section north carolina core lesson plan 3 river … · north carolina core lesson plan river valley...

★

NorthCarolina

SECTION

3NORTH CAROLINA CORE LESSON PLAN

River Valley Civilizations

North Carolina Skills Competency Goals

1.01, 1.02, 1.03, 1.06, 2.01, 2.02, 2.03, 2.04, 2.05, 2.06, 3.05, 5.04

Competency Goals and Objectives

PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 2.01, 3.01, 3.03, 5.01, 5.02, 5.03, 5.04, 7.02, 8.01, 8.02, 8.03, 9.01, 9.03,

11.02, 11.04, 12.01, 12.02

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

CHAPTER OPENER:

! Time Line, BPTK TT33! Read for the Essential Question, TE p. 322! Interactive Reading/Vocabulary, PE/TE p.

322; BPTK TT9–TT16, TT20

Section Objectives

1. Describe how civilization arose inMesopotamia and the Fertile Crescent

2. Compare the accomplishments of therulers Sargon and Hammurabi

3. Identify features of the Indus River ValleyCivilization

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

SECTION OPENER:

! 3-Minute Warm-Up, TE p. 323; UTB TT1! Connecting to Your World, PE/TE p. 323! Talk About It: Small Group Discussion—Mesopotamia and the Fertile Crescent, TE p. 323! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards

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

Struggling Readers &Inclusion

Create Audio orVisual Vocabulary,TE p. 322

Discuss Traits ofCivilizations, TE p.324

RSG w/ Support,URB pp. 13–14

On-level

Section 3: RiverValley Civilizations,PE/TE pp. 322–326

RSG, URB pp.7–8

Gifted and Talented &Pre-AP

Create aCuneiform System,TE p. 324

History Makers:Hammurabi, URB p.33; Sargon, URB p.34

Primary Sources,URB pp. 39–40

DifferentiationActivity Bank:Strategies forPre-AP, BPTK pp.195–200

English Learners

Pronounce andPreview, TE p. 322

RSG Spanish,URB pp. 19–20

RSG w/ Support,Spanish, URB pp.25–26

eEdition withaudio

World Cultures and Geography Lesson Plans 189Chapter 11: Southwest Asia and South Asia North Carolina Core Lesson Plan, Sec. 3

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER11

★

NorthCarolina

SECTION 3: RIVER VALLEY CIVILIZATIONS, CONTINUED

All Students

! Reader, Recorder, Reporter—Small Group Activity: City-States and Empires, TE p. 325! Think, Pair, Share: Pair Activity—Indus River Valley Civilization, TE p. 325! More About: The Fertile Crescent, TE p. 323; Ziggurats, TE p. 324! Connect Geography & Culture: Cuneiform, PE/TE p. 324! History Makers: Hammurabi, PE/TE p. 325

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

Integrated Technology

! Critical Thinking Transparency, UTB TT5! Essential Question Transparency, UTB

TT2! Cultures Transparencies, UTB TT8, TT9! After-Reading Activities: BPTK TT49–62;

and @ ClassZone.com! Animated Geography, Power Presentations

DVD-ROM; and @ ClassZone.com! Map Center, Activity Center, and Research

& Writing Center @ ClassZone.com

Interdisciplinary and Tiered Activities

! Tiered Activity: River Valley CivilizationsGlossary, TE p. 325

! Student Products, BPTK pp. 1–14

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

Core Assessment

! Section Assessment, PE/TE p. 326;Interactive Review @ ClassZone.com

! Section Quiz, URB p. 43! Interactive Review, PE/TE p. 327; and @

ClassZone.com! Chapter Assessment, PE/TE pp. 328–329! Chapter Tests (Forms A, B, C) URB pp.

45–58! McDougal Littell Assessment System:

Test Generator CD-ROM• Section Quiz• Chapter Tests: Forms A, B, & C (andSpanish A, B, & C)

Reteaching

! Reteaching Activity, URB p. 46

Test Practice & Review

! Daily Test Practice Transparency, DTPTTT74

! Test Practice and Review Workbook, pp.85–86

190 Lesson Plans World Cultures and GeographyNorth Carolina Core Lesson Plan, Sec. 3 Chapter 11: Southwest Asia and South Asia

CHAP

TER

11

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION

3STRATEGIES FOR ENGLISH LEARNERS


1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generate asmany facts, ideas, and questions as they can about river valley civilizations. Have groupsof students spend five minutes discussing the topic. Ask them to draw on what they mayhave learned from television documentaries or magazines such as National Geographic.After you call time, have the groups share their ideas. Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students use Interpreting Visual Sources from theBest Practices Toolkit to describe what they see in the photographs in the section. Havestudents imagine what it would have been like to live in one of the early civilizationsdescribed in the section. Then ask: What about the geography of the Fertile Crescentmight draw humans to settle there? (fertile farmland, access to water)

BUILD VOCABULARY Model a Word Square from the Best Practices Toolkitfor polytheistic. Then have student partners do a Word Square for civilization anddiscuss it in class.

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

• Describe how civilization arose in Mesopotamia and the Fertile Crescent• Compare the accomplishments of the rulers Sargon and Hammurabi• Identify features of the Indus River Valley Civilization

4 Support Student ReadingCOOPERATIVE WORK To help students understand the content under the firstheading of the section, have student groups do a Reciprocal Questioning activity fromthe Best Practices Toolkit in class. Then assign the groups the remaining headingsin the section.

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

1. What are the characteristics of a civilization?2. What was the first civilization in Mesopotamia?3. What is cuneiform?

5 Prepare for AssessmentTo check comprehension, review the questions on TT74 of the Daily Test PracticeTransparencies. To assess comprehension, use the Section Quiz on page 43 of UnitResource Book: Southwest Asia and South Asia. To assess comprehension of thechapter, have students complete Chapter Test, Form A, on pp. 45–50.

World Cultures and Geography Lesson Plans 191Chapter 11: Southwest Asia and South Asia Strategies for English Learners, Sec. 3

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER11

★

NorthCarolina

SECTION

3STRATEGIES FOR INCLUSION


Before Reading

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

1. Mesopotamia means “land between the rivers.”

2. Sumer arose in the Indus river valley civilization.

3. A ziggurat is a temple built on a series of increasingly smaller platforms.

4. The Sumerians were a monotheistic people.

During Reading

FOCUSED READING Have students use a Y-Chart activity from the Best PracticesToolkit to compare information about Mesopotamian civilization and Harrapan civilization.

Mesopotamian Civilization Harappan Civilization

• first civilization was Sumer • first civilization in the Indus River Valley

• Sumer’s city-states were made up of a city andnearby farmlands.

• Mohenjo-Daro and Harappa were the two majorcities.

• Sumerian cities were surrounded by walls. • Harappan people had advanced technology anda system of measurement.

• Sumerians believed in many gods. • Harappan people developed their own writingsystem.

Similarities

• Both developed where there was a water supply.

• Both civilizations produced well-developed cities.

After Reading

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activityfrom the Best Practices Toolkit to summarize information about each of the subtopics inthis section. Give each group a copy of the transparency and ask them to list the two orthree most important ideas in the subtopic they have been assigned. Here are examplesfor “Civilization Arises.”

• Early humans changed from simply hunting animals to also raising crops.• The five traits of civilizations are: advanced cities; specialized workers; complex

institutions; record keeping; and advanced technology.

192 Lesson Plans World Cultures and GeographyStrategies for Inclusion, Sec. 3 Chapter 11: Southwest Asia and South Asia

CHAP

TER

11

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION


Saudi Arabia, Iraq, and Iran


1.01, 1.06, 2.01, 2.02, 2.06, 3.01, 3.02



10.03, 11.01, 11.02, 11.03, 11.04, 12.01


Regional Atlas and Country Almanac, PE/TEpp. 298–305

CHAPTER OPENER:

! Connect Geography & History, PE/TE pp.330–331; and @ ClassZone.com

! World Cultures & Geography Video, DVDand on Power Presentations DVD-ROM

! Time Line Discussion, TE p. 330! Read for the Essential Question, TE p. 332! Interactive Reading/Vocabulary, PE/TE p.


