14 lesson plan changes in medieval society in medieval society chapter section 2 lesson plan ... as...
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THE FORMATION OF WESTERN EUROPE 101
Changes in Medieval Society
CHAPTER Section 2 Lesson Plan
Name Date
14
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe advances in agriculture.• Explain the importance of guilds.• Trace the growth of trade and finance and the
development of medieval towns.• Explain the new interest in learning.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Visualizing the Commercial Revolution, TE p. 389
IDR Unit 3
❑ Guided Reading, p. 90
❑ Building Vocabulary, p. 93
❑ Reteaching Activity, p. 108
Reading Study Guide
❑ Section 2, p. 131
❑ RSG Audio CD
On-level
❑ Connections to Literature: Geoffrey Chaucer, TE p. 391
IDR Unit 3
❑ Guided Reading, p. 90
Geography Transparencies
❑ GT14, Trade and Manufacturing in Medieval Europe, 1000–1300
Above-level
❑ Comparing Guilds and Labor Unions, TE p. 388
IDR Unit 3
❑ Literature: from The Canterbury Tales, p. 101
ELPS
❑ from “A Description of the City of London”
❑ from The Divine Comedy
English Learners
❑ Finding Key Ideas, TE p. 390
IDRS
❑ Guided Reading, p. 100
RSG (Spanish)
❑ Section 2, p. 131
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The feudal system declined as agriculture, trade, finance, towns, and universities developed.
❑ Discuss WHY IT MATTERS NOW: The changes in the Middle Ages laid the foundations for modern Europe.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.02, 6.02, 6.04, 7.01, 7.02, 8.03
Skills Competency Goals
1.04, 1.06, 4.06
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102 CHAPTER 14, SECTION 2
All Students
❑ TAKING NOTES: Determining Main Ideas, PE p. 387
❑ More About Trade Fairs, TE p. 389; Medieval Universities, TE p. 391; Thomas Aquinas, TE p. 392
❑ Geography Transparency:GT14, Trade and Manufacturing in Medieval Europe, 1000–1300
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Literature: from The Canterbury Tales, Unit 3 IDR, p. 101
❑ Geography Transparency:GT14, Trade and Manufacturing in Medieval Europe, 1000–1300
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 392
❑ Section Quiz, FA, p. 217
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT51
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 108
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THE FORMATION OF WESTERN EUROPE 103
England and France Develop
CHAPTER Section 3 Lesson Plan
Name Date
14
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe the various invaders who contributed to
English culture.• Explain how England’s government took the first
steps toward democracy.• Describe the Capetian dynasty in France.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: As the kingdoms of England and France began to develop into nations, certain democratic traditions evolved.
❑ Discuss WHY IT MATTERS NOW: Modern concepts of jury trials, common law, and legal rights developed during this period.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Beginnings of Democracy, TE p. 396
IDR Unit 3
❑ Guided Reading, p. 91
❑ Building Vocabulary, p. 93
❑ Reteaching Activity, p. 109
Reading Study Guide
❑ Section 3, p. 133
❑ RSG Audio CD
On-level
IDR Unit 3
❑ Guided Reading, p. 91
❑ History Makers: William the Conqueror, p. 104
Above-level
❑ An Interview with Eleanor of Aquitaine, TE p. 394
IDR Unit 3
❑ Primary Source: from the Magna Carta, p. 98
❑ Connections Across Time and Cultures: New Beginnings for Democracy, p. 106
ELPS
❑ from Calendar of Coroner’s Rolls
English Learners
❑ Making Sense of the Magna Carta, TE p. 395
IDRS
❑ Guided Reading, p. 101
RSG (Spanish)
❑ Section 3, p. 133
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.04, 3.02
Skills Competency Goals
1.04, 1.06
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ASSESS
Content Assessment
❑ Section Assessment, PE, p. 397
❑ Section Quiz, FA, p. 218
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT52
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
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104 CHAPTER 14, SECTION 3
All Students
❑ TAKING NOTES: Clarifying, PE p. 393 ❑ History Makers: William the Conqueror,
❑ More About William the Conqueror, TE p. 394; Unit 3 IDR, p. 104
Philip II, TE p. 396
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 109
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Primary Sources
❑ The Magna Carta, PE p. 395
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 3 IDR, p. 93
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The Hundred Years’ War and the Plague
CHAPTER Section 4 Lesson Plan
Name Date
14
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Identify the problems faced by the Church during
the 1300s and early 1400s.• Describe the bubonic plague and its effects on
Europe.• Explain the Hundred Years’ War and its impact.
THE FORMATION OF WESTERN EUROPE 105
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: In the 1300s, Europe was torn apart by religious strife, the bubonic plague, and the Hundred Years’ War.
❑ Discuss WHY IT MATTERS NOW: Events of the 1300s led to a change in attitudes toward religion and the state, a change reflected in modern attitudes.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Focusing on Sentence Meaning, TE p. 402
IDR Unit 3
❑ Guided Reading, p. 92
❑ Building Vocabulary, p. 93
❑ Reteaching Activity, p. 110
Reading Study Guide
❑ Section 4, p. 135
❑ RSG Audio CD
On-level
❑ Skillbuilder Practice: Analyzing Causes and Recognizing Effects, TE p. 401
IDR Unit 3
❑ Guided Reading, p. 92
❑ Skillbuilder Practice, p. 94
❑ History Makers: Joan of Arc, p. 105
Above-level
❑ Bubonic Bacteria, TE p. 399
IDR Unit 3
❑ Primary Sources: Plague in Siena, p. 99
❑ Joan of Arc’s Trial, p. 100
ELPS
❑ from “The Battle of Agincourt”
English Learners
IDRS
❑ Guided Reading, p. 102
❑ Skillbuilder Practice, p. 103
RSG (Spanish)
❑ Section 4, p. 135
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.02, 6.04
Skills Competency Goals
1.06, 4.01, 4.05, 4.06, 4.08
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106 CHAPTER 14, SECTION 4
Struggling Readers
❑ Test Form A, FA pp. 220–224
On-level
❑ Test Form B, FA pp. 225–229
Above-level
❑ Test Form C, FA pp. 230–234
English Learners
❑ Test Form A, FA pp. 220–224
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Analyzing Causes and Recognizing ❑ Critical Thinking TransparenciesEffects, PE p. 398 CT14 Growth of the Middle Class
❑ Skillbuilder Practice, Unit 3 IDR, p. 94 CT50 Chapter 14 Visual Summary
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 403
❑ Section Quiz, FA, p. 219
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT53
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 110
REVIEW AND ENRICH
Integrate Technology
❑ Patterns of Interaction Video: Bubonic Plague and Smallpox
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Global Impact
❑ The Bubonic Plague, PE p. 400
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 3 IDR, p. 93
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Examine the development of early African societies, from hunting-gathering groups to empires.
❑ Previewing Main Ideas, PE/TE p. 406
❑ Time Line Discussion, TE p. 406
❑ Interpreting the Map, TE p. 407
SECTION CONTENT OBJECTIVES
Students will• Define hunting-gathering societies.• Describe how a stateless society is run.• Explain effects of Islam in North Africa.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
North and Central African Societies
CHAPTER Section 1 Lesson Plan
Name Date
15
SOCIETIES AND EMPIRES OF AFRICA 107
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Mansa Musa, Mali’s Greatest Ruler
❑ Interact with History, PE/TE p. 408
❑ Discuss MAIN IDEA: North and central Africa developed hunting-gathering societies, stateless societies, and Muslim states.
