembly. Who had authority over the council? (the royal governor) Have them trace the arrow that points both up and down between the royal governor and colonial assembly. What does this arrow mean? (They worked together.)

BUILD VOCABULARY Model a Comparison Matrix from the Best Practices Toolkit. Then introduce and discuss the following terms from the section: Magna Carta, Parliament, English Bill of Rights, and salutary neglect. Have pairs of students complete a Comparison Matrix for these terms.


• Name the rights that colonists expected under the English government.

• Explain why colonists were angered by the rule of Governor Edmund Andros.

• Tell how England’s Glorious Revolution affected the colonies.

• Explain the importance of the ruling in the Zenger trial.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand the material in this section, model the SQ3R activity from the Best Practices Toolkit. Then have students use the method to ask and answer ques-tions about each of the three main headings in the section.


1. What two houses made up Parliament? (p. 139, par. 1)

2. How did Governor Andros anger the colonists? (p. 139, par. 6–7)

3. How did England treat the colonies after the Glorious Revolution? (p. 140, par. 4–6)



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SECTION

5.2StRAtEGiES FOR iNCLUSiON

Roots of American Democracy

ACTIVATING PRIOR KNOWLEDGE Use a Vocabulary: Definition Mapping activity and transparency in the Best Practices Toolkit to discuss representative government. Sample responses are shown.

Definition: rule by elected officials

Characteristics: citizens can vote; elected officials can be voted out of office

Comparisons/Contrasts: democracy

Examples: United States, Mexico

FOCUSED READING Use the SQ3R activity in the Best Practices Toolkit for taking notes on Section 2. First survey the text and make predictions about the reading. Then use the transparency to model summarizing key points.

EXAMPLES: SURVEY

• Colonists will want to have the “Rights of Englishmen.”

• The Magna Carta will be important.

Next, turn the subheads into questions and then read to answer the questions.

EXAMPLES: QUESTIONS

• What was the Glorious Revolution?

• How was power shared in the colonies?

ASSESSING COMPREHENSION Use the Mapping Main Ideas and Details in the Best Practices Toolkit to help evaluate students’ understanding of the Magna Carta.

During Reading

After Reading

Before Reading


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SECTION

5.3CORE LESSON PLAN

The French and Indian War



o T-Chart/Two-Column Chart, BPTK TT20 1. Identify conflicts created by European claims to Native American lands

2. Describe events that led to the beginning and spread of the French and Indian War

3. Describe the changing attitudes of colonial Americans and Native Americans following the French and Indian War

o Differentiated Vocabulary, TE p. 142; BPTK TT9–TT16


SECTION OPENER:


o One American’s Story, PE/TE p. 143

o Talk About It: Small Group Group Discussion—Europeans in Native American Lands, TE p. 143






Performance Indicators State8.1.spi.2., 8.1.spi.7., 8.2.spi.1., 8.2.spi.4., 8.2.spi.5., 8.3.spi.1., 8.3.spi.5., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.7., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1.

Performance Indicators Teacher8.1.tpi.10., 8.2.tpi.11., 8.4.tpi.6., 8.4.tpi.7., 8.4.tpi.8., 8.4.tpi.14., 8.4.tpi.17., 8.4.tpi.20., 8.4.tpi.24., 8.4.tpi.27., 8.4.tpi.28., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.8., 8.5.tpi.23., 8.5.tpi.30., 8.5.tpi.31., 8.6.tpi.1., 8.6.tpi.3.

Learning Expectations1.03, 2.02, 3.01, 3.02, 3.03, 3.04, 3.05, 4.01, 4.02, 5.06

Process StandardsP1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P29, P32, P33, P36, P37

BlueprintBP 7, BP 8, BP 9, BP 41, BP 43, BP 49, BP 50, BP 56, BP 67, BP 75, BP 78, BP 89, BP 90, BP 135, BP 136, BP 137, BP 140, BP 146, BP 149, BP 150, BP 151, BP 154, BP 155, BP 156, BP 161, BP 259, BP 264, BP 266, BP 272