Section Objectives

1. Describe the history, government, culture,and economics of Saudi Arabia

2. Describe the history, government, culture,and economics of Iraq

3. Describe the history, government, culture,and economics of Iran


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 333; UTB TT10! Connecting to Your World, PE/TE p. 333! Think, Pair, Share: Pair Activity—Saudi Arabia, TE p. 333! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Create VisualVocabulary, TE p.332

Define EconomicTerms, TE p. 334


On-level

Section 1: SaudiArabia, Iraq, andIran, PE/TE pp.332–337

RSG, URB pp.59–60


Map and GraphSkills, URB pp.85–86

Economics in theWorld, URB p. 94


English Learners


Language:Punctuation andPrint Cues, TE p.334



World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 193Chapter 12: Southwest Asia North Carolina Core Lesson Plan, Sec. 1

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER12

★

NorthCarolina

SECTION 1: SAUDI ARABIA, IRAQ, AND IRAN, CONTINUED

All Students

! Reader, Recorder, Reporter: Small Group Activity—Iraq, TE p. 335! Talk About It: Small Group Discussion—Iran, TE p. 336! More About: The Lost Desert City of Ubar, TE p. 333; Islam, TE p. 334! Fun Facts, PE/TE p. 334! Comparing Ethnic & Language Groups of Southwest Asia, PE/TE p. 335! Connect Geography & History, PE/TE p. 336! Make It Fun: Teacher-Tested Activities, TE p. 334



! Essential Question Transparency, UTBTT11

! Critical Thinking Transparency, UTBTT12

! After-Reading Activities: BPTK TT49–62;and @ ClassZone.com

! Animated Geography, Power PresentationsDVD-ROM; and @ ClassZone.com

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

! EasyPlanner DVD-ROM; Resources2GoUSB drive: All worksheets and editablelesson material


! Connect to Language Arts: SummarizeInformation About Southwest Asia, TEp. 335

! Connect to Math: Graph Oil Exports andImports, TE p. 335

! Tiered Activity: The Role of Islam, TEp. 336

! Team Teaching, BPTK p. 30


Core Assessment


! Section Quiz, URB p. 99! McDougal Littell Assessment System:

Test Generator CD-ROM; Section Quiz! Student Products—Guidelines and

Rubrics, BPTK pp. 1–14

Reteaching





194 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaNorth Carolina Core Lesson Plan, Sec. 1 Chapter 12: Southwest Asia

CHAP

TER

12

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION



1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Then have students begin a KWLChart on Saudi Arabia, Iraq, and Iran. Begin by asking students what they know aboutthese countries. Point out that much of the world’s oil supply comes from this region.Have students use the discussion to fill in the first column of the KWL Chart. Thenhave them fill in the second column, writing any questions they may have. Tell studentsto fill in the third column after they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the map and graph of the ethnicand language groups of Southwest Asia. Ask them to use their own words to makeconnections between the data in the graph and the corresponding regions on the map.Make sure students understand how to interpret the colors on the map.

BUILD VOCABULARY Write monotheism on the board and discuss the word inclass. Ask students what words have the same root. (theocracy) List the words on theboard. Then have students use a Roundtable activity from the Best Practices Toolkit toexplain what they know about the word.

3 Make Objectives ExplicitRead each objective and write it on the board. Define words that confuse students. Askstudents to name the most important word in each objective.

• Describe the history, government, culture, and economics of Saudi Arabia• Describe the history, government, culture, and economics of Iraq• Describe the history, government, culture, and economics of Iran

4 Support Student ReadingCOOPERATIVE WORK Model a Venn Diagram from the Best Practices Toolkit.Have students use several of these diagrams to compare the countries covered in thissection.


1. What desert covers much of Saudi Arabia?2. What is the major religion in Iraq?3. Who were the ancestors of today’s Iranians?

5 Prepare for AssessmentTo check comprehension, review the questions on TT75 of the Daily Test PracticeTransparencies. To assess comprehension, use the Section Quiz on page 99 of UnitResource Book: Southwest Asia and South Asia.

World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 195Chapter 12: Southwest Asia Strategies for English Learners, Sec. 1

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER12

★

NorthCarolina

SECTION



Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and keyterms. Using the transparency, model the recording process as students follow. Enter “SaudiArabia” in the center. Put the subheads into the surrounding circles. Instruct students toscan for visuals and boldfaced terms, adding them to the appropriate subheads. Then havethem repeat the activity for “Iraq” and “Iran.”

During Reading

FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best PracticesToolkit to help students focus on the main points of the section. Present the section topic andtitle. Read aloud a portion of the section, stop at intervals, and summarize what you have read.Point out how signal words or context clues help you to make sense of the text. If the textis unclear or confusing at a certain point, say so aloud and then tell students you will eitherreread or read further to try to understand. When you finish reading the section, summarizeout loud for students what you have read and state any thoughts or questions you now have.

After Reading

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection ofSection 1. Have students share their outlines in class to create a complete outline of thesection. Here is a beginning:

I. Saudi Arabia

A. History, Government, and CultureB. Economics and Oil

1. Oil production provides about half of Saudi Arabia’s wealth.2. Saudi Arabia has little agriculture.

C. Arabian Peninsula Neighbors

196 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaStrategies for Inclusion, Sec. 1 Chapter 12: Southwest Asia

CHAP

TER

12

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION


Israel and the PalestinianTerritories


1.01, 1.06, 1.07, 2.01, 2.02, 2.06, 3.01, 4.02, 4.03, 4.04, 4.06, 4.07


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 3.01, 4.01, 4.02, 5.01, 7.01, 7.02, 8.02, 9.01, 11.01, 12.01


CHAPTER OPENER:

! Sequence Chain, BPTK TT31! Read for the Essential Question, TE p. 338! Interactive Reading/Vocabulary, PE/TE p.


Section Objectives

1. Summarize the history of Israel and thePalestinian territories

2. Explain why Jerusalem is considered thebirthplace of three religions

3. Describe how Israel is building itseconomy


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 339; UTB TT10! Connecting to Your World, PE/TE p. 339! Think, Pair, Share: Pair Activity—History and Government, TE p. 339! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Vocabulary:Frayer Model (WordSquares), TE p. 338


On-level

Section 2: Israeland the PalestinianTerritories, PE/TEpp. 338–343

RSG, URB pp.61–62


NegotiateRegional Conflicts,TE p. 340

Outline MapActivities, URBpp. 87–88


English Learners


Vocabulary:Idioms, TE p. 340



eEdition withaudio


Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER12

★

NorthCarolina

SECTION 2: ISRAEL AND THE PALESTINIAN TERRITORIES, CONTINUED

All Students

! Talk About It—Small Group Discussion: Culture and Religion, TE p. 340! Reader, Recorder, Reporter—Small Group Activity: Israel Builds Its Economy, TE p. 343! More About: Dome of the Rock, TE p. 339; The Holocaust and the Founding of Israel, TE

p. 340! Analyzing Primary Sources, PE/TE p. 342! Comparing Regions, TE p. 341




! Map Transparency, UTB TT16! After-Reading Activities: BPTK TT49–62;



& Writing Center @ ClassZone.com! EasyPlanner DVD-ROM, Resources2Go

USB drive: All worksheets and editablelesson material


! Connect to Art: Architecture of HolyPlaces, TE p. 341

! Connect to Math: Calculate PopulationDensity, TE p. 341

! Tiered Activity: Report on Conflict, TEp. 342



Core Assessment



Test Generator CD-ROM; Section Quiz

Reteaching






CHAP

TER

12

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION



1 Activate Prior KnowledgeBegin a class discussion about Israel and the Palestinian Territories today. Model aT-Chart from the Best Practices Toolkit. Label the first column “Israel Today;” labelthe second, “Palestinian Territories Today.” Write students’ ideas under the appropriatecolumns. Tell students that they will learn more about this region when they read thesection.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the thematic map on the religiousgroups of Southwest Asia to learn how they are distributed. Ask them to point tothe various holy places of these religions. Ask: What historic site is sacred to threereligions? (Dome of the Rock) Where is it located? (Jerusalem)

BUILD VOCABULARY Explain and discuss the following key terms from thesection: Holocaust, Gaza Strip, Palestine Liberation Organization, and kibbutz. Thenhave partners use Peer Tutoring and the Flash Card Game from the Best PracticesToolkit to check their understanding of the terms.