❑ Discuss WHY IT MATTERS NOW: Modern African nations often must find ways to include these various peoples and traditions in one society.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.07
Skills Competency Goals
1.01, 1.03, 1.04, 1.06, 3.01
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DIFFERENTIATING INSTRUCTION
Struggling Readers
IDR Unit 3
❑ Guided Reading, p. 111
❑ Building Vocabulary, p. 114
❑ Reteaching Activity, p. 128
Reading Study Guide
❑ Section 1, p. 139
❑ RSG Audio CD
On-level
IDR Unit 3
❑ Guided Reading, p. 111
Above-level
❑ Leadership and Organization in a Society, TE p. 411
IDR Unit 3
❑ Primary Source: What to Wear to Mecca, p. 118
ELPS
❑ “How to Get Rich Quickly”
English Learners
❑ Focus on Vocabulary: Understanding Word Origins, TE p. 410
IDRS
❑ Guided Reading, p. 106
RSG (Spanish)
❑ Section 1, p. 139
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
All Students
❑ TAKING NOTES: Summarizing, PE p. 409 ❑ More About Impact of Muslim Conquest, TE p. 412
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 3 IDR, p. 114
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 412
❑ Section Quiz, FA, p. 235
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT54
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
108 CHAPTER 15, SECTION 1
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 128
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SOCIETIES AND EMPIRES OF AFRICA 109
West African Civilizations
CHAPTER Section 2 Lesson Plan
Name Date
15
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Explain how the gold-salt trade led to the rise of
Ghana.• Describe how Sundiata and Mansa Musa
advanced Mali.• Describe the Songhai Empire.• Identify Benin and the Hausa and Yoruba city-states.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Charting Main Ideas, TE p. 414
IDR Unit 3
❑ Guided Reading, p. 112
❑ Building Vocabulary, p. 114
❑ Reteaching Activity, p. 129
Reading Study Guide
❑ Section 2, p. 141
❑ RSG Audio CD
On-level
❑ Connections Across Time and Cultures, TE p. 415
IDR Unit 3
❑ Guided Reading, p. 112
❑ Geography Application: Ibn Battuta Travels to Mali, p. 116
❑ History Makers: Ibn Battuta, p. 125
Above-level
❑ The Travels of Ibn Battuta, TE p. 417
IDR Unit 3
❑ Primary Sources: Benin Bronze Sculpture, p. 119
❑ The Making of Benin Bronzes, p. 120
❑ Literature: from Sundiata, p. 122
English Learners
❑ Using Context Clues and Word Parts to Unlock Meaning, TE p. 416
IDRS
❑ Guided Reading, p. 107
❑ Geography Application, p. 110
RSG (Spanish)
❑ Section 2, p. 141
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: West Africa contained several rich and powerful states, including Ghana, Mali, and Songhai.
❑ Discuss WHY IT MATTERS NOW: These civilizations demonstrate the richness of African culture before European civilization.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.04, 2.07, 3.01, 8.01, 8.02
Skills Competency Goals
1.03, 1.04, 1.06, 1.08, 2.01, 2.02, 3.05
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110 CHAPTER 15, SECTION 2
All Students
❑ TAKING NOTES: Comparing and Contrasting, PE p. 413 ❑ History Makers: Ibn Battuta, Unit 3 IDR, p. 125
❑ More About Askia Muhammad, TE p. 417; Ife Artists, TE p. 419; Lost-Wax Process, Bronze and Brass, TE p. 421
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ History Through Art: Benin Bronzes, PE p. 420
❑ Geography Application, Unit 3 IDR, p. 125
❑ Geography Transparency:GT15, The Growth of Mali and Songhai
❑ World Art and Cultures Transparencies:AT32, Ghana Terra Cotta SculptureAT33, Benin Bronze
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 419
❑ Section Quiz, FA, p. 236
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT55
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 129
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Eastern City-States and Southern Empires
CHAPTER Section 3 Lesson Plan
Name Date
15
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe the role of east coast trade cities in the
economy of East Africa.• Explain how Islam influenced East African peoples.• Identify Great Zimbabwe and explain its
significance.• Describe how the Mutapa Empire was established.
SOCIETIES AND EMPIRES OF AFRICA 111
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: African city-states and empires gained wealth through developing and trading resources.
❑ Discuss WHY IT MATTERS NOW: The country of Zimbabwe and cities such as Mogadishu and Mombasa have their roots in this time period.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Mapping the Origins of Trade Goods, TE p. 423
IDR Unit 3
❑ Guided Reading, p. 113
❑ Building Vocabulary, p. 114
❑ Skillbuilder Practice: Analyzing Causes, p. 115
❑ Reteaching Activity, p. 130
Reading Study Guide
❑ Section 3, p. 143
On-level
❑ Skillbuilder Practice: Charting Kilwa’s Rise, p. 424
IDR Unit 3
❑ Guided Reading, p. 113
❑ Skillbuilder Practice, p. 115
❑ History Makers: Mutota, p. 126
Critical Thinking Transparencies
❑ CT15, African Trading Societies, 800–1500
Above-level
❑ “Interviewing” Mutota, TE p. 426
IDR Unit 3
❑ Primary Source: from The Book of Roger, p. 121
ELPS
❑ “Mogadishu in 1331”
English Learners
❑ Illustrating Key Terms and Names, TE p. 425
IDRS
❑ Guided Reading, p. 108
❑ Skillbuilder Practice, p. 109
RSG (Spanish)
❑ Section 3, p. 143
❑ RSG Audio CD
Modified Lesson Plans for English Learners
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.07
Skills Competency Goals
1.04, 1.06, 3.01
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112 CHAPTER 15, SECTION 3
Struggling Readers
❑ Test Form A, FA pp. 238–241
On-level
❑ Test Form B, FA pp. 242–245
Above-level
❑ Test Form C, FA pp. 246–249
English Learners
❑ Test Form A, FA pp. 238–241
❑ Form A (Spanish), classzone.com
RETEACH
❑ Reteaching Activity, Unit 3 IDR, p. 130
All Students
❑ TAKING NOTES: Analyzing Causes, PE p. 422 ❑ Critical Thinking Transparency:CT51, Chapter 15 Visual Summary
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 427
❑ Section Quiz, FA, p. 237
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT55
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT51
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Primary Sources
❑ Islamic Law in Mogadishu, PE p. 424
Analyzing Architecture
❑ Great Zimbabwe, PE p. 426
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, p. 114
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Study the empires and peoples that existed in the Americas before the arrival of Europeans.
❑ Previewing Main Ideas, PE/TE p. 438
❑ Time Line Discussion, TE p. 438
❑ Interpreting the Map, TE p. 439
SECTION CONTENT OBJECTIVES
Students will• Describe various cultures of North America before
Columbus.• Explain the unique traditions of Mound Builders
and other woodland cultures.• Identify common features of Native American
cultures.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
North American Societies
CHAPTER Section 1 Lesson Plan
Name Date
16
PEOPLE AND EMPIRES IN THE AMERICAS 113
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 440
❑ Discuss MAIN IDEA: Complex North American societies were linked to each other through culture and economics.
