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Online Language Learners Teaching Guide Sampler mhecalifornia.com CALIFORNIA SOCIAL STUDIES Experience the World. Shape the Future. World History Sampler CHAPTER 4 The French Revolution and Napoleon The full Language Learners Teaching Guide is available online! Go to mhecalifornia.com

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Page 1: Experience the World. Shape the Future....Online Language Learners Teaching Guide Sampler mhecalifornia.com CALIFORNIA SOCIAL˜STUDIES Experience the World. Shape the Future. World

Online Language Learners Teaching Guide Samplermhecalifornia .com

CALIFORNIA

SOCIAL STUDIES

Experience the World. Shape the Future.

World History Sampler

CHAPTER 4 The French Revolution and Napoleon

The full Language Learners Teaching Guide is available online! Go to mhecalifornia.com

LLTG_SamplerCover_G10.indd 1 7/20/2017 4:21:56 PM

Page 2: Experience the World. Shape the Future....Online Language Learners Teaching Guide Sampler mhecalifornia.com CALIFORNIA SOCIAL˜STUDIES Experience the World. Shape the Future. World

Welcome to

Language Learners Teaching Guide

Program: LLTG Component: Teacher GuidePass-1

Vendor: SPi-Global Grade: HS

LL1_LL18_LL_CA_T_WHG_FM_675573.indd 3 6/30/17 7:51 PM

Page 3: Experience the World. Shape the Future....Online Language Learners Teaching Guide Sampler mhecalifornia.com CALIFORNIA SOCIAL˜STUDIES Experience the World. Shape the Future. World

Language Learners Teaching GuideThe California IMPACT Social Studies Language Learners Teaching Guide provides a focused language study designed to support language learners and help them gain content knowledge in the complex literacy-based History-Social Science discipline. The instructional model respects knowledge development as a process focused on growth, not mastery.

His

tory

/Soc

ial S

tudies

E

nglish Language Arts Sciences

Mathematics Arts

Te

chnic

al Su

bjec

ts

Interpreting complex

informational and literary

text

Taking a stand and supporting

it with evidence

Valuing multilingualism

and cultural diversity

Engaging in collaborative discussions

about content

Developing language awareness and using academic language

The How: Processes

The Why: Purposes

The What: Resources

California ELD Standards

Using English Purposefully for:Describing, explaining, persuading, informing, justifying, negotiating, entertaining, retelling, etc.

Interacting in Meaningful Ways:• Collaborating with others• Interpreting meaning• Producing meaningful messages

Understanding How English Works:• Structuring cohesive texts• Expanding and enriching ideas• Combining and condensing

ideas

LL4 Language Learners Teaching Guide

Program: LLTG Component: Teacher GuidePass-1

Vendor: SPi-Global Grade: HS

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Page 4: Experience the World. Shape the Future....Online Language Learners Teaching Guide Sampler mhecalifornia.com CALIFORNIA SOCIAL˜STUDIES Experience the World. Shape the Future. World

Material included in this samplerTable of ContentsTable of Contents

McGraw-Hill Education’s Guiding Principles for Supporting English Learners � � � � � � � � � � � � � � � � � LL10

Cultivate Meaning and Support Language � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LL12

Language Proficiency Level Descriptors � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LL14

Collaborative Conversations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LL15

Strategies for Classroom Discussion � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LL16

Reference Section

Language Transfers Handbook � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LH1

California English Language Development Standards � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �CA25

CHAPTER 1

The World Before Modern Times (Prehistory–1500 C.E)

CHAPTER 1 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1

Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �2

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Lesson 5 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 14

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CHAPTER 2

Conflict and Absolutism (1550–1715)

CHAPTER 2 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 19

Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 20

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CHAPTER 3

The Enlightenment and Revolutions (1500–1800)

CHAPTER 3 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �33

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Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �37

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Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �43

Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �46

Table of Contents

Language Learners Teaching Guide  LL5

Program: LLTG Component: Teacher GuidePass-1

Vendor: SPi-Global Grade: HS

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Page 5: Experience the World. Shape the Future....Online Language Learners Teaching Guide Sampler mhecalifornia.com CALIFORNIA SOCIAL˜STUDIES Experience the World. Shape the Future. World

Chapter included in this sampler

CHAPTER 4

The French Revolution and Napoleon (1789–1815)

CHAPTER 4 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �47

Lesson 1� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 48

Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 51

Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �54

Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �58

Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 60

CHAPTER 5

Industrialization and Nationalism (1800–1870)

CHAPTER 5 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �61

Lesson 1� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �62

Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �65

Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 68

Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 71

Lesson 5 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �74

Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �77

CHAPTER 6

Mass Society and Democracy (1870–1914)

CHAPTER 6 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �79

Lesson 1� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 80

Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �83

Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 86

Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 89

Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �92

CHAPTER 7

The Reach of Imperialism (1800-1914)

CHAPTER 7 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �93

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LL6 Language Learners Teaching Guide

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Vendor: SPi-Global Grade: HS

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CHAPTER 8

Challenge and Transition in East Asia Opener (1800–1914)

CHAPTER 8 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �107

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CHAPTER 9

World War I and the Russian Revolution (1914–1919)

CHAPTER 9 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 119

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CHAPTER 10

The West Between the Wars (1919–1939)

CHAPTER 10 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �133

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CHAPTER 11

Nationalism Around the World (1919–1939)

Chapter 11 Opener � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �145

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Language Learners Teaching Guide  LL7

Program: LLTG Component: Teacher GuidePass-1

Vendor: SPi-Global Grade: HS

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CHAPTER 12

World War II and the Holocaust (1939–1945)

CHAPTER 12 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �159

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CHAPTER 13

The Cold War (1945–1989)

CHAPTER 13 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 177

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CHAPTER 14

Independence and Nationalism in the Developing World (1945–1993)

CHAPTER 14 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �189

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CHAPTER 15

Life During the Cold War (1945–1989)

CHAPTER 15 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 203

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Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 207

Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �210

Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �213

LL8 Language Learners Teaching Guide

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CHAPTER 16

A New Era Begins (1989–Present)

CHAPTER 16 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �215

Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �216

Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �219

Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 222

Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 225

Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 228

CHAPTER 17

Contemporary Global Issues (1989–Present)

CHAPTER 17 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 229

Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 230

Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 233

Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 236

Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 239

Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 242

Language Learners Teaching Guide  LL9

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McGraw-Hill Education’s Guiding Principles for Supporting English Learners

McGraw-Hill Education is committed to providing English Learners appropriate support as they simultaneously learn content and language. As an organization, we recognize that the United States is a culturally and linguistically diverse country. Moreover, this diversity continues to increase, with corresponding growth in the number of English Learners (ELs). In 2012-2013, an estimated 4.85 million ELs were enrolled in U.S. schools; this subgroup now makes up nearly 10% of the total public school enrollment (Ruiz-Soto, Hooker, and Batalova, 2015). In fact, ELs are the fastest growing student population in the country, growing 60% in the last decade, compared with only 7% growth of the general student population (Grantmakers for Education, 2013). Perhaps most interesting of all, the vast majority of ELs – 85% of prekindergarten through fifth grade ELs – and 62% of hig school ELS – were born in the United States (Zong & Batalova, 2015). These U.S.-born ELs may be first-, second-, or third-generatio students with strong ties to their cultural roots. A great many ELs come to school with a variety of linguistic and cultural backgrounds from Spanish-speaking countries in South and Central America. In addition, schools experience native speakers from numeous other backgrounds and languages - the most common other languages being Cantonese, Hmong, Korean, Vietnamese, and Haitian Creole. While over 70% of ELs come to school speaking Spanish as their native language, as a group, ELs speak nearly 150 languages (Baird, 2015). The experiences and identities acquired in the context of ELs’ home and communities can transform the simplest classroom into a unique cultural and linguistic microcosm.