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English Learners

o Make Predictions Based on Vocabulary, TE p. 142

o Write a Quiz About Alliances, TE p. 145

o Listen to Oral Summary of Page Contents, TE p. 145



o Section 3: The French and Indian War, PE/TE pp. 142–148


o Brainstorm Reasons for Alliances, TE p. 144



o Vocabulary: Cognates, TE p. 144


o RSG w/ Support, Spanish URB pp. 163–164



All Students

o Think, Pair, Share—Pair Activity: War Begins and Spreads, TE p. 144

o Roleplay Your Answer—Small Group Activity: British Victory, TE p. 146

o Reader, Recorder, Reporter—Small Group Activity: The New Colonial World, TE p. 147

o More About: Fur Trading and Settlement, TE p. 144; Economics in History, URB p. 168; Braddock’s Defeat, TE p. 146; Smallpox, TE p. 148

o Connect Geography & History, PE/TE p. 145; Primary and Secondary Sources, URB pp. 177–178

o Comparing Prewar and Postwar Boundaries, PE/TE p. 146; Connect Geography & History, URB pp. 173–174

o Connect to the Essential Question, PE/TE p. 147


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o Essential Question Graphic, UTB TT15

o Fine Art Transparency: George Washington, UTB TT12

o Map Transparency: Proclamation of 1763, UTB TT13

o After-Reading Activities: BPTK TT48–61; and @ClassZone.com

o Animated History & Geography, Power Presentations DVD-ROM; and @ClassZone.com



o Connect to Language Arts: Journal From Quebec, TE p. 146

o Connect to World Languages: Examine French Culture in Quebec, TE p. 146

o American Literature Selection, from The Light in the Forest, URB pp. 179–182

o Tiered Activity: Create a Mobile, TE p. 147



o Section Assessment, PE/TE p. 148


o Interactive Review, PE/TE p. 359; and @ ClassZone.com

o Chapter Assessment, PE/TE p. 150–151

o Chapter Test (Levels A, B, C) URB pp. 189–200

o McDougal Littell Assessment System: Test Generator CD-ROM • Section Quiz • Chapter Tests: Forms A, B, & C (and Spanish A,

B, & C)





o Test Practice and Review Workbook pp. 49–50

Cumulative Assessment

o Unit 2 Benchmark Test, Standards Based Assessment, pp. 13–17

o Unit 2 DBQ Test, Document-Based Questions Practice Workbook pp. 23–34



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SECTION


The French and Indian War

1 Activate Prior KnowledgeUse a Round Robin & Roundtable activity in the Best Practices Toolkit to have students share what they know about war. Write the topic on the board and have student groups spend a few minutes discussing it. After you call time, have groups share their information. Tell students that they will learn about the French and Indian War.


Have students study the map on PE p. 145. Ask them to trace the British and the French territory. Then have students point to the British and French victories. How many British victories are shown? (6) How many French victories are shown? (4) Based on the map, who do you think won the war? (the British)

BUILD VOCABULARY Discuss the following key terms from the section: French and Indian War, Battle of Quebec, and Treaty of Paris. Then have students use the Peer Tutoring and Flash Card Game from the Best Practices Toolkit to quiz each other.


• Identify the main events of the French and Indian War.

• Explain how the British won the French and Indian War.

• Describe the results of the war.


To help students understand the French and Indian War, have groups do a Jigsaw Read-ing activity from the Best Practices Toolkit. Have students create a chart with the follow-ing column headings: Causes, Battles, British Leaders, and Results.


1. What planted the seeds of the French and Indian War? (p. 144, par. 3)

2. Why did Franklin create the Albany Plan of Union? (p. 144, par. 7)

3. How did Native Americans respond after the British won the war? (p. 147, par. 2)

4. What were the terms of the Proclamation of 1763? (p. 148, par. 3)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT18 of Daily Test Practice Transparencies. To assess comprehension of the section, use the Section Quiz on p. 185 of the Unit 2 Resource Book. To assess comprehension of the chapter, have students complete Chapter 5 Test, Form A, on pp. 189–192.


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The French and Indian WarSECTION

5.3

ACTIVATING PRIOR KNOWLEDGE Use a Vocabulary: Knowledge Rating activity in the Best Practices Toolkit to determine how well students know the key terms in this sec-tion. Write six to eight terms on the blank transparency. Give students a copy and have them rate their familiarity with the terms. Then work with the class to develop definitions.

Term DefinitionFrench and Indian War

Albany Plan of Union

Pontiac’s Rebellion

1754–1763 war between Britain, France, and their allies for control of North AmericaProposed by Benjamin Franklin, first formal proposal to unite coloniesNative American revolt against British colonies following the French and Indian War

FOCUSED READING Use an Interpreting Maps activity in the Best Practices Toolkit to help students understand the changing European claims in North America. Use the questions from the transparency and add the following questions:

1. Which nations lost territory?

2. Which nations gained territory?

3. How long did it take these changes to occur?

During Reading

After Reading

ASSESSING COMPREHENSION Work with students on a Collaborative Reread-ing activity from the Best Practices Toolkit. Here are some examples for “War Begins and Spreads”:

EXAMPLES: QUESTIONS

• What happened when fur traders began moving into the Ohio River valley?