3 Make Objectives ExplicitIntroduce the section objectives and use Signals from the Best Practices Toolkit tocheck comprehension. If students signal “thumbs down,” give paraphrases or definitionsas needed.

• Summarize the history of Israel and the Palestinian territories• Explain why Jerusalem is considered the birthplace of three religions• Describe how Israel is building its economy

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about Israel andthe Palestinian Territories, have groups do a Jigsaw Reading activity from the BestPractices Toolkit.


1. What was the land between the Mediterranean Sea and the Jordan River calledin ancient times?

2. What was the Holocaust?



Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER12

★

NorthCarolina

SECTION



Before Reading


1. The region that is now Israel and the Palestinian Territories has a history of foreigncontrol.

2. The Dome of the Rock is the site where Jews believe Abraham prepared to sacrifice hisson.

3. Jerusalem is important only to those who practice Judaism.

4. A kibbutz is a settlement in which the residents share wealth and property.

During Reading


After Reading

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


CHAP

TER

12

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION


Turkey, Syria, and Lebanon


1.01, 1.06, 2.01, 2.02, 2.06, 3.01, 3.02


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 5.02, 7.01, 7.02, 8.01, 8.02, 9.01, 9.03, 10.01, 10.04, 11.01, 12.01


CHAPTER OPENER:

! Cluster Diagram, BPTK TT28! Read for the Essential Question, TE p. 344! Interactive Reading/Vocabulary, PE/TE p.


Section Objectives

1. Summarize Turkey’s history, government,culture, and economy

2. Compare and contrast the history, culture,government, and economy of Syria withthose of Lebanon


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 345; UTB TT10! Connecting to Your World, PE/TE p. 345! Think, Pair, Share: Pair Activity—Turkey, TE p. 345! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Using Letter Tiles,TE p. 344


On-level

Section 3: Turkey,Syria, and Lebanon,PE/TE pp. 344–348

RSG, URB pp.63–64


SummarizeIstanbul’sGeographicImportance, URBp. 349


English Learners


Culture: Clarify,TE p. 346



eEdition withaudio


Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER12

★

NorthCarolina

SECTION 3: TURKEY, SYRIA, AND LEBANON, CONTINUED

All Students

! Think, Pair, Share—Pair Activity: Turkey, TE p. 345! Talk About It—Small Group Discussion, TE p. 347! More About: The Galata Bridge, TE p. 345; Modern Turkey’s Government, TE p. 346! Connect to History, PE/TE p. 346! Make It Fun: Teacher-Tested Activity, TE p. 349




! Cultures Transparencies, UTB TT17,TT18




! EasyPlanner DVD-ROM, Resources2GoUSB drive: All worksheets and editablelesson material


! Tiered Activity: Create a Time Line, TEp. 347



Core Assessment






Reteaching






CHAP

TER

12

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION



1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generate asmany facts, ideas, and questions as they can about Turkey, Syria, and Lebanon. Havegroups of students spend five minutes discussing the countries. Ask them to draw onwhat they have learned from other classes or the print or broadcast news. After you calltime, have the groups share their ideas. Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the photographs and map in the section.Ask them to note details they can see and to make inferences based on those details.Record their ideas on the board.

BUILD VOCABULARY Work with students to complete a Word Square from theBest Practices Toolkit for peacekeeping. Discuss the term in class


• Summarize Turkey’s history, government, culture, and economy• Compare and contrast the history, culture, government, and economy of Syria

with those of Lebanon



1. What historical background do Turkey, Syria, and Lebanon share?2. When did Lebanon gain independence?3. What major city in Lebanon was mostly destroyed during the civil war?

5 Prepare for AssessmentTo check comprehension, review the questions on TT77 of the Daily Test PracticeTransparencies. To assess comprehension, use the Section Quiz on page 101 of UnitResource Book: Southwest Asia and South Asia. To assess comprehension of thechapter, have students complete Chapter 16 Test, Form A, on pp. 105–108.


Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER12

★

NorthCarolina

SECTION



Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the Vocabulary: Knowledge Rating activityin the Best Practices Toolkit to determine how well students know the key terms in thissection. Write the six terms on the transparency. Give individual students a copy and havethem rate their familiarity with the terms. Work with the class to develop definitions.

Term DefinitionIstanbul The largest city of Turkey, formerly

called Constantinople and originallycalled Byzantium in ancient times

Golan Heights A region that was formerly part ofsouthwest Syria but which Israel hasoccupied since the 1967 war

peacekeeping Referring to military forces whosepurpose is to prevent or end war

During Reading


After Reading

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activityfrom the Best Practices Toolkit to summarize information about each of the subtopics inthis section. Give each group a copy of the transparency and ask them to list the two orthree most important ideas in the subtopic they have been assigned. Here are examples for“[Turkey’s] Economics.”

• Turkey has applied to join the European Union, but has not yet been accepted.• Trade ties are strong enough that the discussion of admitting Turkey into the EU

continues.


CHAP

TER

12

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION


Empires and Independence


1.01, 1.04, 1.06, 2.06


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 4.01, 7.01, 7.02, 8.01, 8.02, 9.01, 9.03, 10.01, 10.02, 10.03, 11.01, 11.03,

11.04, 12.01



CHAPTER OPENER:





Section Objectives

1. Describe the two early societies thatcontributed to India’s cultural development

2. Identify the three main empires that ruledIndia

3. Explain how India achieved independenceand what led to partition


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 355; UTB TT19! Connecting to Your World, PE/TE p. 355! Think, Pair, Share: Pair Activity—Early Societies, TE p. 355! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Terms in Context,TE p. 354

Create a TimeLine of IndianIndependence, TEp. 359


On-level

Section 1: Empiresand Independence,PE/TE pp. 354–361

RSG, URB pp.117–118


Argue for orAgainst Saving theTaj Mahal, TE p. 358

Nominate Gandhifor a Peace Prize, TEp. 359

English Learners


Vocabulary:Multiple-MeaningWords, TE p. 356

Vocabulary:Roots, TE p. 358


World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 205Chapter 13: India North Carolina Core Lesson Plan, Sec. 1

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER13

★

NorthCarolina

SECTION 1: EMPIRES AND INDEPENDENCE, CONTINUED

All Students

! Reader, Recorder, Reporter: Small Group Activity—The Empires of India, TE p. 357! Talk About It: Small Group Discussion—Independence, TE p. 359! More About: The Harappan Civilization, TE p. 355; Aryans, TE p. 356! Connect History & Culture, PE/TE p. 357! Connect Geography & History, PE/TE p. 358! History Makers, PE/TE p. 359! Analyzing Primary Sources, PE/TE p. 360! Comparing Regions, TE pp. 356, 360! Make It Fun: Teacher-Tested Activities, TE p. 356





! Map Transparency, UTB TT24, TT24a, b! Animated Geography, Power Presentations


& Writing Center @ ClassZone.com! EasyPlanner DVD-ROM; Resources2Go



! Connect to Art: Illustrate the Golden Ageof the Guptas, TE p. 357

! Connect to Language Arts: DiscussLearning a New Language, TE p. 357

! Tiered Activity: Argue for an againstBoycotts, TE p. 360


Core Assessment





Reteaching





206 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaNorth Carolina Core Lesson Plan, Sec. 1 Chapter 13: India

CHAP

TER

13

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION



1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Then have students begin aKWL Chart on India and its long history. Begin by asking students what they knowabout India or its history. Point out that many aspects of India’s culture have becomecommonplace in the United States, including bangle bracelets, Bollywood movies,Indian foods, and contemporary Indian literature. Have students use the discussion tofill 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 afterthey read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Read aloud the first few paragraphs in the section. Thenhave students use a Draw It Out activity from the Best Practices Toolkit to illustrate theIndian social structure.