English Learners’ success in learning a second language is influenced by a variet of factors besides the instructional method itself, including individual, family, and classroom characteristics; school and community contexts; the attributes of the assessment used to measure progress; and whether the language acquired is a national or foreign language (August & Shanahan, 2006; Genesee, Lindholm-Leary, Saunders, & Christian, 2006). For instance, children’s initial levels of proficienc in their home language(s), along with English, influence new language acquisition ( ugust, Shanahan, Escamilla, K., 2009) as does the quality of school support (Niehaus & Adelson, 2014) and the characteristics of the language learners’ first and second languages (Dressler Kamil, 2006). Given these factors, there is a pressing need for fundamental principles that guide the support of ELs as they acquire content and develop language. Drawing upon extensive research in the field, McGraw-Hill Educatio has developed nine guiding principles for supporting English Learners at all grade levels and in all disciplines.

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Guiding Principles

Provide Specialized Instruction

Cultivate Meaning

Teach Structure and Form

Develop Language in Context

Scaffold to Support Access

Foster Interaction

Create Affirming Cultural Spaces

Engage Home to Enrich Instruction

Promote Multilingualism

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Language Learners Teaching Guide  LL11

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The California IMPACT Language Learners Teaching Guide provides the designated support designed for use outside of the mainstream classroom. The Language Learners Teaching Guide provides instruction at three language proficiency levels with• Language and content objectives in every lesson• Core content is the vehicle to learning how English works • Gradual release of responsibility to the students accelerate progress• Frequent opportunities for English learners to collaborate, integrate ideas,

and produce language. The key is engagement. Research shows that children learn best when they are engaged with whatever it is they are learning about. Making activities relevant to children’s daily lives is important, too, as is activating what they might already know from their life experiences thus far.

The Designated activities are:• language-focused — to enable ELs to access language and concepts that

prevent them from comprehending the core history-social science core content. They must also develop register awareness so that they understand how and when to use different types of English (everyday vs. academic, formal vs.informal; oral vs. written).

• challenging — students are encouraged to think critically about and analyze information themselves

• productive — ELs are asked to produce English (write or speak), as well as receive it (read or listen)

• collaborative — with lots of opportunities to work in pairs or small groups (with students of different proficiency levels), practicing all four skills

• engaging — activities are student-friendly to engage ELs in the topic or activity presented in the student texts, make them curious to find out more, and enable them to express their creativity. ALL the research shows that children learn best when they are engaged with whatever it is they are learning about (true for adults too!). Making activities relevant to students’ daily lives is important, too, as is connecting to what they might already know in their life experience thus far.

Research shows that ELs are more motivated to learn English when they are integrated in the classroom, interacting with their English-speaking teachers and classmates, and receiving and producing English during their regular classes. ELs greatly benefit from the opportunity to regularly hear and speak English with thei teachers and classmates. ELs learn faster in intellectually challenging classes with meaningful content, engaging activities, and quality instruction. However, research also shows that integrated instruction by itself is not always sufficient, and therefo designated support separate from mainstream classroom instruction is often necessary.

California IMPACT Language Learners Teaching Guide

Cultivate Meaning and Support Language

LL12 Language Learners Teaching Guide

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Accelerate English language development by building content knowledge and supporting domain-specific languag , tied to the core History-Social Science curriculum. • Ensure equity of access to core

content• Collaborate through speaking,

listening, reading, and writing

Student Edition and Inquiry Journal

Teacher Edition

The purpose of the English Learners Scaffold in the eacher Edition is to “unlock” language or concepts that prevent ELs from comprehending text and participating in classroom discussions and activities. ELs must learn to use and practice English in meaningful and authentic ways, and develop register awareness so that they understand how and when to use different types of English (formal vs informal; oral vs. written).