❑ Discuss WHY IT MATTERS NOW: Traditions and ideas from these cultures became part of the cultures of North America.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.08
Skills Competency Goals
1.03, 1.06, 4.06
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Cultural Connections Among Native Americans, TE p. 444
IDR Unit 4
❑ Guided Reading, p. 1
❑ Building Vocabulary, p. 5
❑ Reteaching Activity, p. 19
Reading Study Guide
❑ Section 1, p. 147
❑ RSG Audio CD
On-level
IDR Unit 4
❑ Guided Reading, p. 1
World Art and Cultures Transparencies
❑ AT34, Anasazi painting
Above-level
❑ The Iroquois and U.S. Constitutions, TE p. 443
IDR Unit 4
❑ Primary Sources: Hopewell Artifact, p. 9
❑ from the Iroquois Constitution, p. 10
ELPS
❑ “The Anasazi—Riddles in the Ruins”
English Learners
❑ North American Culture Areas and Peoples, TE p. 442
IDRS
❑ Guided Reading, p. 112
RSG (Spanish)
❑ Section 1, p. 147
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
All Students
❑ TAKING NOTES: Comparing and Contrasting, PE p. 441 ❑ World Art and Cultures Transparency:
❑ More About North America Prior to Contact, AT34, Anasazi painting
TE p. 442; Kivas, TE p. 443; Cahokia, TE p. 444
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 4 IDR, p. 5
❑ World Art and Cultures Transparency:AT34, Anasazi painting
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 445
❑ Section Quiz, FA, p. 250
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT57
❑ Strategies for Test Practice Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 19
114 CHAPTER 16, SECTION 1
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PEOPLE AND EMPIRES IN THE AMERICAS 115
Maya Kings and Cities
CHAPTER Section 2 Lesson Plan
Name Date
16
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe key features of Maya kingdoms.• Explain Maya beliefs and achievements.• Identify reasons for the decline of the Maya.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Outlining Information on Maya Religion, PE p. 448
IDR Unit 4
❑ Guided Reading, p. 2
❑ Building Vocabulary, p. 5
❑ Skillbuilder Practice, p. 6
❑ Geography Application, p. 7
❑ Reteaching Activity, p. 20
Reading Study Guide
❑ Section 2, p. 149
On-level
Skillbuilder Practice: Drawing Conclusions, TE p. 447
IDR Unit 4
❑ Guided Reading, p. 2
❑ Skillbuilder Practice, p. 6
❑ Geography Application: Maya Irrigation Techniques, p. 7
Above-level
IDR Unit 4
❑ Primary Source: from the Popul Vuh, p. 11
❑ Connections Across Time and Cultures, p. 18
ELPS
❑ from “Exploring Maya Copán”
English Learners
IDRS
❑ Guided Reading, p. 113
❑ Skillbuilder Practice: Drawing Conclusions, p. 116
❑ Geography Application, p. 117
RSG (Spanish)
❑ Section 2, p. 149
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The Maya developed a highly complex civilization based on city-states and elaborate religious practices.
❑ Discuss WHY IT MATTERS NOW: Descendants of the Maya still occupy the same territory.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.01, 1.04, 2.08, 8.01, 8.03
Skills Competency Goals
1.01, 1.03, 1.04, 1.06
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116 CHAPTER 16, SECTION 2
All Students
❑ TAKING NOTES: Summarizing, PE p. 446 ❑ More About Maya Books, TE p. 448; Mesoamerican Ball Games, Maya Pyramids, TE p. 451
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ History Through Art: Maya Architecture, PE p. 450
❑ Geography Application: Maya Irrigation Techniques, Unit 4 IDR, p. 7
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 449
❑ Section Quiz, FA, p. 251
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT58
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 20
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PEOPLE AND EMPIRES IN THE AMERICAS 117
The Aztecs Control Central Mexico
CHAPTER Section 3 Lesson Plan
Name Date
16
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe the Teotihuacán and Toltec cultures of the
Valley of Mexico.• Describe Aztec society, religion, and urban
planning.• Identify factors that led to the decline of the Aztecs.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Through alliances and conquest, the Aztecs created a powerful empire in Mexico.
❑ Discuss WHY IT MATTERS NOW: This time period saw the origins of one of the 20th century’s most populous cities, Mexico City.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Illustrating the Aztec Social Order, TE p. 454
IDR Unit 4
❑ Guided Reading, p. 3
❑ Building Vocabulary, p. 5
❑ Reteaching Activity, p. 21
Reading Study Guide
❑ Section 3, p. 151
❑ RSG Audio CD
On-level
❑ Montezuma II and Hernando Cortés, TE p. 456
IDR Unit 4
❑ Guided Reading, p. 3
❑ History Makers: Montezuma II, p. 16
World Art and Cultures Transparencies
❑ AT35, Aztec Jewelry
Above-level
❑ Designing a Quetzalcoatl Mural, TE p. 453
IDR Unit 4
❑ Literature: from Quetzalcoatl, p. 13
ELPS
❑ “Human Sacrifice Among the Aztecs”
English Learners
❑ Pairing Images and Words in a Vocabulary Booklet, TE p. 455
IDRS
❑ Guided Reading, p. 114
RSG (Spanish)
❑ Section 3, p. 151
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.08, 8.01
Skills Competency Goals
1.02, 1.03, 1.06, 2.01
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118 CHAPTER 16, SECTION 3
All Students
❑ TAKING NOTES: Following Chronological Order, PE p. 452
❑ More About Quetzalcoatl, TE p. 453; Aztec Ruins, TE p. 454; The Gregorian Calendar, TE p. 457
❑ History Makers: Montezuma II, Unit 4 IDR, p. 16
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 458
❑ Section Quiz, FA, p. 252
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT59
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 21
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Primary Sources
❑ The Market at Tlatelolco, PE p. 455
❑ Tenochtitlán—A Bustling City, PE p. 455
Cross-Curricular Connections
❑ World Art and Cultures Transparency:AT35, Aztec Jewelry
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The Inca Create a Mountain Empire
CHAPTER Section 4 Lesson Plan
Name Date
16
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Trace the Incan rise to power.• Describe Incan government and religion.• Describe discord in the Incan Empire.
PEOPLE AND EMPIRES IN THE AMERICAS 119
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The Inca built a vast empire supported by taxes, governed by a bureaucracy, and linked by extensive road systems.
❑ Discuss WHY IT MATTERS NOW: The Incan system of government was similar to some socialist governments in the 20th century.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Examining How the Inca Created Political Unity, TE p. 460
IDR Unit 4
❑ Guided Reading, p. 4
❑ Building Vocabulary, p. 5
❑ Reteaching Activity, p. 22
Reading Study Guide
❑ Section 4, p. 153
❑ RSG Audio CD
On-level
IDR Unit 4
❑ Guided Reading, p. 4
❑ History Makers: Pachacuti, p. 17
Geography Transparencies
❑ GT16, The Expansion of the Inca Empire
Critical Thinking Transparencies
❑ CT16, Mesoamerican Empires Before Columbus
Above-level
❑ The Life of Hiram Bingham, TE p. 462
IDR Unit 4
❑ Primary Sources: The Discovery of Machu Picchu, p. 12
ELPS
❑ from Royal Commentaries of the Incas
English Learners
❑ Incan Record-Keeping, TE p. 461
IDRS
❑ Guided Reading, p. 115
RSG (Spanish)
❑ Section 4, p. 153
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.08, 3.01, 6.04, 8.01
Skills Competency Goals
1.04, 1.06, 3.01, 4.07
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120 CHAPTER 16, SECTION 4
Struggling Readers
❑ Test Form A, FA pp. 254–257
On-level
❑ Test Form B, FA pp. 258–261
Above-level
❑ Test Form C, FA pp. 262–265
English Learners
❑ Test Form A, FA pp. 254–257
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Categorizing, PE p. 459 ❑ Critical Thinking TransparenciesCT52 Chapter 16 Visual Summary
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 463
❑ Section Quiz, FA, p. 253
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT60
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 22
REVIEW AND ENRICH
Integrate Technology
❑ Patterns of Interaction Video: The Rise of the Persians and the Inca
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Social History
❑ Incan Mummies, PE p. 464
Cross-Curricular Connections
❑ Geography Transparencies:GT16, The Expansion of the Inca Empire
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Analyze the new ideas and values that led to the Renaissance and the Reformation.