BUILD VOCABULARY Have pairs of students create a flash card for each of theTerms & Names in the section. Ask them to use the Flash Card Game from the BestPractices Toolkit to take turns “testing” each other.


• Describe the two early societies that contributed to India’s cultural development• Identify the three main empires that ruled India• Explain how India achieved independence and what led to partition

4 Support Student ReadingCOOPERATIVE WORK To help students learn about key elements in the section, usea Carousel Report activity from the Best Practices Toolkit. Assign each student groupone of the following topics: Aryan, Sanskrit, Dravidian, Hinduism, and Buddhism. Havegroups gather information and present it to the class.


1. What group of people was living in India at the time of the Aryan migration?2. What was the time of the Gupta Empire in India called?3. Who became India’s greatest leader for independence?


World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 207Chapter 13: India Strategies for English Learners, Sec. 1

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER13

★

NorthCarolina

SECTION



Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and key terms.Using the transparency, model the recording process as students follow. Enter “Empires andIndependence” in the center. Put the subheads into the surrounding circles. Instruct studentsto scan for visuals and boldfaced terms, adding them to the appropriate subheads.

During Reading


After Reading

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection ofSection 1. Have students share their outlines in class to create a complete outline of thesection. Here is a beginning:

I. Early Societies

A. First InhabitantsB. Social StructureC. Early Religion

1. Earliest religion was Brahmanism2. Vedas were ancient sacred Sanskrit text3. Brahmanism changed and became Hinduism

208 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaStrategies for Inclusion, Sec. 1 Chapter 13: India

CHAP

TER

13

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION


A Rich and Ancient Legacy


1.01, 1.03, 1.06, 2.01, 2.02, 2.03, 2.05, 2.06, 3.01, 3.02, 4.06, 4.07, 5.04


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 2.02, 2.03, 4.01, 4.02, 7.01, 7.02, 8.01, 8.02, 11.01, 12.01, 12.02


CHAPTER OPENER:

! Sequence Chain, BPTK TT31! Read for the Essential Question, TE p. 362! Interactive Reading/Vocabulary, PE/TE p.


Section Objectives

1. Identify the religions that originated inIndia

2. Compare village and urban life in Indiatoday

3. Describe popular culture in India today


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 363; UTB TT19! Connecting to Your World, PE/TE p. 363! Think, Pair, Share: Pair Activity—Birthplace of Many Religions, TE p. 363! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Vocabulary: WordSort/Word Splash,TE p. 362

Pro and Con ChartAbout City Life, TEp. 366


On-level

Section 2: A Richand Ancient Legacy,PE/TE pp. 362–371



CompareHinduism andBuddhism, TE p.364

Write a Compareand Contrast Essay,TE p. 366


English Learners


Vocabulary:Key AcademicVocabulary, TE p.364



eEdition withaudio


Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER13

★

NorthCarolina

SECTION 2: A RICH AND ANCIENT LEGACY, CONTINUED

All Students

! Reader, Recorder, Reporter—Small Group Activity: Village and Urban Life, TE p. 365! Think, Pair, Share—Pair Activity: Popular Culture, TE p. 367! Talk About It—Small Group Discussion: Traditional and Modern India, TE p. 370! More About: Languages in India, TE p. 363; The Bhagavad-Gita, TE p. 364; Siddhartha

Gautama, TE p. 364; Changing City Names, TE p. 366; Panna National Park, TE p. 368;Varanasi, TE p. 370

! Comparing Rural and Urban India, PE/TE p. 366! Fun Facts, PE/TE p. 367! Worldster: A Day in Savita’s Life, PE/TE p. 368! Comparing Traditional and Modern India, PE/TE pp. 370–371




! Cultures Transparencies, UTB TT26,TT27




! EasyPlanner DVD-ROM, Resources2GoUSB drive: All worksheets and editablelesson material


! Connect to Math: Graph Percentages ofReligions in India, TE p. 365

! Connect to Art: Create a Movie Poster, TEp. 367

! Connect to Language Arts: Write aPostcard, TE p. 367

! Tiered Activity: Compare and ContrastDaily Life, TE p. 368; Trip Itinerary, TEp. 370


Core Assessment




Reteaching






CHAP

TER

13

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION



1 Activate Prior KnowledgeBegin a class discussion about Indian life and culture. Model a T-Chart from the BestPractices Toolkit. Label the first column “Traditional India” label the second, “IndiaToday.” Write students’ ideas under the appropriate columns. Tell students that they willlearn more about the culture of India when they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the map on the spread of Hinduism andBuddhism in India. Ask them to describe the path that these religions followed throughAsia. Ask students to point out where Buddhism originated.

BUILD VOCABULARY Explain and discuss the following key terms from thesection: reincarnation, karma, and nirvana. Then have partners use Peer Tutoring andthe Flash Card Game from the Best Practices Toolkit to check their understandingof the terms.


• Identify the religions that originated in India• Compare village and urban life in India today• Describe popular culture in India today

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about India’sculture, have groups do a Jigsaw Reading activity from the Best Practices Toolkit.


1. What is the primary religion in India today?2. What is one of the most widely read of India’s sacred texts?3. What is India’s film industry called?



Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER13

★

NorthCarolina

SECTION



Before Reading

ACTIVATING PRIOR KNOWLEDGE Use Agree/Disagree in the Best Practices Toolkitas a motivational prereading activity. Write these statements and any other you create onthe blank transparency. Ask students to indicate whether they agree or disagree with eachstatement. Here are some examples:

1. The Ganges River is important to Hindus.

2. Most Indians wear traditional clothing like the sari.

3. Most Indians still live in rural areas.

4. India’s cities are centers for the information technology industry.

5. India does not have a well-developed film industry.

During Reading

FOCUSED READING Use the SQ3R activity in the Best Practices Toolkit. First surveythe text and make predictions. Next use the transparency to model summarizing key points.Then have student partners finish the activity.

EXAMPLES: SURVEY

• India will experience religious conflict.

• Some Indians continue to wear traditional clothing today.

• India’s cities are densely populated.

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

EXAMPLES: QUESTIONS

• What religions were “born” in India?

• How is Indian life divided between villages and cities?

• What leisure time activities are popular in India?

After Reading



CHAP

TER

13

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION


The World’s Largest Democracy


1.01, 1.04, 1.06, 2.01, 2.02, 2.05, 2.06



8.03, 9.01, 9.02, 9.03, 9.04, 10.01, 10.02, 10.03, 10.04, 11.03


CHAPTER OPENER:

! Cluster Diagram, BPTK TT28! Read for the Essential Question, TE p. 372! Interactive Reading/Vocabulary, PE/TE p.