The Integrated activities are:• leveled — according to the three proficiency levels:

emerging, expanding, and bridging • focused — on one aspect in the student text spread that presents

a specific challenge to ELs due to academic language or a challenging concept

• productive — students are urged to produce English, either written or oral, rather than simply receive it

• collaborative — with abundant opportunities for students of various proficiency levels to work in pairs or small group

CALIFORNIA SOCIAL STUDIES

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WORLD HISTORY, CULTURE, & GEOGRAPHY THE MODERN WORLD

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HISTORY, CULTURE, & GEOGRAPHY

THE MODERN WORLD

connect2.mheducation.com

HISTORY, CULTURE, & GEOGRAPHY

THE MODERN WORLD

CALIFORNIA SOCIAL STUDIES

HISTORY, CULTURE, & GEOGRAPHY

THE MODERN WORLD

CALIFORNIASOCIAL STUDIES

INQUIRY JOURNAL

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WORLD HISTORY, CULTURE & GEOGRAPHY MODERN TIMES

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CHAPTER 2 XXXXXXX

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CHAPTER 6 XXXXXXX

CHAPTER 7 XXXXXXX

CHAPTER 8 XXXXXXX

CHAPTER 9 XXXXXXX

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Language Learners Teaching Guide  LL13

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Research shows that English Learners at all proficiency levels are capable o high-level thinking and can engage in complex, cognitively demanding social and academic activities requiring language, as long as they are provided appropriate linguistic support and scaffolding The three levels of English language proficiency i California IMPACT Social Studies are:

EMERGINGThese students might be newcomers with little knowledge of or exposure to English beyond answering simple questions. They will have varying degrees of proficiency in their native languag . They need a HIGH level of support. Some may be able to write a few words; others may be unfamiliar with Western script. They might lack sufficient vocabulary a oral comprehension to be able to follow directions or classroom activities. However, they typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic language.

EXPANDINGThese students are typically comfortable responding orally in the classroom, despite frequent errors and incorrect word usage. They need a MEDIUM level of support, and will exhibit growing confidence in thei ability to comprehend and respond in English. Students at this level are challenged to increase their English skills in more contexts and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways that are appropriate to their age and grade level.

BRIDGINGStudents at this level continue to learn and apply a range of high-level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. They require a LOW level of support. The “bridge” alluded to is the transition to full engagement in grade-level academic tasks and activities in a variety of content areas without the need for specialized ELD instruction.

Language Proficiency Level Descriptors

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LL14 Language Learners Teaching Guide

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Students engage in whole-class, small-group, and partner discussions during every lesson. The chart below provides prompt frames and response frames that will help students at different language proficiency levels interact with each other in meaningful ways.

You may wish to post these frames in the classroom for student reference.

Elaborate and Ask Questions

Can you tell me more about it?

Can you give me some details?

Can you be more specific?

What do you mean by…?

How or why is it important?

I think it means that…

In other words…

It’s important because…

It’s similar to when…

Support Ideas with Evidence

Can you give any examples from the text?

What are some examples from other texts?

What evidence do you see for that?

How can you justify that idea?

Can you show me where the text says that?

The text says that…

An example from another text is…

According to…

Some evidence that supports that is…

Build On or Challenge Partner’s Ideas

What do you think of the idea that…?

Can we add to this idea?

Do you agree?

What are other ideas/ points of view?

What else do we need to think about?

How does that connect to the idea…?

I would add that…

I want to follow up on your idea…

Another way to look at it is…

What you said made me think of…

Paraphrase What do we know so far?

To recap, I think that…

I’m not sure that was clear.

How can we relate what I said to the topic/ question?

So, you are saying that…

Let me see if I understand you…

Do you mean that…?

In other words…

It sounds like you are saying that…

Determine the Main Idea and Key Details

What have we discussed so far?

How can we summarize what we have talked about?

What can we agree upon?

What are main points or ideas we can share?

What relevant details support the main points or ideas?

What key ideas can we take away?

We can say that…

The main idea seems to be…

As a result of this conversation, we think that we should…

The evidence suggests that…

CORE SKILL PROMPT FRAMES RESPONSE FRAMES

Collaborative Conversations

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Providing multiple opportunities to speak in the classroom and welcoming all levels of participation will motivate English learners to take part in class discussions and build oral proficienc . These basic teaching strategies will encourage whole class and small group discussions for all language proficiency levels of English learners

WAIT TIME/DIFFERENT RESPONSE

• Be sure to give students enough time to answer the question. They may need more time to process their ideas.