❑ Previewing Main Ideas, PE/TE p. 468
❑ Time Line Discussion, TE p. 468
❑ Interpreting the Map, TE p. 469
SECTION CONTENT OBJECTIVES
Students will• Explain the conditions in Italy that gave rise to the
Renaissance.• Identify the values and ideas prized during the
Renaissance.• Describe the artistic breakthroughs and
achievements of Renaissance artists.• Summarize influential literary works and
techniques of key Renaissance writers.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
Italy: Birthplace of the Renaissance
CHAPTER Section 1 Lesson Plan
Name Date
17
EUROPEAN RENAISSANCE AND REFORMATION 121
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Henry VIII and His Six Wives
❑ Interact with History, PE/TE p. 470
❑ Discuss MAIN IDEA: The Italian Renaissance was a rebirth of learning that produced many great works of art and literature.
❑ Discuss WHY IT MATTERS NOW: Renaissance art and literature still influence modern thought and modern art.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.01, 1.04, 3.03, 8.01
Skills Competency Goals
1.01, 1.03, 1.04, 1.06, 2.01, 2.02, 3.05
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Analyzing a Primary Source, TE p. 476
IDR Unit 4
❑ Guided Reading, p. 23
❑ Building Vocabulary, p. 27
❑ Reteaching Activity, p. 41
Reading Study Guide
❑ Section 1, p. 157
On-level
❑ Comparing and Contrasting Art, TE p. 474
❑ Cooperative Learning: Comparing and Contrasting Art, TE p. 474
IDR Unit 4
❑ Guided Reading, p. 23
❑ History Makers: Niccolò Machiavelli, p. 38
Above-level
❑ Leonardo’s Inventions, TE p. 475
IDR Unit 4
❑ Primary Sources: from The Courtier, p. 31
❑ from The Prince, p. 32
❑ Literature: from The Agony and the Ecstasy, p. 35
English Learners
❑ Focus on Vocabulary, TE p. 472
IDRS
❑ Guided Reading, p. 119
RSG (Spanish)
❑ Section 1, p. 157
❑ RSG Audio CD
Modified Lesson Plans for English Learners
All Students
❑ TAKING NOTES: Outlining, PE p. 471 ❑ More About Medici Family, TE p. 472;
❑ History Through Art: Renaissance Ideas Isabella d’Este, TE p. 473; Bubonic Plague,
Influence Renaissance Art, PE p. 478 TE p. 476
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources“The Art of Painting,” from Notebooks
Analyzing Primary Sources
❑ The Renaissance Man, PE p. 473
❑ The Renaissance Woman, PE p. 473
Cross-Curricular Connections
❑ Analyzing Art: Perspective, PE p. 474
❑ Literature: from The Agony and the Ecstasy, p. 33
REVIEW AND ENRICH
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 41
122 CHAPTER 17, SECTION 1
Content Assessment
❑ Section Assessment, PE, p. 477
❑ Section Quiz, FA, p. 266
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT61
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
ASSESS
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EUROPEAN RENAISSANCE AND REFORMATION 123
The Northern Renaissance
CHAPTER Section 2 Lesson Plan
Name Date
17
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Explain the origins and characteristics of the
Northern Renaissance.• Trace the impact of the Renaissance on German
and Flemish painters.• Profile key Northern Renaissance writers.• Describe the origins of the Elizabethan Age and
Elizabethan drama.• Explain how printing spread ideas.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Planning a Utopian Community, TE p. 482
IDR Unit 4
❑ Guided Reading, p. 24
❑ Building Vocabulary, p. 27
❑ Geography Application, p. 29
❑ Reteaching Activity, p. 42
Reading Study Guide
❑ Section 2, p. 159
❑ RSG Audio CD
On-level
❑ Connections to Mathematics: Comparing Book Production Methods, TE p. 484
IDR Unit 4
❑ Guided Reading, p. 22
❑ Geography Application, p. 29
World Art and Cultures Transparencies
❑ AT38, Van Eyck’s Wedding Portrait
Above-level
❑ The Poetry of William Carlos Williams, TE p. 481
English Learners
❑ Question Words Used as Intensifiers, TE p. 483
IDRS
❑ Guided Reading, p. 120
❑ Geography Application, p. 124
RSG (Spanish)
❑ Section 2, p. 159
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: In the 1400s, the ideas of the Italian Renaissance began to spread to Northern Europe.
❑ Discuss WHY IT MATTERS NOW: Renaissance ideas such as the importance of the individual are a strong part of modern thought.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.03, 7.01, 8.01
Skills Competency Goals
1.03, 1.04, 1.06
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124 CHAPTER 17 SECTION 2
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ More About Utopia, TE p. 482; PE p. 480 Entertainment, The Cost of Living, TE p. 487
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Social History
❑ City Life in Renaissance Europe, PE p. 486
Cross-Curricular Connections
❑ Geography Application, Unit 4 IDR, p. 29
❑ World Art and Cultures Transparency:AT38, Van Eyck’s Wedding Portrait
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 485
❑ Section Quiz, FA, p. 267
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT62
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 42
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EUROPEAN RENAISSANCE AND REFORMATION 125
Luther Leads the Reformation
CHAPTER Section 3 Lesson Plan
Name Date
17
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Analyze historical forces and religious issues that
sparked the Reformation.• Trace Martin Luther’s role in the movement to
reform the Catholic Church.• Analyze the impact of Luther’s religious revolt.• Explain the spread of the Protestant faith to
England.
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Martin Luther’s protest over abuses in the Catholic church led to the founding of Protestant churches.
❑ Discuss WHY IT MATTERS NOW: Nearly one-fifth of the Christians in today’s world are Protestants.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Understanding the Response to Luther, TE p. 490
IDR Unit 4
❑ Guided Reading, p. 25
❑ Building Vocabulary, p. 27
❑ Skillbuilder Practice: Synthesizing, p. 28
❑ Reteaching Activity, p. 43
Reading Study Guide
❑ Section 3, p. 161
❑ RSG Audio CD
On-level
❑ Skillbuilder Practice: Synthesizing, TE p. 489
IDR Unit 4
❑ Guided Reading, p. 25
❑ Skillbuilder Practice: Synthesizing, p. 28
❑ History Makers: Elizabeth I, p. 39
Above-level
❑ Forming and Supporting Opinions, TE p. 493
IDR Unit 4
❑ Primary Sources: Elizabeth I, p. 33
❑ Reformation, p. 34
ELPS
❑ from the Ninety-Five Theses
English Learners
❑ Tracing Religious Changes in England, TE p. 492
IDRS
❑ Guided Reading, p. 121
❑ Skillbuilder Practice, p. 123
RSG (Spanish)
❑ Section 3, p. 161
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.01, 1.04, 3.03, 6.06, 8.02, 8.05
Skills Competency Goals
1.04, 1.06, 2.02
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126 CHAPTER 17, SECTION 3
All Students
❑ TAKING NOTES: Recognizing Effects, PE p. 488
❑ More About Data on Religions, TE p. 491; Henry VIII, TE p. 493
❑ History Makers: Elizabeth I, Unit 4 IDR, p. 488
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 494
❑ Section Quiz, FA, p. 268
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT63
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 43
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Key Concepts
❑ Protestantism, PE, p. 491
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 4 IDR, p. 27
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The Reformation Continues
CHAPTER Section 4 Lesson Plan
Name Date
17
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Explain Calvin’s Protestant teachings.• Describe the beliefs of other reformers and the
roles of women in the Reformation.• Trace reforms in the Catholic Church.• Summarize the legacy of the Reformation.