Section Objectives

1. Describe the current challenges faced byIndia’s parliamentary democracy

2. Explain how India’s resources are shapingthe Indian economy


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 373; UTB TT19! Connecting to Your World, PE/TE p. 373! Talk About It: Small Group Discussion—A Giant Republic, TE p. 373! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Reading andDefining TermsVerbally, TE p. 372

Use Transitions,TE p. 375


On-level

Section 3: TheWorld’s LargestDemocracy, PE/TEpp. 372–378



Comparison Essay,TE p. 374

Letter from aKashmiri, TE p. 375


English Learners


Vocabulary:Key AcademicVocabulary, TE p.374



eEdition withaudio


Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER13

★

NorthCarolina

SECTION 3: THE WORLD’S LARGEST DEMOCRACY, CONTINUED

All Students

! Think, Pair, Share—Pair Activity: A Booming Economy, TE p. 376! More About: The Viceroy’s House, TE p. 373; The Lok Sabha, TE p. 374! Comparing U.S. and Indian Governments, PE/TE p. 374! Connect to Math, PE/TE p. 376! Comparing Regions, TE pp. 375, 377! Make It Fun: Teacher-Tested Activity, TE p. 379





! Map Transparency, UTB TT25! After-Reading Activities: BPTK TT49–62;



& Writing Center @ ClassZone.com


! Connect to Math: Compare PopulationGrowth Rates, TE p. 376

! Connect to Civics: Create a Poster toPromote Land Reform, TE p. 376

! Tiered Activity: Design Storyboards, TEp. 377



Core Assessment






Reteaching






CHAP

TER

13

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION



1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generateas many facts, ideas, and questions as they can about the government and economy ofIndia. Have groups of students spend five minutes discussing the topic. Ask them todraw on what they have learned from other classes or the print or broadcast news. Afteryou call time, have the groups share their ideas. Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students use Interpreting Visual Sources from theBest Practices Toolkit to explain what they learned from the Comparing governmentfeature. Then ask: How are the legislatures of the United States and India different?(Both are 2-house, but in the United States, both houses are popularly elected. In India,only one house is popularly elected.) Who is the commander of the U.S. military?

BUILD VOCABULARY Model a Word Square from the Best Practices Toolkitfor legislature. Then have student partners do a Word Square for parliamentary anddiscuss it in class.


• Describe the current challenges faced by India’s parliamentary democracy• Explain how India’s resources are shaping the Indian economy



1. How is India’s government structured?2. Why is there conflict over Kashmir?3. What was the effect of the Green Revolution in India?



Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER13

★

NorthCarolina

SECTION



Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the Vocabulary: Knowledge Rating activityin the Best Practices Toolkit to determine how well students know the key terms in thissection. Write six of the terms on the transparency. Give individual students a copy and havethem rate their familiarity with the terms. Work with the class to develop definitions.

Term Definitionparliamentary Relating to a government with the

parliament form of legislatureprime minister The head of the cabinet and chief

executive of government in aparliamentary system

cottage industry A small business in which the workersmanufacture items in their homes

During Reading


After Reading

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activityfrom the Best Practices Toolkit to summarize information about each of the subtopics inthis section. Give each group a copy of the transparency and ask them to list the two orthree most important ideas in the subtopic they have been assigned. Here are examples for“Government Challenges.”

• After gaining independence from Britain, India divided into two countries: India andPakistan.

• Mass migrations and violent conflict followed partition.• Conflict over Kashmir continues today.


CHAP

TER

13

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION


Afghanistan, Pakistan, andBangladesh


1.01, 2.01, 2.02, 2.06, 3.01, 3.02, 4.02, 4.03, 4.04, 4.06, 4.07, 4.08


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 2.01, 3.01, 3.04, 5.01, 5.02, 6.01, 7.02, 8.02, 9.01, 10.01, 11.01, 11.02, 11.03



CHAPTER OPENER:





Section Objectives

1. Summarize the history, government,culture, and economics of Afghanistan

2. Summarize the challenges facing Pakistanand Bangladesh since their independenceand compare their cultures and economies


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 385; UTB TT28! Connecting to Your World, PE/TE p. 385! Talk About It: Small Group Discussion—Afghanistan, TE p. 385! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Vocabulary:Predicting ABCs,TE p. 384


On-level

Section 1:Afghanistan,Pakistan, andBangladesh, PE/TEpp. 384–391



Describe theImportance ofLiteracy, TE p. 387

History Makers:Hamid Karzai, URBp. 201

English Learners


Key AcademicVocabulary, TE p.387



World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 217Chapter 14: South Asian Neighbors North Carolina Core Lesson Plan, Sec. 1

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER14

★

NorthCarolina

SECTION 1: AFGHANISTAN, PAKISTAN, AND BANGLADESH, CONTINUED

All Students

! Reader, Recorder, Reporter: Small Group Activity—Pakistan and Bangladesh, TE p. 388! Talk About It: Small Group Discussion—Disaster Responses, TE p. 390! More About: Afghanistan in the News Before 9/11/01, TE p. 385; Results of the Soviet Invasion

of Afghanistan, TE p. 386; Kite Flying in Afghanistan, TE p. 387; A History of NaturalDisasters in Bangladesh, TE p. 390

! Analyzing Primary Sources, PE/TE p. 386! Comparing Pakistan and Bangladesh, PE/TE p. 388! Comparing Disaster Responses, PE/TE pp. 390–391





! Cultures Transparency, UTB TT34! After-Reading Activities: BPTK TT49–62;






! Connect to Art: Illustrate the StrategicLocation of Afghanistan, TE p. 386

! Connect to Language Arts: Journal Entryfor the Soviet Invasion of Afghanistan, TEp. 386

! Tiered Activities: Chart Challenges, TEp. 388; Letter on Natural Disasters, TEp. 390

! Connect to Science: Analyze Earthquakes,TE p. 391; Chart Local Weather Patterns,TE p. 391


Core Assessment





Reteaching





218 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaNorth Carolina Core Lesson Plan, Sec. 1 Chapter 14: South Asian Neighbors

CHAP

TER

14

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION



1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Then have students begin a KWLChart on the South Asian countries of Afghanistan, Pakistan, and Bangladesh. Begin byasking students what they know about these countries. Point out that this region is oftenin the news for a variety of reasons, some political, some geographic (extreme weather),and some economic. Have students use the discussion to fill in the first column of theKWL Chart. Then have them fill in the second column, writing any questions theymay have. Tell students to fill in the third column after they read the section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students study the map on Land Use in South Asia.Have them describe in their own words how the land in Afghanistan, Pakistan, andBangladesh is used. Ask: Why do you suppose there is so little agricultural activity inthese countries? (harsh climate, little rainfall, rugged or inhospitable terrain)

BUILD VOCABULARY Have pairs of students create a flash card for each of theterms and names in the section. Ask them to use the Flash Card Game from the BestPractices Toolkit to take turns “testing” each other.


• Summarize the history, government, culture, and economics of Afghanistan• Summarize the challenges facing Pakistan and Bangladesh since their

independence and compare their cultures and economies

4 Support Student ReadingCOOPERATIVE WORK To help students summarize what they learned about thecountries covered in Section 1, have partners work together to fill in the third column ofthe KWL Chart.


1. How do most of the Afghan people support themselves?2. What changes did the Green Revolution bring to Pakistan?


World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 219Chapter 14: South Asian Neighbors Strategies for English Learners, Sec. 1

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER14

★

NorthCarolina

SECTION



Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the Vocabulary: Knowledge Rating activityin the Best Practices Toolkit to determine how well students know the key terms in thissection. Write the terms on the transparency. Give individual students a copy and have themrate their familiarity with the terms. Work with the class to develop definitions.

Term Definition

landlocked Surrounded by land with no access to the ocean

Soviet Union A Communist nation, consisting of Russia and 14 other states, thatexisted from 1922 to 1991

Taliban A conservative Islamic group that took control of Afghanistan in themid 1990s

subsistence farming Farming that produces just enough to feed the farmer’s family with littleleft over to sell

Ramadan The ninth month of the Muslim calendar, during which Muslims fastfrom sunrise to sunset each day

During Reading

FOCUSED READING Use a Listening/Reading Guide activity in the Best PracticesToolkit to help students understand Section 1. Using the transparency, create questions on keyideas. Give each student sticky notes to mark the locations of the answers in the text. Readthe 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

• Why is Afghanistan’s location so strategic?

• What is Ramadan?