• Let them know that they can respond in different ways depending on theirlevels of proficienc . Students can:

» Answer in their native language; then you can rephrase in English

» Ask a more proficient EL spea er to repeat the answer in English

» Answer with nonverbal cues.

ELABORATE

• If students give a one-word answer or a nonverbal clue, elaborate on the answer to model fluent speaking andgrammatical patterns.

• Provide more examples or repeat the answer using proper academic language.

ELICIT

• Prompt students to give a more comprehensive response by asking additional questions or guiding them to get an answer, such as can you tell me more?

• This strategy is very effective whenstudents are analyzing Primary Sources.

ASKING ABOUT MEANING

• Repeating an answer offers anopportunity to clarify the meaning of a response.

• Repeating answer allows you to model the proper form for a response. You can model how to answer in full sentences and use academic language.

• When you repeat the answer, correct any grammar or pronunciation errors.

EMERGING 

• What is ________?

•  What does ________ mean?

• ________ is _________.

•  ________ means ________.

EXPANDING 

•  Could you tell me what ____ means?

• ____ is similar to ____.

• ____ is another way of saying ____________.

BRIDGING 

• Could you give me a definition of ______________?

•  Can you point to the evidence from the text?

• What is the best answer? Why?

Strategies for Classroom Discussion

LL16 Language Learners Teaching Guide

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TALK ABOUT LEVEL OF UNDERSTANDING

EMERGING  • I understand. / I got it.

• I don’t understand this word / sentence.

EXPANDING  • Could you tell me what ____ means?

• ____ is another way of saying ____.

BRIDGING  • I think I understand most of it.

• I’m not sure I understand this completely.

STATE YOUR OPINION

EMERGING  • I think ____.

EXPANDING  • In my opinion, ____.

BRIDGING  • My opinion is that ____.

AGREEING WITH SOMEONE’S OPINION

EMERGING  • I agree with your opinion or point.

EXPANDING  • I agree that ____.

BRIDGING  • I have the same opinion as ____. I think that ____.

DISAGREEING WITH SOMEONE’S OPINION

EMERGING  • I don’t agree with your opinion or point.

EXPANDING  • I don’t agree that ____.

BRIDGING  • I can see your point. However, I think that ____.

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ONLINE LANGUAGE LEARNERS TEACHING GUIDEGRADE 10 SAMPLERCHAPTER 4: THE FRENCH REVOLUTION AND NAPOLEON

The full Language Learners Teaching Guide is available online! Go to mhecalifornia.com to access IMPACT: California Social Studies online.

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Introduce the ChapterAccess Prior Knowledge Explain to students that revolution, from the chapter title, is from the verb revolve, which means to turn around. Explain that a political revolution is made up of events that “turn around” the current social order, often resulting in a new system.

Turn to the Essential Questions and ensure students’ understanding of the meaning of cause. Explain that cause is a verb in the question, but it can also be a noun. Explain the concept of cause and effect, noting a relationship between two actions or events; the effect is the result of the first action, the cause. Invite students to share examples of cause and effect.

Review the lesson titles with students. Find out what students already know about the meaning and use of key words in the titles. Provide comprehensible input as needed. With students, discuss how the meanings of the lesson titles relate to the chapter title.

Invite students to think about the meaning of revolution as they read about the French Revolution and what the causes were.

Place & Time Draw students’ attention to the place and time. (France, 1785–1815) Point out the map of Europe. Guide students in recognizing that the map represents the borders of Europe during the years 1800–1815.

With students, discuss the introductory paragraph beginning with “The political, economic, and social conflicts that led to the French Revolution…” Explain that not the only conflict in the second sentence means that the conflicts in France were one of many throughout the world at that time.