EUROPEAN RENAISSANCE AND REFORMATION 127
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: As Protestant reformers divided over beliefs, the Catholic Church made reforms.
❑ Discuss WHY IT MATTERS NOW: Many Protestant churches began during this period, and many Catholic schools are the result of reforms in the Church.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Persuading People to Come to Geneva, TE p. 496
IDR Unit 4
❑ Guided Reading, p. 26
❑ Building Vocabulary, p. 27
❑ Reteaching Activity, p. 44
Reading Study Guide
❑ Section 4, p. 163
❑ RSG Audio CD
On-level
❑ Cooperative Learning: Data on Religious Groups, TE p. 497
IDR Unit 4
❑ Guided Reading, p. 26
Critical Thinking Transparencies
❑ CT17, The Protestant and Catholic Reformations
Above-level
❑ Making Inferences, TE p. 498
ELPS
❑ “The St. Bartholomew’s Day Massacre”
❑ “Luther: Giant of His Time and Ours”
English Learners
❑ The Catholic Church and the Reformation, TE p. 499
IDRS
❑ Guided Reading, p. 122
RSG (Spanish)
❑ Section 4, p. 163
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.01, 1.03, 1.04, 3.03, 6.06, 8.02
Skills Competency Goals
1.03, 1.04, 1.06, 1.08, 2.01, 2.02
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128 CHAPTER 17, SECTION 4
Struggling Readers
❑ Test Form A, FA pp. 270–274
On-level
❑ Test Form B, FA pp. 275–279
Above-level
❑ Test Form C, FA pp. 280–284
English Learners
❑ Test Form A, FA pp. 270–274
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Comparing, PE p. 495 ❑ Critical Thinking Transparency:
❑ More About The Inquisition, The Council CT53, Chapter 17 Visual Summary
of Trent, TE p. 499; Attacks on Luther, TE p. 501
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 500
❑ Section Quiz, FA, p. 269
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT64
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 44
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Different Perspectives
❑ The Reformation, PE p. 501
Cross-Curricular Connections
❑ Geography Transparency:GT17, Reformation: Lutheranism and Calvinism
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Analyze the causes of the rise and decline of Muslim empires between 1300 and 1700.
❑ Previewing Main Ideas, PE/TE p. 504
❑ Time Line Discussion, TE p. 504
❑ Interpreting the Map, TE p. 505
SECTION CONTENT OBJECTIVES
Students will• Describe the Ottoman Empire’s origins.• Trace the expansion of Ottoman power.• Identify achievements under Suleyman the
Lawgiver.• Explain the empire’s slow decline.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
The Ottomans Build a Vast Empire
CHAPTER Section 1 Lesson Plan
Name Date
18
THE MUSLIM WORLD EXPANDS 129
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Roxelana—From Slave Girl to Sultana
❑ Interact with History, PE/TE p. 506
❑ Discuss MAIN IDEA: The Ottomans Established a Muslim empire that combined many cultures and lasted for more than 600 years.
❑ Discuss WHY IT MATTERS NOW: Many modern societies, from Algeria to Turkey, had their origins under Ottoman rule.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.06, 3.01, 6.01, 6.02, 6.03
Skills Competency Goals
1.03, 1.06
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Reporting on the Conquest of Constantinople, TE p. 509
IDR Unit 4
❑ Guided Reading, p. 45
❑ Skillbuilder Practice: Categorizing, p. 49
❑ Reteaching Activity, p. 62
Reading Study Guide
❑ Section 1, p. 167
On-level
❑ Skillbuilder Practice: Categorizing, TE p. 510
IDR Unit 4
❑ Guided Reading, p. 45
❑ Skillbuilder Practice, p. 49
❑ History Makers: Suleyman, p. 59
Geography Transparencies
❑ GT18, The Fall of Constantinople
Above-level
IDR Unit 4
❑ Primary Source: Suleyman the Magnificent, p. 52
❑ Literature: from The Bride of Suleiman, p. 56
English Learners
❑ Taking Notes and Understanding Challenging Vocabulary, TE p. 508
IDRS
❑ Guided Reading, p. 126
❑ Skillbuilder Practice, p. 129
RSG (Spanish)
❑ Section 1, p. 167
❑ RSG Audio CD
All Students
❑ TAKING NOTES: Comparing, PE p. 507 ❑ World Art and Cultures Transparency:
❑ More About Selim the Grim, TE p. 509 AT39, Military Campaigns of Suleyman
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Primary Sources
❑ The Conquest of Constantinople, PE p. 509
Cross-Curricular Connections
❑ Literature: from The Bride of Suleiman, Unit 4 IDR, p. 56
❑ Geography Transparency:GT18, The Fall of Constantinople, 1453
❑ World Art and Cultures Transparency:AT39, Military Campaigns of Suleyman
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 511
❑ Section Quiz, FA, p. 285
❑ Test Generator CD-ROM
Test-Taking Practice
❑ Test Practice Transparencies, TT65
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 62
130 CHAPTER 18, SECTION 1
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THE MUSLIM WORLD EXPANDS 131
Cultural Blending Case Study: The Safavid Empire
CHAPTER Section 2 Lesson Plan
Name Date
18
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Explain how cultural blending results in new
cultures.• Summarize the rise of the Safavid Empire.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Creating a Commercial for the Safavid Empire, TE p. 514
IDR Unit 4
❑ Guided Reading, p. 46
❑ Building Vocabulary, p. 48
❑ Reteaching Activity, p. 63
Reading Study Guide
❑ Section 2, p. 169
❑ RSG Audio CD
On-level
IDR Unit 4
❑ Guided Reading, p. 46
Above-level
ELPS
❑ “Report on Persia, Persians, and ‘Abbas I”
English Learners
❑ Writing Historical Dialogues, TE p. 513
IDRS
❑ Guided Reading, p. 127
RSG (Spanish)
❑ Section 2, p. 169
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The Safavid Empire produced a rich and complex blended culture in Persia.
❑ Discuss WHY IT MATTERS NOW: Modern Iran, which plays a key role in global politics, descended from the culturally diverse Safavid Empire.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.06, 3.01
Skills Competency Goals
1.04, 1.06, 4.06
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132 CHAPTER 18 SECTION 2
All Students
❑ TAKING NOTES: Drawing Conclusions, PE p. 512 ❑ More About Shah Abbas, TE p. 515
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary, Unit 4 IDR, p. 48
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 515
❑ Section Quiz, FA, p. 286
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT66
❑ Strategies for Test Preparation
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 63
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The Mughal Empire in India
CHAPTER Section 3 Lesson Plan
Name Date
18
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Describe the rise of the Mughal Empire.• Analyze the achievements of Akbar.• List triumphs and failures of Akbar’s successors.• Explain why the empire declined.
THE MUSLIM WORLD EXPANDS 133
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The Mughal Empire brought Turks, Persians, and Indians together in a vast empire.