After Reading

ASSESSING COMPREHENSION Have students use a Frayer Model activity from theBest Practices Toolkit to summarize key ideas. Display the transparency and have pairs ofstudents fill in the center space with the word culture as it applies to one of the countriescovered in this section: Afghanistan, Pakistan, or Bangladesh. Then have them fill in the foursections of the graphic: 1) Definition of the term or topic; 2) Characteristics of the term ortopic; 3) Examples; and 4) Non-examples. Suggest that students use their textbooks if needed.

220 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaStrategies for Inclusion, Sec. 1 Chapter 14: South Asian Neighbors

CHAP

TER

14

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION


Mountain Kingdoms and IslandNations


1.01, 1.02, 1.06, 2.06, 3.01, 4.06


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 2.01, 4.03, 7.01, 7.02, 8.02, 9.01, 11.01, 11.03, 12.01


CHAPTER OPENER:

! Spider Map, BPTK TT32! Read for the Essential Question, TE p. 392! Interactive Reading/Vocabulary, PE/TE p.


Section Objectives

1. Compare the government, economy,culture, and religion of Nepal and ofBhutan

2. Summarize the government, history,culture, government, and economy of SriLanka and of the Maldives


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 393; UTB TT28! Connecting to Your World, PE/TE p. 393! Talk About It: Small Group Discussion—Nepal and Bhutan, TE p. 393! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Reading andDefining TermsVerbally, TE p. 392

DiscussHydroelectricity andExporting Energy,TE p. 394


On-level

Section 2:Mountain Kingdomsand Island Nations,PE/TE pp. 392–396



Map EconomicActivities, TE p. 394

Connect to Math,URB p. 207


English Learners




eEdition withaudio

All Students

! Think, Pair, Share—Pair Activity: Sri Lanka and the Maldives, TE p. 395! More About: Geographic Differences—Elevations, TE p. 393! Fun Facts, PE/TE p. 394! Make It Fun: Teacher-Tested Activity, TE p. 397

World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 221Chapter 14: South Asian Neighbors North Carolina Core Lesson Plan, Sec. 2

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER14

★

NorthCarolina

SECTION 2: MOUNTAIN KINGDOMS AND ISLAND NATIONS, CONTINUED





! Map Transparency, UTB TT33! Cultures Transparency, UTB TT35! After-Reading Activities: BPTK TT49–62;

and @ ClassZone.com! EasyPlanner DVD-ROM, Resources2Go



! Tiered Activity: Organize Information, TEp. 395

! Student Products, BPTK pp. 1–14! Team Teaching, BPTK p. 30


Core Assessment






Reteaching





222 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaNorth Carolina Core Lesson Plan, Sec. 2 Chapter 14: South Asian Neighbors

CHAP

TER

14

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION



1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generateas many facts, ideas, and questions as they can about Nepal, Bhutan, Sri Lanka, andthe Maldives. Have groups of students spend five minutes discussing these countries.Ask them to draw on what they may have learned from television documentaries ormagazines such as National Geographic. After you call time, have the groups share theirideas. Write their responses on the board.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students use Interpreting Visual Sources from theBest Practices Toolkit to describe what they see in the photographs in the section. Havestudents share their reactions to the extremely different types of climate and terrainshown in the photos. Then ask: What different types of skills might help people livingunder these very different circumstances? (Answers will vary, but might suggest, forexample, that physical endurance would be important in a cold, mountainous region.)

BUILD VOCABULARY Model a Word Square from the Best Practices Toolkitfor archipelago. Then have student partners do a Word Square for ecotourism anddiscuss it in class.


• Compare the government, economy, culture, and religion of Nepal and of Bhutan• Summarize the government, history, culture, government, and economy of Sri

Lanka and of the Maldives



1. What is unique about the location of Nepal and Bhutan?2. What type of government does Nepal have?3. What type of farming is important to Sri Lanka?


World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 223Chapter 14: South Asian Neighbors Strategies for English Learners, Sec. 2

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER14

★

NorthCarolina

SECTION



Before Reading

ACTIVATING PRIOR KNOWLEDGE Lead a discussion of what students might identifyas the most remote or exotic locations they can think of. Ask if any of them have actuallytraveled to a location they would describe as remote or exotic. For example, have any ofthem visited a tropical island? If so, what did they like about that location? Ask studentsto raise their hands if they think of themselves as an “adventure” traveler, and call on themto explain their thinking. Ask the same of those who don’t indicate that they would enjoytraveling to challenging locations.

During Reading


EXAMPLES: QUESTIONS

• What countries had a significant influence on Nepal and Bhutan?

• What type of travel would be described as ecotourism?

After Reading

ASSESSING COMPREHENSION Use a Divide and Conquer Four-Square activityfrom the Best Practices Toolkit to summarize information about each of the subtopics in thissection. Give each group a copy of the transparency and ask them to list the two or three mostimportant ideas in the subtopic they have been assigned. Here are examples for “Nepal andBhutan: Developing Economies”:

• Subsistence farming is important to both Nepal and Bhutan.• India is the main trading partner for both countries.• Both countries export hydroelectricity, and both have a tourist industry.

224 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaStrategies for Inclusion, Sec. 2 Chapter 14: South Asian Neighbors

CHAP

TER

14

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION


Land of Three Rivers


1.01, 1.03, 1.04, 2.05, 2.06, 3.01, 3.02


PE=Pupil’s EditionTE=Teacher’s EditionURB=Unit Resource BookUTB=Unit Transparency BookBPTK=Best Practices ToolkitDTPT=Daily Test Practice Transparencies 1.02, 2.01, 3.01, 3.03, 3.04, 5.01


Regional Atlas and Country Almanac PE/TEpp. 402–409

CHAPTER OPENER:

! Connect Geography & History, PE/TEpp. 410–411; and @ ClassZone.com

! World Cultures & Geography, DVD andon Power Presentations DVD-ROM

! Time Line Discussion, TE p. 410! Read for the Essential Question, TE p. 410! Interactive Reading/Vocabulary, PE/TE

p. 412; BPTK TT9–TT16, TT21

Section Objectives

1. Compare the geographic features ofwestern and eastern China

2. Describe China’s climate and resources3. Analyze the effects of China’s natural

disasters


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 413; UTB TT1! Connecting to Your World, PE/TE p. 413! Talk About It: Small Group Discussion—China’s Geographic Features, TE p. 413! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Record Terms &Names, TE p. 412

Categorize, TEp. 414

Locate GeographicFeatures, TE p. 415


On-level

Section 1: Land ofThree Rivers, PE/TEpp. 412–419

RSG, URBpp. 3–4


Compare Canals,TE p. 415

Write a Dialogue,TE p. 417

Outline MapActivities, URBp. 39

English Learners


Study Vocabulary,TE p. 417


RSG w/ Support,Spanish, URBpp. 27–28

World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 225Chapter 15: China North Carolina Core Lesson Plan, Sec. 1

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER15

★

NorthCarolina

SECTION 1: LAND OF THREE RIVERS, CONTINUED

All Students

! Think, Pair, Share: Pair Activity—China’s Varied Climate and Resources, TE p. 416! Reader, Recorder, Reporter: Small Group Activity—Natural Disasters in China, TE p. 418! More About: Three Gorges Dam, TE p. 413; The Himalayas, TE p. 414; Rice, TE p. 417! Fun Facts, PE/TE p. 414! Connect Geography & History, PE/TE p. 416! Comparing Western and Eastern China, PE/TE p. 417! Comparing Regions, TE pp. 414, 418! Make It Fun: Teacher-Tested Activity, TE p. 415




! Critical Thinking Transparency, UTB TT3! Map Transparencies, UTB TT7, TT8! After-Reading Activities: BPTK

TT49–TT62; and @ ClassZone.com! Animated Geography, Power Presentations





! Connect to Science: Create AnimalPosters, TE p. 416

! Connect to Language Arts: Write Aboutthe Silk Roads, TE p. 416

! Tiered Activity: Natural Disasters inChina, TE p. 418

! Technology Project: Web Sites on ThreeGorges Dam, BPTK p. 22

! Team Teaching, BPTK p. 31


Core Assessment





Reteaching




! Test Practice and Review Workbook,pp. 103–104

226 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaNorth Carolina Core Lesson Plan, Sec. 1 Chapter 15: China

CHAP

TER

15

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION



1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Then have students begin aKWL Chart on China’s geography. Begin by asking students what they know aboutChina’s landforms and bodies of water. Point out that, based on the section title, riversobviously play an important role in China. Have students use the discussion to fill in thefirst column of the KWL Chart. Then have them fill in the second column, writingany questions they may have. Tell students to fill in the third column after they readthe section.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students look at the photographs in the Comparingfeature on page 553. Have them volunteer words that describe geographic features ineastern and western China. Ask: Which region of China is more agricultural? (easternregion)

BUILD VOCABULARY Have pairs of students create a flash card for each of theterms and names in the section. Ask them to use the Flash Card Game from the BestPractices Toolkit to take turns “testing” each other.