Step Into the Place Discuss with students the tone of the quotes. Draw students’ attention to the problems both men list, specifically class inequality. Point out the conclusion Callonne draws—that a country with these problems cannot have a strong government. Provide comprehensible input for the notion of how a revolution can start. Support students in answering the two questions by reading the quotes together.

Step Into the Time With students, review the time line. Point out how it shows world events and events in France that led up to the French Revolution. Support students in recognizing that the World Events allow us to see what was happening elsewhere in the world around this same time. Offer assistance in completing the writing task.

LEVELED SUPPORTInclude students of all English Language proficiency levels in the discussions outlined on this page.

EMERGING  Encourage students to participate with words or phrases as they are able.

EXPANDING  Support students in using simple sentences to participate in the discussions.

BRIDGING  Have students use more complex sentences to participate in the discussions.

LESSON 1 The French Revolution Begins

LESSON 2 Radical Revolution and Reaction

LESSON 3 The Rise of Napoleon and the Napoleonic Wars

LESSON 4 The Fall of Napoleon and the European Reaction

ESSENTIAL QUESTION

What causes revolution? How does revolution change society?

The French Revolution and Napoleon

CHAPTER

4

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Explain the words in context by reading the following phrases from the text.A new order emerged . . . a concept of loyalty to the nation rather than to the monarch.What is the crucial difference between a republic and a direct democracy?All governments serve these purposes.

emerge verb appear or develop

concept noun idea of how something is or should be

crucial adjective social position in relation to other people

purpose noun the aim of an event, process, or activity

Word Part of Speech Definition

Provide contexts for discussing the words with students.

What do you not have the right to do at school? What do you think of when you think about American society? How do you think social inequalities can be reduced? Some say the elite have more advantages than the average person. Do you agree and if so, why?

Invite students to share their answers to one of the questions with the class.

Academic Vocabulary Introduce academic words found in the lesson. Explain that these words are used in many academic texts and settings.

right noun something allowed to you by law

society noun a group of people who share the same laws and many similar values

inequality noun unfair situation in which some have more power than others

elite noun richest or most powerful people in a society

DefinitionPart of SpeechWord

Introduce the LessonBuild Background Preview the lesson with students, discussing with them the lesson title, passage titles, subtitles, and other text features. Offer vocabulary support as needed.

Content Vocabulary Preview with students key content words from the lesson.

STUDENT EDITION, pages 132–139

LEVELED SUPPORT EMERGING  Encourage students to participate with phrases.

EXPANDING  Support students in producing complete sentences.

BRIDGING  Have students participate with more complex sentences.

SPANISH COGNATESsociedadéliteconceptocrucial

The French Revolution Begins

LANGUAGE OBJECTIVES• Explore the meanings of key content and academic words.• Make inferences about information given in the passive voice.• Understand the chronology of historical events in a text.ESSENTIAL QUESTIONS

What causes revolution? How does revolution change society?

CULTIVATE MEANING and SUPPORT LANGUAGELESSON 1

48 Chapter 4

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GRAPHIC ORGANIZERSupport students in discussing social classes by filling out a graphic organizer comparing and contrasting the First, Second, and Third Estates.

Causes of the French RevolutionGuiding Questions Support students in understanding the meaning and purpose of the Guiding Questions. Ensure comprehension of the words social classes and discontent.

Build Meaning Check that students understand the following words and phrases:

turning point = when a situation changes in an important wayplayed a crucial role = have a strong influence on somethingholdover = something that has continued from the past into the presentbuying power = amount of money someone has to buy things

Use these words and phrases to discuss the structure of social classes as it relates to revolutions.

End of the Old RegimeGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the words phase and regime.

Unpacking the Text Read with students the second sentence of the first paragraph under “Declaration of the Rights of Man and the Citizen”:

Inspired by the English Bill of Rights of 1689 and by the American Declaration of Independence and Constitution, this charter of basic liberties began with “the natural and imprescriptible rights of man” to “liberty, property, security, and resistance to oppression.”

Guide students in understanding its meaning. Check that students understand the vocabulary words as you unpack each part of the sentence.