• How did the Virginia colony react to the actions of the French?

EXAMPLES: MAIN IDEAS

• The French feared losing control and built forts to protect the valley.

• Virginia sent troops led by George Washington, who set up a fort and attacked the French.


Before Reading

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American History—Beginnings through ReconstructionChapter 6: The Road to Revolution (1763–1776) 137

CORE LESSON PLAN

Tighter British Control



o Connect Geography & History, PE/TE pp. 154–155; and @ ClassZone.com

1. Identify the reasons why the American colonies and Britain began to grow apart

2. Describe the ways that the colonists defied the rules of Parliament

o American History Video Series, DVD; and on Power Presentations DVD-ROM





SECTION OPENER:



o Reader, Recorder, Reporter: Small Group Activity—The Colonies and Britain Grow Apart, TE p. 157


SECTION

6.1





Performance Indicators State8.1.spi.2., 8.2.spi.4., 8.2.spi.5., 8.4.spi.2., 8.4.spi.3., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.4.

Performance Indicators Teacher8.2.tpi.19., 8.4.tpi.4., 8.4.tpi.6., 8.4.tpi.7., 8.4.tpi.9., 8.4.tpi.14., 8.4.tpi.17., 8.4.tpi.20., 8.4.tpi.24., 8.4.tpi.27., 8.4.tpi.28., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.30., 8.6.tpi.4., 8.6.tpi.5.



BlueprintBP 20, BP 22, BP 23, BP 30, BP 31, BP 68, BP 69, BP 71, BP 72, BP 73, BP 74, BP 75, BP 77, BP 78, BP 87, BP 89, BP 90, BP 146, BP 151, BP 157, BP 162, BP 176, BP 181, BP 182, BP 263

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American History—Beginnings through ReconstructionChapter 6: The Road to Revolution (1763–1776)138




English Learners

o Match Terms and Definitions, TE p. 156



o Section 1: Tighter British Control, PE/TE pp. 156–159








All Students

o Roleplay Your Answer—Small Group Activity: Colonists Defy Parliament, TE p. 158; Economics in History, URB p. 36; Primary and Secondary Sources, URB pp. 44–45

o More About: Stamp Act Protests, TE p. 158; Connect Geography & History, URB pp. 41–42



o Fine Art Transparency: The Repeal of the Stamp Act, UTB TT2


o Animated History & Geography, Power Presentations; and @ ClassZone.com



o Tiered Activity: Create Biographies, TE p. 158












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1 Activate Prior KnowledgeDo a Pair-Share (Strategic Pairing) activity in the Best Practices Toolkit to have students discuss protests they have taken part in or heard about. Have students ever protested against a law or policy they disagreed with? Do they know someone who did? What form did the protest take—a letter, a strike, a boycott? What protests—recent or historical—do they know about? Explain that, in this section, students will read about early protests the colonists made against British policies.


Have students use Interpreting Visual Sources to describe what they see on the stamps shown on PE p. 158? Explain that the Stamp Act required such stamps on all legal and commercial documents to show that a tax had been paid. Ask: What symbol shows that the stamps were required by Britain? (the crown) What else might the stamp show? (the amount of the tax)

BUILD VOCABULARY Model a Vocabulary: Frayer Model from the Best Practices Toolkit for the term Quartering Act. Then have student partners do a Vocabulary: Frayer Model for boycott.

3 Make Objectives ExplicitHave student pairs get together and explain the objectives below in their own words.

• Explain why the Proclamation of 1763 made so many colonists angry.

• Describe the disagreement over taxes and troops in the colonies.

• Discuss the Sugar Act and the Stamp Act.

• Explain how the colonists forced Britain to cancel the Stamp Act.


To help students understand the impact of the Stamp Act, have groups of students work together to complete a Reporter’s Questions activity in the Best Practices Toolkit on the Stamp Act.


1. What did the Proclamation of 1763 forbid? (p. 157, par. 5)

2. What famous secret society opposed British policies? (p. 158, par. 8)

3. What did the Declaratory Act say? (p. 159, par. 4)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT19a and TT19b of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 53 of the Unit 3 Resource Book.