• Compare the geographic features of western and eastern China• Describe China’s climate and resources• Analyze the effects of China’s natural disasters

4 Support Student ReadingCOOPERATIVE WORK To help students understand the physical geography ofwestern China, model a Reciprocal Questioning activity from the Best PracticesToolkit. Then have groups of students continue the activity for eastern China.


1. How are western and eastern China similar and different?2. What are the climate and resources of eastern and western China?

5 Prepare for AssessmentTo check comprehension, review the questions on TT83 of the Daily Test PracticeTransparencies. To assess comprehension, use the Section Quiz on page 51 of UnitResource Book: East Asia and Southeast Asia.

World Cultures and Geography: Africa, Asia, and Australia Lesson Plans 227Chapter 15: China Strategies for English Learners, Sec. 1

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER15

★

NorthCarolina

SECTION



Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the Vocabulary: Knowledge Rating activityin the Best Practices Toolkit to determine how well students know the key terms and names inthis section. Write the terms and names on the transparency. Give individual students a copyand have them rate their familiarity with them. Work with the class to develop definitions.

Term Definition

Three Gorges Dam A barrier built on the Chang Jiang to control floods

hydroelectric power Electricity made by water-powered engines

Himalayas A mountain range that divides China from India

seismic Having to do with earthquakes

During Reading


EXAMPLES: QUESTIONS

• Where does China rank in the world in terms of land area?

• What three rivers are the most important bodies of water in eastern China?

After Reading

ASSESSING COMPREHENSION Have students use a Frayer Model activity from theBest Practices Toolkit to summarize key ideas. Display the transparency and have pairs ofstudents fill in the center space with either “Eastern China” or “Western China.” Then havethem fill in the four sections of the graphic: 1) Definition of the topic; 2) Characteristics of thetopic; 3) Examples; and 4) Non-examples. Suggest that students use their textbooks if needed.

228 Lesson Plans World Cultures and Geography: Africa, Asia, and AustraliaStrategies for Inclusion, Sec. 1 Chapter 15: China

CHAP

TER

15

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION


Middle Kingdom to CommunistPower


1.01, 1.04, 1.05, 1.06, 2.01, 2.02, 2.03, 2.05, 2.06, 3.01, 3.05, 4.06, 5.04



9.01, 9.02, 9.03, 9.04, 10.01, 10.02, 10.03, 10.04, 11.02, 11.03, 11.04, 12.02


CHAPTER OPENER:

! Cause-and-Effect Diagram (MultipleCauses), BPTK TT24

! Read for the Essential Question, TE p. 420! Interactive Reading/Vocabulary, PE/TE


Section Objectives

1. Explain the dynastic cycle2. Analyze the influence of scholars and

inventors in China3. Identify groups who fought to control

China in the early 20th century


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 421; UTB TT1! Connecting to Your World, PE/TE p. 421! Think, Pair, Share: Pair Activity—Emperors and Dynasties, TE p. 421! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Predict ABCs, TEp. 420

Draw anIllustration, TEp. 422


On-level

Section 2:Middle Kingdom toCommunist Power,PE/TE pp. 420–429

RSG, URBpp. 5–6


Create a BoardGame, TE p. 422

Write AboutConfucianism, TEp. 423

Report on ZhengHe, TE p. 425

History Makers,URB pp. 41–42

DifferentiationActivity Bank:Strategies forPre-AP, BPTKpp. 195–200

English Learners


UnderstandScientific Terms,TE p. 425



eEdition withaudio


Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER15

★

NorthCarolina

SECTION 2: MIDDLE KINGDOM TO COMMUNIST POWER, CONTINUED

All Students

! Talk About It—Small Group Discussion: Scholars and Inventors, TE p. 423! Reader, Recorder, Reporter—Small Group Activity: The Rise of Communism, TE p. 426! More About: The Middle Kingdom, TE p. 422; Silk, TE p. 424; Mongol Rule, TE p. 425;

Mao Zedong, TE p. 426! Dynastic Cycle, PE/TE p. 422! History Makers, PE/TE p. 423! Analyzing Primary Sources, PE/TE p. 424! Connect to Science, PE/TE p. 425! Animated Geography: The Great Wall of China, PE/TE pp. 428–429! Comparing Regions, TE p. 422



! Critical Thinking Transparency, UTB TT4! Cultures Transparency, UTB TT9! After-Reading Activities: BPTK






! Connect to Science: Create an IllustratedChart, TE p. 424

! Connect to Language Arts: Role-PlayMarco Polo’s Stories, TE p. 424

! Tiered Activity: Time Line of CommunistTakeover, TE p. 426

! Tiered Activity: The Great Wall, TEp. 428



Core Assessment




Reteaching






CHAP

TER

15

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION



1 Activate Prior KnowledgeUse a Round Robin activity from the Best Practices Toolkit to have students generate asmany facts, ideas, and questions as they can about China’s early history. Write the topicon the board and have groups of students spend five minutes discussing it. Encouragethem to draw on what they have learned from magazines like National Geographic,newspapers, or movies.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Have students carefully study the visual on the dynasticcycle in this section, asking them questions to make sure they understand how the cycleworked. Use the board to help clarify any questions they may have.

BUILD VOCABULARY Explain and discuss the following key terms from thesection: Huang He, Chang Jiang, and Xi Jiang. Then have student partners use theFlash Card Game from the Best Practices Toolkit to take turns quizzing each other.


• Describe how the dynastic cycle worked• Explain the contributions of scholars and inventors in China• Identify groups who fought to control China in the early 20th century

4 Support Student ReadingCOOPERATIVE WORK To help students summarize information about China’shistory, have groups do a Jigsaw Reading activity from the Best Practices Toolkit.


1. Why was China called the Middle Kingdom?2. What inventions helped China become prosperous?



Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER15

★

NorthCarolina

SECTION



Before Reading

ACTIVATING PRIOR KNOWLEDGE Use the P.L.A.N. activity from the Best PracticesToolkit to have student groups of three scan the text to preview content, visuals, and keyterms. Using the transparency, model the recording process as students follow. Enter “MiddleKingdom to Communist Power” in the center. Put the subheads into the surrounding circles.Instruct students to scan for visuals and boldfaced terms, adding them to the appropriatesubheads.

During Reading

FOCUSED READING Have students use a Three-Column Journal activity from theBest Practices Toolkit to take notes on the main ideas, connect visuals to the text, and findand record supporting details for the section. Model the activity using the transparency andthen have students use copies for recording their information.