Start with the main part of the sentence, which is “this charter of basic liberties.” Explain that a charter is a special political document. Explain that basic means the very least that someone needs and liberties means the same thing as freedoms. Guide students in understanding that basic liberties means that a person should expect to have at least these freedoms, but there may be more.

Read aloud the first quotation. Say: This explains what those basic liberties are: “natural and imprescriptible rights.” Explain that rights are things owed to you and that natural and imprescriptible rights are rights that you are born with. Then read aloud the second quotation. Say: We know that “liberty” means to be free; and “property” in this case means a place to live. What does “security mean? (safety) We know that “resistance” means to fight against. Ask students to guess whether “oppression” has a positive or a negative meaning. (negative) Explain if needed, that oppression means “being treated badly or unfairly.” Say: So, the phrase “resistance to oppressions” means to fight against unfair treatment.

Have students work in pairs to rehearse reading the sentence aloud. Answer individual questions about unknown meanings, and correct pronunciation and phrasing as needed.

Lesson 1 49

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ANALYZE THE SOURCELESSON 1INQUIRY JOURNAL, pages 94–97

LEVELED SUPPORT EMERGING  Support comprehension of the last sentence with restatements and gestures.

EXPANDING  Support students in restating the last sentence in one or two complete simple sentences.

BRIDGING  Have students write a complex sentence restating the meaning of the last sentence.

The Livre Rouge (Red Register), 1790Build Meaning: Personal Account Book Ask students if they know what a personal account book is. Explain that a personal account book is a detailed list of how much money a person spends, what he spends it on, and when he spends it.

Ensure students’ understanding of transparent in the introduction. Give them examples of things that are transparent, for example, a window or a glass. Explain that transparent means you can see through something clearly. Say: The National Assembly wanted the king’s account book published so that the French people could clearly see how much money the king was spending and what he was spending it on.

Ensure students’ understanding of the following terms: gratuities, salaries, and pensions. Explain that these are all sums of money the king paid out to people in his court. Go on to explain that charity is money the king gave away, while indemnities and advances are similar to loans, meaning the king expected to be paid back. Support students in understanding that acquisitions are things the king purchased, such as museum pieces or furniture.

To give students an overall sense of just how wasteful Louis XVI’s spending was, explain that one meal in the king’s court included more food than an entire poor family might eat in a week.

Draw students’ attention to the different sums. Ask them to note the amount given to the king’s brothers compared to the amount given to charity, for example.

Travels in FranceBuild Meaning: Book Explain the meaning and use of want as a noun in the second sentence and of occasion as a verb in the fourth sentence. Guide students in understanding that “beyond their faculties” refers to the fact that the average person in France at that time could barely afford to buy bread.

Point out that the writer, Arthur Young, was British. He published this book about traveling in France in 1792, two years after The Livre Rouge had been released.

Draw students’ attention to the first part of the last sentence. Explain that when Young says “the violent friends of the commons,” he is talking about the revolutionaries. Explain that “not displeased” means the same thing as “pleased” or “happy.”

Work with students on making meaning of the excerpt. Support students in understanding the meaning of the second part of the last sentence, “which seconds their views and makes any appeal to the common feeling of the people more easy and much more to their purpose than if the price was low.” Ask: What was the revolutionaries’ “purpose,” or reason, for the revolution? (To make French society more equal.) Why do you think that the revolutionaries would be happier that the price of bread is higher rather than lower? How does that benefit their purpose? (If the French people are angry with the king over the high price of bread, then they are more likely to support the revolution.)

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STUDENT EDITION, pages 142–148

SPANISH COGNATESabolir monarquía establecer repúblicaimpulsotemporalresultadocomún

Provide contexts for discussing the words with students.

Have you ever had the impulse to change your hair style or color? If so, what happened? Have you ever had a temporary   job? If so, what was it? What was the outcome of your last test? What do you and your best friend have in common?

Have students write down their response to one of the questions and share it.

Explain the words in context by reading the following sentence from the text.