SECTION

6.1

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ACTIVATING PRIOR KNOWLEDGE Use a Vocabulary: Definition Mapping activity in the Best Practices Toolkit and transparency to discuss boycotts. Write “boycott” in the center and ask students to suggest definitions for the What is it? square. Then ask students to scan the text under the heading “Colonists Defy Parliament” and fill out the characteristics squares. As student pairs read the section, have them list examples and comparisons/contrasts on the map.

During Reading

FOCUSED READING Have students use a Three-Column Journal activity in the Best Practices Toolkit to help them take notes on the main ideas, connect visuals to the text, and then find and record supporting details for the section. Model the activity using the transpar-ency. Have students use copies to complete the activity. Examples might be:

Main Ideas Visuals Supporting DetailsProclamation of 1763 British law that forbade colonists from settling

west of the Appalachian Mountains

Stamp Act picture of royal stamps

Required documents to carry an official stamp showing a tax had been paid

After Reading

ASSESSING COMPREHENSION After reading the text, model the Cumulative Time Line activity in the Best Practices Toolkit. Here are some examples from “The Colonies and Britain Grow Apart,” and “Colonists Defy Parliament”:

1763 Proclamation of 1763: Colonists could not settle west of Appalachians. Many settlers were angry.

1764 Sugar Act: Taxed sugar and other imports to the colonies.

1765 Stamp Act: Required all legal and commercial documents to carry tax stamp. Angry colonists formed Stamp Act Congress to protest.

1766 Repeal of Stamp Act: Boycotts forced Parliament to repeal act.


SECTION

6.1

Before Reading

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SECTION

6.2CORE LESSON PLAN

Colonial Resistance Grows


o T-Chart/Two-Column Chart, BPTK TT20 Section Objectives

o Interactive Reading/Vocabulary, PE/TE p. 160; BPTK TT9–TT16

1. Identify the ways that Britain tightened its control over the colonies

2. Explain how colonists protested British rule3. Analyze why colonists felt that Britain was

interfering in its economic matters



SECTION OPENER:



o Think, Pair, Share: Pair Activity—Tightening British Control, TE p. 161






Performance Indicators State8.1.spi.2., 8.2.spi.4., 8.2.spi.5., 8.4.spi.2., 8.4.spi.3., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.6., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1., 8.6.spi.2., 8.6.spi.4.

Performance Indicators Teacher8.4.tpi.6., 8.4.tpi.7., 8.4.tpi.14., 8.4.tpi.17., 8.4.tpi.20., 8.4.tpi.24., 8.4.tpi.27., 8.4.tpi.28., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.30., 8.5.tpi.31.


Process StandardsP1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 23, BP 30, BP 31, BP 68, BP 69, BP 71, BP 72, BP 73, BP 77, BP 78, BP 87, BP 89, BP 90, BP 162, BP 176, BP 177, BP 180, BP 181, BP 182, BP 264

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English Learners

o Vocabulary in Context, TE p. 160



o Section 2: Colonial Resistance Grows, PE/TE pp. 160–166


o Boston Massacre Journal Entries, TE p. 164



o Word Relationships, TE p. 164





All Students

o Reader, Recorder, Reporter—Small Group Activity: Colonists Protest, TE p. 163; Connect to Today, URB p. 43

o Think, Pair, Share— Pair Activity: Economic Interference, TE p. 164

o More About: John and Abigail Adams and the Writs of Assistance, TE p. 162; John Dickinson, TE p. 163; Daughters of Liberty, TE p. 163; The Boston Massacre, TE p. 164; Circular Letters, TE p. 165, Active Citizenship, URB pp. 257–258

o Daily Life: The Colonial Marketplace, PE/TE p. 162

o Connecting History: Representative Government, PE/TE p. 163

o America’s History Makers: Samuel Adams and John Adams, PE/TE p. 165

o American Spirit: Popular Resistance, PE/TE pp. 166


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o Animated History & Geography, Power Presentations; and @ ClassZone.com



o Connect to Math, TE p. 162

o Interdisciplinary Projects: Population Growth, URB pp. 39–40

o Connect to Art: Weaving, TE p. 163

o Connect to Language Arts: Simulated Grave Rubbings, TE p. 163

o Tiered Activity: Defend a Position, TE p. 165

o Tiered Activity: Create Boycott Posters, TE p. 167

o Student Products, BPTK pp. 1–14

o Unit 3 Technology Project, BPTK p. 17










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section core lesson plan 4.1 new england: … · for products produced in the new england colonies....

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