❑ Discuss WHY IT MATTERS NOW: The legacy of great art and deep social division left by the Mughal Empire still influences southern Asia.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Investigating Mughal Art, TE p. 518
IDR Unit 4
❑ Guided Reading, p. 47
❑ Building Vocabulary, p. 48
❑ Geography Application, p. 50
❑ Reteaching Activity, p. 64
Reading Study Guide
❑ Section 3, p. 171
On-level
❑ Cooperative Learning: Evaluating Aurangzreb, TE p. 520
IDR Unit 4
❑ Guided Reading, p. 47
❑ Geography Application, p. 50
❑ History Makers: Shah Jahan, p. 60
Critical Thinking Transparencies
❑ CT18, Muslim Empires in Anatolia and India
Above-level
❑ Evaluating Taxation, TE p. 517
IDR Unit 4
❑ Primary Sources: Akbar, p. 54
❑ Jahangir’s Birthday, p. 55
❑ Connections Across Times and Cultures, p. 61
English Learners
❑ Understanding Idioms, TE p. 519
IDRS
❑ Guided Reading, p. 128
❑ Geography Application, p. 130
RSG (Spanish)
❑ Section 3, p. 171
❑ RSG Audio CD
Modified Lesson Plans for English Learners
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.03, 2.06, 3.01
Skills Competency Goals
1.01, 1.02, 1.03, 1.04, 1.06, 4.06
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134 CHAPTER 18, SECTION 3
Struggling Readers
❑ Test Form A, FA pp. 288–291
On-level
❑ Test Form B, FA pp. 292–295
Above-level
❑ Test Form C, FA pp. 296–299
English Learners
❑ Test Form A, FA pp. 288–291
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Following Chronological ❑ Critical Thinking Transparency:Order, PE p. 516 CT54, Chapter 18 Visual Summary
❑ More About Nur Jahan, TE p. 518; Mumtax ❑ World Art and Cultures Transparency:Mahal, TE p. 519; Aurangzeb’s Harshness, AT40, Mughal miniature paintingTE p. 520
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 521
❑ Section Quiz, FA, p. 287
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT67
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 64
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT54
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
Cross-Curricular Connections
❑ History Through Art: Cultural Blending in Mughal India, PE p. 522
❑ Geography Application, Unit 4 IDR, p. 50
❑ World Art and Cultures Transparency:AT40, Mughal miniature painting
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Examine the era of European and Chinese exploration and the events that caused Japan and China to withdraw into isolation.
❑ Previewing Main Ideas, PE/TE p. 526
❑ Time Line Discussion, TE p. 526
❑ Interpreting the Map, TE p. 527
SECTION CONTENT OBJECTIVES
Students will• Explain what led to European exploration.• Describe steps in Portugal’s discovery of a sea
route to Asia.• Explain the rivalry between Spain and Portugal and
how the pope resolved it.• Identify nations that set up trading empires in
eastern Asia.
Europeans Explore the East
CHAPTER Section 1 Lesson Plan
Name Date
19
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Samurai Warriors
❑ Interact with History, PE/TE p. 528
❑ Discuss MAIN IDEA: Advances in sailing technology enabled Europeans to explore other parts of the world.
❑ Discuss WHY IT MATTERS NOW: European exploration was an important step toward the global interaction existing in the world today.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
AN AGE OF EXPLORATIONS AND ISOLATION 135
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.03, 3.04, 3.05, 7.01, 7.02, 7.04, 8.03, 8.04
Skills Competency Goals
1.03, 1.04, 1.06, 2.01, 2.02, 3.01, 3.05
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Understanding Sequence of Events, TE p. 530
IDR Unit 4
❑ Guided Reading, p. 65
❑ Building Vocabulary, p. 68
❑ Reteaching Activity, p. 83
Reading Study Guide
❑ Section 1, p. 175
On-level
❑ Connections Across Time and Cultures, TE p. 534
IDR Unit 4
❑ Guided Reading, p. 65
❑ History Makers: Vasco da Gama, p. 79
Above-level
❑ Understanding the Treaty of Tordesillas, TE p. 533
IDR Unit 4
❑ Primary Sources: Exploration of Cape Verde, p. 72
❑ The Treaty of Tordesillas, p. 73
❑ Science and Technology, p. 82
English Learners
❑ Using Nouns as Adjectives, TE p. 532
IDRS
❑ Guided Reading, p. 132
RSG (Spanish)
❑ Section 1, p. 175
❑ RSG Audio CD
Modified Lesson Plans for English Learners
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ History Makers: Vasco da Gama, Unit 4 IDR, p. 79PE p. 529
❑ More About The Sextant, TE p. 531; Vasco da Gama, ❑ World Art and Cultures Transparency:TE p. 532; Afonso de Albuquerque, TE p. 533 AT41, The Tower of Belém
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
Cross-Curricular Connections
❑ Science & Technology: The Tools of Exploration, PE p. 531
❑ Science and Technology: A Revolution in Cartography, Unit 4 IDR, p. 82
❑ World Art and Cultures Transparency:AT41, The Tower of Belém
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 535
❑ Section Quiz, FA, p. 300
❑ Test Generator CD-ROM
Test-Taking Practice
❑ Test Practice Transparencies, TT68
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 83
136 CHAPTER 19, SECTION 1
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AN AGE OF EXPLORATIONS AND ISOLATION 137
China Limits European Contacts
CHAPTER Section 2 Lesson Plan
Name Date
19
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Identify the successes of the early Ming emperors.• Describe China and Korea under the Qing dynasty.• Describe life in Ming and Qing China.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Comparing the Ming and Qing Dynasties, TE p. 539
IDR Unit 4
❑ Guided Reading, p. 66
❑ Building Vocabulary, p. 68
❑ Reteaching Activity, p. 84
Reading Study Guide
❑ Section 2, p. 177
❑ RSG Audio CD
On-level
❑ Skillbuilder Practice: Interpreting Graphs, TE p. 540
IDR Unit 4
❑ Guided Reading, p. 66
❑ Skillbuilder Practice: Interpreting Graphs, p. 69
❑ Geography Application: The Voyages of Zheng He, p. 70
Above-level
IDR Unit 4
❑ Primary Source: from Matteo Ricci, p. 74
❑ Literature: from Red Chamber, p. 76
ELPS
❑ Letter to King George III
English Learners
❑ Understanding Professional Titles, TE p. 537
IDRS
❑ Guided Reading, p. 133
❑ Skillbuilder Practice, p. 135
❑ Geography Application, p. 136
RSG (Spanish)
❑ Section 2, p. 177
❑ RSG Audio CD
Modified Lesson Plans for English Learners
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Advances under the Ming and Qing dynasties left China uninterested in European contact.
❑ Discuss WHY IT MATTERS NOW: China’s independence from the West continues today, even as it forges new economic ties with the outside world.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
2.05, 3.01, 3.05, 8.04
Skills Competency Goals
1.03, 1.06, 1.08
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138 CHAPTER 19, SECTION 2
All Students
❑ TAKING NOTES: Summarizing, PE p. 536 ❑ More About Zheng He, Matteo Ricci, TE p. 537; The Forbidden City, TE p. 538; Cao Zhan, TE p. 541
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
History in Depth
❑ The Forbidden City, PE p. 538
Cross-Curricular Connections
❑ Geography Application: The Voyages of Zheng He, Unit 4 IDR, p. 70
❑ Literature: from Red Chamber, Unit 4 IDR, p. 76
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 541
❑ Section Quiz, FA, p. 301
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT69
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 84
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Japan Returns to Isolation
CHAPTER Section 3 Lesson Plan
Name Date
19
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Summarize how three powerful daimyo succeeded
in unifying feudal Japan.• Describe Japanese society and culture during the
Tokugawa Shogunate.• Explain how Japan’s policies toward Europeans
changed.• Explain the purpose and effect of Japan’s closed
country policy.
AN AGE OF EXPLORATIONS AND ISOLATION 139
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The Tokugawa regime unified Japan and began 250 years of isolation, autocracy, and economic growth.