EXAMPLE: CHINA’S LEADERS

Main Ideas Visuals Supporting Details

Shi Huangdi Painting on page 765 First emperor

Unified much of China

Built a terracotta army

After Reading

ASSESSING COMPREHENSION Assign pairs of students to outline a subsection ofSection 2. Have students share their outlines in class to create a complete outline of thesection. Here is an example for part of the first subsection:

I. Emperors and Dynasties

A. Early Culture

1. Early civilization developed on the North China Plain2. Writing system developed by 1000 B.C.

B. Uniting and Ruling China


CHAP

TER

15

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION


Changing Chinese Culture


1.01, 1.02, 1.06, 2.01, 2.02, 2.03, 2.05, 2.06, 3.01, 3.02, 3.05, 4.06



10.01, 10.02, 10.03, 10.04, 11.01, 11.02, 11.03, 11.04, 12.01, 12.02, 12.03


CHAPTER OPENER:

! Three-Column Journal, BPTK TT21! Read for the Essential Question, TE p. 430! Interactive Reading/Vocabulary, PE/TE


Section Objectives

1. Identify values that were important totraditional Chinese society

2. Analyze changes in Chinese life followingthe Communist takeover

3. Compare life in rural and urban China


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 430; UTB TT1! Connecting to Your World, PE/TE p. 430! Talk About It: Small Group Discussion—Traditional Chinese Culture, TE p. 431! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Match Terms andDefinitions, TEp. 430

Make a BeliefSystems Chart, TEp. 433


On-level

Section 3:Changing ChineseCulture, PE/TEpp. 430–439

RSG, URBpp. 7–8


Research the Arts,TE p. 433

Debate the FarmPolicy, TE p. 434

InterdisciplinaryProjects, URBpp. 43–45


English Learners


Define Terms, TEp. 434



eEdition withaudio


Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER15

★

NorthCarolina

SECTION 3: CHANGING CHINESE CULTURE, CONTINUED

All Students

! Think, Pair, Share—Pair Activity: Changes in Chinese Life, TE p. 434! Talk About It—Small Group Discussion: Rural and Urban China, TE p. 438! More About: Martial Arts and Cultural Change, TE p. 431; Honoring Ancestors, TE p. 432;

Confucius’ Birthday Celebration, TE p. 432; Chinese Writing, TE p. 433; Education in China,TE p. 435; Basketball in China, TE p. 436; Rural China, TE p. 438

! Comparing Belief Systems, PE/TE p. 433! Worldster: A Day in Cheng’s Life, PE/TE p. 436! Comparing Rural and Urban China, PE/TE pp. 438–439



! Critical Thinking Transparency, UTB TT5! Cultures Transparency, UTB TT10! After-Reading Activities: BPTK






! Connect to Language Arts: DescribeFamily Traditions, TE p. 432; CompareEducational Systems, TE p. 435

! Connect to Art: Make a Nature Collage,TE p. 432

! Connect to Math: Make a Population BarGraph, TE p. 435

! Tiered Activity: Explore Modern ChineseLife, TE p. 436

! Tiered Activity: Study Change in China,TE p. 438


Core Assessment




Reteaching






CHAP

TER

15

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION



1 Activate Prior KnowledgeDraw a Cluster Diagram from the Best Practices Toolkit. Write “Traditional ChineseCulture” in the center oval. Then have students discuss the characteristics of traditionallife in China. To get them started, point out that three religions or belief systems wereimportant to traditional Chinese culture. As the discussion continues, add new subtopicsto the diagram. Point out that those same religions and belief systems continue to beimportant in China today.

2 Preview Main Ideas and LanguageCONNECT VISUALLY Introduce students to Cheng in the Worldster feature inSection 3. Go over the information in the small photographs on the page. Ask: Whataspects of Cheng’s life are similar to your own? (Answers will vary.) Record students’ideas on the board.

BUILD VOCABULARY In class, preview the three religions/belief systems that wereimportant in traditional China: Daoism, Buddhism, and Confucianism. After studentsfinish reading, model a Comparison Matrix from the Best Practices Toolkit. Then havesmall groups complete a Comparison Matrix on these religions/belief systems.


• Identify values that were important to traditional Chinese society• Analyze changes in Chinese life after the Communists took over• Compare life in rural and urban China

4 Support Student ReadingCOOPERATIVE WORK To help students understand the information under thefirst heading of the section, have student groups do a Reciprocal Questioning activityfrom the Best Practices Toolkit in class. Then, after students have finished reading thesection, assign the groups the remaining headings in the section.


1. What are some characteristics of village life in China?2. How is life in China affected by having a Communist government?



Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER15

★

NorthCarolina

SECTION



Before Reading


1. Family is very important in traditional Chinese culture.

2. Confucianism is a belief system based on the teaching of Laozi.

3. Buddhism spread to China along the Silk Roads.

4. Chinese characters represent letters, as Western alphabets do.

5. In China today, more and more people are moving from the village to the city.

6. China has few cities with more than a million people.

7. Today, the Chinese government allows its people complete freedom of expression.

During Reading

FOCUSED READING Have students use a T-Chart activity from the Best PracticesToolkit for taking notes on Section 3. Tell them to label the left column “Changes in China”and the right column “Main Ideas.” Then have students take notes on the chart as they read.

Changes in China Main Ideas

Move to the cities More industry in cities attract workers

Shanghai and Beijing are the two largest cities

After Reading



CHAP

TER

15

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

★

NorthCarolina

SECTION


A Rising Power


1.01, 2.05, 3.01, 3.02, 4.01, 4.06, 4.08



8.03, 9.01, 9.02, 9.03, 9.04, 10.01, 10.02, 10.03, 10.04, 11.02, 11.03, 12.01,12.02, 12.03


CHAPTER OPENER:

! Spider Map, BPTK TT32! Read for the Essential Question, TE p. 440! Interactive Reading/Vocabulary, PE/TE


Section Objectives

1. Explain the role the Chinese CommunistParty plays in the Chinese government

2. Describe the changes in the Chineseeconomy since reforms began in 1978

3. Identify the challenges China faces in the21st century


SECTION OPENER:

! 3-Minute Warm-Up, TE p. 441;UTB TT1! Connecting to Your World, PE/TE p. 441! Reader, Recorder, Reporter: Small Group Activity—A Strong Central Government, TE p. 441! Power Presentations DVD-ROM: Media Gallery, Interactive Reading Flip Cards



Match Terms andDefinitions, TEp. 440

Read a Bar Graph,TE p. 443

Create a CheckersBar Graph, TEp. 443


VocabularyPractice, URBp. 35

On-level

Section 4: ARising Power, PE/TEpp. 440–446

RSG, URBpp. 9–10


Promote a WesternBusiness, TE p. 444

Economics in theWorld, URB p. 46

Map and GraphSkills, URB p. 37


English Learners


Knowledge RatingVocabulary, TEp. 444



eEdition withaudio


Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

CHAPTER15

★

NorthCarolina

SECTION 4: A RISING POWER, CONTINUED

All Students

! Talk About It—Small Group Discussion: Economic Reforms, TE p. 443! Think, Pair, Share—Pair Activity: Current Issues and Trends, TE p. 445! More About: Tiananmen Square, TE p. 442; Western Fast Food, TE p. 444! Comparing Chinese and U.S. Governments, PE/TE p. 442! Connect Economics & Culture, PE/TE p. 444! Comparing Regions, TE p. 445! Make It Fun: Teacher-Tested Activity, TE p. 447



! Critical Thinking Transparency, UTB TT6! Essential Question Transparency, UTB

TT2! After-Reading Activities: BPTK






! Tiered Activity: Pollution in China, TEp. 445



Core Assessment



ClassZone.com! Chapter Assessment, PE/TE pp. 448–449! Chapter Tests (Forms A, B, C) URB

pp. 59–73! McDougal Littell Assessment System:


Reteaching






CHAP

TER

15

Cop

yrig

ht©

McD

ouga

lLitt

ell/H

ough

ton

Miff

linC

ompa

ny.

section north carolina core lesson plan 3 river … · north carolina core lesson plan river valley...

Documents