❑ Discuss WHY IT MATTERS NOW: Even now, Japan continues to limit and control dealings with foreigners, especially in the area of trade.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ The Rise and Fall of Christianity in Japan, TE p. 546
IDR Unit 4
❑ Guided Reading, p. 67
❑ Building Vocabulary, p. 68
❑ Reteaching Activity, p. 85
Reading Study Guide
❑ Section 3, p. 179
❑ RSG Audio CD
On-level
❑ Connections Across Time and Cultures, TE p. 545
IDR Unit 4
❑ Guided Reading, p. 67
❑ History Makers: Tokugawa Ieyasu, p. 80
Critical Thinking Transparencies
❑ CT19, The Impact of Exploration on East Asia
Above-level
❑ Haiku, TE p. 544
IDR Unit 4
❑ Literature: Haiku, p. 78
❑ Connections Across Time and Cultures, p. 81
English Learners
❑ Political Terms, TE p. 543
IDRS
❑ Guided Reading, p. 134
RSG (Spanish)
❑ Section 3, p. 179
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.02, 1.03, 1.04, 2.05, 3.05, 8.02, 8.04
Skills Competency Goals
1.06, 4.06
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140 CHAPTER 19, SECTION 3
Struggling Readers
❑ Test Form A, FA pp. 303–306
On-level
❑ Test Form B, FA pp. 307–310
Above-level
❑ Test Form C, FA pp. 311–314
English Learners
❑ Test Form A, FA pp. 303–306
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Comparing, PE p. 542 ❑ World Art and Cultures Transparency:
❑ Critical Thinking Transparency: AT42, Japanese screen painting
CT55, Chapter 19 Visual Summary
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 547
❑ Section Quiz, FA, p. 302
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT70
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 542
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT55
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Literature: Haiku, Unit 4 IDR, p. 78
❑ Geography Transparency:GT19, Tokugawa Ieyasu Unites Japan, 1603
❑ World Art and Cultures Transparency:AT42, Japanese screen painting
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Analyze the impact of European exploration and colonization of the Americas.
❑ Previewing Main Ideas, PE/TE p. 550
❑ Time Line Discussion, TE p. 550
❑ Interpreting the Map, TE p. 551
SECTION CONTENT OBJECTIVES
Students will• Describe the voyages of Columbus and his
contemporaries.• Describe the Spanish conquests of the Aztecs and
the Inca.• Identify the effects of Spanish colonization on the
Americas.• Trace the level of resistance to Spanish rule by
indigenous people.
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
Spain Builds an American Empire
CHAPTER Section 1 Lesson Plan
Name Date
20
THE ATLANTIC WORLD 141
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Peter the Great
❑ Interact with History, PE/TE p. 552
❑ Discuss MAIN IDEA: The voyages of Columbus prompted the Spanish to establish colonies in the Americas.
❑ Discuss WHY IT MATTERS NOW: Throughout the Americas, Spanish culture, language, and descendants are the legacy of this period.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.01, 1.02, 1.03, 3.01, 3.04, 3.05, 3.06, 8.03, 8.04
Skills Competency Goals
1.01, 1.03, 1.04, 1.06, 4.01, 4.08
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Expressing Opinions Visually, TE p. 556
IDR Unit 4
❑ Guided Reading, p. 86
❑ Building Vocabulary, p. 90
❑ Reteaching Activity, p. 104
Reading Study Guide
❑ Section 1, p. 183
❑ RSG Audio CD
On-level
❑ Cooperative Learning: Displaying Explorers’ Sailing Ships, TE p. 555
IDR Unit 4
❑ Guided Reading, p. 86
❑ History Makers: Ferdinand Magellan, p. 101; Hernando Cortés, p. 102
Above-level
❑ Eyewitness to History, TE p. 554
IDR Unit 4
❑ Primary Sources: from The Journal of Christopher Columbus, p. 94
❑ from The Broken Spears, p. 96
❑ Literature: from The Feathered Serpent, p. 98
English Learners
❑ Understanding English Words That Have Spanish Origins, TE p. 557
IDRS
❑ Guided Reading, p. 138
RSG (Spanish)
❑ Section 1, p. 183
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-LanguageGlossary
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ World Art and Cultures Transparency:PE p. 553 AT43, Meeting of Cortés and Montezuma
REVIEW AND ENRICH
Integrate Technology
❑ Patterns of Interaction Video: The Spread of Epidemic Disease
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Different Perspectives
❑ The Legacy of Columbus, PE p. 560
Cross-Curricular Connections
❑ Literature: from The Feathered Serpent, Unit 4 IDR, p. 98
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 559
❑ Section Quiz, FA, p. 315
❑ Test Generator CD-ROM
Test-Taking Practice
❑ Test Practice Transparencies, TT71
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
142 CHAPTER 20, SECTION 1
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 104
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THE ATLANTIC WORLD 143
European Nations Settle North America
CHAPTER Section 2 Lesson Plan
Name Date
20
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Summarize competing claims in North America.• Identify English colonial activities in North America.• Describe the Native American response to land
claims made by Europeans.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ European Colonies in the 17th Century, TE p. 563
IDR Unit 4
❑ Guided Reading, p. 87
❑ Building Vocabulary, p. 90
❑ Skillbuilder Practice: Comparing and Contrasting, p. 91
❑ Reteaching Activity, p. 105
Reading Study Guide
❑ Section 2, p. 185
On-level
❑ Skillbuilder Practice: Comparing and Contrasting, TE p. 562
IDR Unit 4
❑ Guided Reading, p. 87
❑ Skillbuilder Practice, p. 91
Above-level
❑ Researching the French and Indian War, TE p. 564
ELPS
❑ “The French Lose Quebec”
English Learners
IDRS
❑ Guided Reading, p. 139
❑ Skillbuilder Practice, p. 142
RSG (Spanish)
❑ Section 2, p. 185
❑ RSG Audio CD
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Several European nations fought for control of North America, and England emerged victorious.
❑ Discuss WHY IT MATTERS NOW: The English settlers in North America left a legacy of law and government that guides the United States today.
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
3.04, 3.05, 3.06, 6.02, 8.03, 8.04
Skills Competency Goals
1.02, 1.03, 1.06, 3.01
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144 CHAPTER 20, SECTION 2
All Students
❑ TAKING NOTES: Clarifying, PE p. 561 ❑ More About Jamestown, TE p. 562; The Dutch, TE p. 563; Metacom, TE p. 565
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Cross-Curricular Connections
❑ Language Arts: Skillbuilder Practice—Comparing and Contrasting, Unit 4 IDR, p. 91
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 565
❑ Section Quiz, FA, p. 316
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT72
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 105
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SECTION CONTENT OBJECTIVES
Students will• Identify the causes of African slavery.• Trace the spread of slavery throughout the
Americas.• Explain the triangular trade.• Describe the life of enslaved Africans in the
colonies.• Identify the consequences of the Atlantic slave
trade.
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THE ATLANTIC WORLD 145
The Atlantic Slave Trade
CHAPTER Section 3 Lesson Plan
Name Date
20
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: To meet their growing labor needs, Europeans enslaved millions of Africans in the Americas.
❑ Discuss WHY IT MATTERS NOW: Descendants of enslaved Africans represent a significant part of the Americas’ population today.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Understanding the African Slave Trade, TE p. 567
IDR Unit 4
❑ Guided Reading, p. 88
❑ Building Vocabulary, p. 90
❑ Reteaching Activity, p. 106
Reading Study Guide
❑ Section 3, p. 187
❑ RSG Audio CD
On-level
IDR Unit 4
❑ Guided Reading, p. 88
Critical Thinking Transparencies
❑ CT20, The Atlantic Slave Trade
Above-level
❑ Understanding Primary Sources, TE p. 569
IDR Unit 4
❑ Primary Source: from The Life of Olaudah Equiano, p. 97
ELPS
❑ Letter to the King of Portugal
English Learners
❑ Interpreting Charts and Graphs, TE p. 568
IDRS
❑ Guided Reading, p. 140
RSG (Spanish)
❑ Section 3, p. 187
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.02, 3.04, 3.05, 3.07, 6.01, 6.02, 8.03, 8.05
Skills Competency Goals
1.03, 1.05, 1.06, 2.01, 2.02, 3.01
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146 CHAPTER 20, SECTION 3
All Students
❑ TAKING NOTES: Recognizing Effects, ❑ World Art and Cultures Transparency:PE p. 566 AT44, Meynell’s Slaves Below the Deck of the
❑ More About Slavery on Plantations, TE p. 567; Albanez
The Middle Passage, TE p. 569
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 570
❑ Section Quiz, FA, p. 317
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT73
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 106
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Primary Sources
❑ The Horrors of the Middle Passage, PE p. 569
Cross-Curricular Connections
❑ World Art and Cultures Transparency:AT44, Meynell’s Slaves Below the Deck of the Albanez
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The Columbian Exchange and Global Trade
CHAPTER Section 4 Lesson Plan
Name Date
20
PE = Pupil’s Edition IDRS = IDR in SpanishTE = Teacher’s Edition RSG = Reading Study GuideIDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
SECTION CONTENT OBJECTIVES
Students will• Explain the Columbian Exchange.• Identify factors that led to the development of
global trade.• Describe the effects of new economic policies on
European society.
THE ATLANTIC WORLD 147
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The colonization of the Americas introduced-new items into the Eastern and Western hemispheres.
❑ Discuss WHY IT MATTERS NOW: This global exchange of goods permanently changed Europe, Asia, Africa, and the Americas.
DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Vocabulary Activity: “Interviewing” Words, TE p. 573
IDR Unit 4
❑ Guided Reading, p. 89
❑ Building Vocabulary, p. 90
❑ Geography Application, p. 92
❑ Reteaching Activity, p. 107
Reading Study Guide
❑ Section 4, p. 189
❑ RSG Audio CD
On-level
IDR Unit 4
❑ Guided Reading, p. 89
❑ Geography Application, p. 92
Geography Transparencies
❑ GT20, Spain’s Colonies Provide Wealth
Above-level
❑ Principles of Mercantilism, TE p. 574
IDR Unit 4
❑ Connections Across Time and Cultures, p. 103
ELPS
❑ “Concerning the Dearness of All Things”
English Learners
IDRS
❑ Guided Reading, p. 141
❑ Geography Application, p. 143
RSG (Spanish)
❑ Section 4, p. 189
❑ RSG Audio CD
Modified Lesson Plans for English Learners
Multi-Language Glossary
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.02, 1.04, 3.04, 3.05, 3.06, 7.04, 8.03
Skills Competency Goals
1.03, 1.06
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148 CHAPTER 20, SECTION 4
Struggling Readers
❑ Test Form A, FA pp. 319–322
On-level
❑ Test Form B, FA pp. 323–326
Above-level
❑ Test Form C, FA pp. 327–330
English Learners
❑ Test Form A, FA pp. 319–330
❑ Form A (Spanish), classzone.com
All Students
❑ TAKING NOTES: Recognizing Effects, PE p. 571 ❑ Critical Thinking Transparency:CT56, Chapter 20 Visual Summary
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 575
❑ Section Quiz, FA, p. 318
❑ Test Generator CD-ROM
❑ Integrated Assessment
Test-Taking Practice
❑ Test Practice Transparencies, TT74
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 4 IDR, p. 107
REVIEW AND ENRICH
Integrate Technology
❑ Visual Summary Transparency, CT56
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Global Impact
❑ The Columbian Exchange, PE p. 572
Cross-Curricular Connections
❑ Geography Transparency:GT20, Spain’s Colonies Provide Wealth, 1600–1790
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INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Study the development of absolute and constitutional monarchies in Europe from 1500 until 1800.
❑ Previewing Main Ideas, PE/TE p. 586
❑ Time Line Discussion, TE p. 586
❑ Interpreting the Map, TE p. 587
SECTION CONTENT OBJECTIVES
Students will• Describe Spanish power under Philip II.• Identify major figures from the Golden Age of
Spanish art and literature.• Describe the birth of the Netherlands.• Explain the origins of absolute monarchy.
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Olaudah Equiano
❑ Interact with History, PE/TE p. 588
❑ Discuss MAIN IDEA: During a time of religious and economic instability, Philip II ruled Spain with a strong hand.
❑ Discuss WHY IT MATTERS NOW: When faced with crises, many heads of government take on additional economic or political powers.
Spain’s Empire and European Absolutism
CHAPTER Section 1 Lesson Plan
Name Date
21
PE = Pupil’s EditionTE = Teacher’s EditionIDR = In-Depth ResourcesIDRS = IDR in SpanishRSG = Reading Study GuideELPS = Electronic Library of
Primary Sources
ABSOLUTE MONARCHS IN EUROPE 149
NORTH CAROLINA PLANNER
EOC Competency Goals and Objectives
1.02, 3.01, 3.03, 6.04, 6.06
Skills Competency Goals
1.01, 1.03, 1.06, 2.01, 2.02
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DIFFERENTIATING INSTRUCTION
Struggling Readers
❑ Causes of the Spanish Empire’s Decline, TE p. 592
IDR Unit 5
❑ Guided Reading, p. 1
❑ Building Vocabulary, p. 6
❑ Reteaching Activity, p. 20
Reading Study Guide
❑ Section 1, p. 193
On-level
❑ Connections to Art: Exploring Las Meninas, TE p. 591
IDR Unit 5
❑ Guided Reading, p. 1
Geography Transparencies
❑ GT21 Hapsburg Europe, 1560
Above-level
❑ Comparing the Spanish and English Navies, TE p. 590
ELPS
❑ “Defeat of the Spanish Armada”
English Learners
❑ Causes and Effects of Absolutism, TE p. 594
IDRS
❑ Guided Reading, p. 145
RSG (Spanish)
❑ Section 1, p. 193
❑ RSG Audio CD
Modified Lesson Plans for English Learners
All Students
❑ TAKING NOTES: Clarifying, PE p. 589 ❑ Cooperative Learning: Famous Dutch Artists, TE p. 593
❑ More About The Defeat of the Spanish Armada, ❑ World Art and Cultures Transparency:TE p. 590; Las Meninas, TE p. 591; Jan Vermeer, AT48, The Astronomer, VermeerTE p. 593
REVIEW AND ENRICH
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Key Concepts
❑ Absolutism, PE p. 594
Cross-Curricular Connections
❑ Geography Transparency:GT21, Hapsburg Europe, 1560
❑ World Art and Cultures Transparency:AT45, Banquet of the Officers of Haarlem’s Civil Guard; AT48 The Astronomer, Vermeer
ASSESS
Content Assessment
❑ Section Assessment, PE, p. 595
❑ Section Quiz, FA, p. 331
❑ Test Generator CD-ROM
Test-Taking Practice
❑ Test Practice Transparencies, TT75
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
RETEACH
❑ Reteaching Activity, Unit 5 IDR, p. 20
150 CHAPTER 21, SECTION 1
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