The National Convention’s first major step on September 21 was to abolish the monarchy and to establish a republic.

Then support students in rewriting the sentences in their own words.

Academic Vocabulary Introduce academic words found in the lesson. Explain that these words are used in many academic texts and settings.

Introduce the LessonBuild Background Preview the lesson with students, discussing with them the lesson title, passage titles, subtitles, and other text features. Offer vocabulary support as needed.

Content Vocabulary Preview with students key content words from the lesson.

Radical Revolution and ReactionESSENTIAL QUESTION

What causes revolution? How does revolution change society?

LANGUAGE OBJECTIVES• Explore the meanings of key content and academic words.• Understand how prepositions of time show the chronology of events.• Understand comparisons and contrasts.• Identify words, such as both and but, that signal comparisons and contrasts.

CULTIVATE MEANING and SUPPORT LANGUAGELESSON 2

LEVELED SUPPORT EMERGING  Encourage students to participate with phrases.

EXPANDING  Support students in producing complete sentences.

BRIDGING  Have students participate with more complex sentences.

abolish verb end a system or law

monarchy noun system in which a king or queen rules a country

establish verb start a new system

republic verb system in which elected representatives govern a country and a president leads it

Word Part of Speech Definition

impulse noun sudden desire to do something without thinking about the effects

temporary adjective happening for only a short period of time

outcome noun final result of something

common noun shared by two or more people or things

Word Part of Speech Definition

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Lesson 2 51

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The Move to RadicalismGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the words revolution and radical.

Text Structure: Chronology of Events Draw students’ attention to the first sentence of the first paragraph of the section:

In September 1792, the newly elected National Convention began meeting. The Convention had been called to draft a new constitution, but it also served as the ruling body of France.

Elicit or explain that in September 1792 is a preposition phrase of time. Point out that prepositional phrases of time in Social Studies texts show important events in history. To check comprehension, ask: What important event happened in September 1792? (The National Convention began meeting.)

Ask students to find other prepositional phrases of time in the paragraph and section (e.g., on September 21, after 1789, in early January 1793, on January 21, by late spring 1793). Elicit what happened at each of these times.

Point out the differences in meaning between in, on, after, and by.

in (a month, year, or time of year) = duringon (a specific date) = duringby (a date, month, year, or time of year) = on or before

Explain that early January refers to the first one or two weeks of the month, and late spring, means the last few weeks of the season. Use a diagram on the board if needed.

The DirectoryGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the words constant, transition, influence, and effectiveness.

Text Structure: Compare-and-Contrast Draw students’ attention to the section title “Comparing Two Revolutions” and read aloud the first paragraph. Ask: What two things does this section compare? (The American Revolution and the French Revolution) Guide students in understanding that this section discusses similarities and differences between the two revolutions. Point out that, in the first paragraph, the words in common and both signal that the paragraph is discussing similarities. Ask: How were the causes of the American and French Revolutions similar? (Both grew out of Enlightenment ideas.)

Read aloud the second paragraph. Point out that this paragraph focuses on effects of the revolutions, and explain how the words but and however signal contrasts or differences. Ask: How were the effects of the American and French Revolution different? (The British monarchy stayed in place after the American Revolution; however, the French monarchy was overthrown after the French Revolution.)

Help students identify signal words and similarities and differences in the third paragraph.

GRAPHIC ORGANIZERSupport students in filling out a time line showing the chronology of events in “The Move to Radicalism.”

GRAPHIC ORGANIZERSupport students in filling out a Venn Diagram showing the similarities and differences between the American Revolution and the French Revolution.

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EXTENDHave students imagine that they are in France in September, 1793. Support them in writing a journal entry with their reaction to the Laws of Suspects.

The Laws of SuspectsBuild Meaning: Policy Draw students’ attention to the title. Explain that suspects are people that others think are guilty of crimes. Then read aloud the introductory text. Point out that the National Convention made many new laws. They made the Laws of Suspects to arrest people they thought were against the French Revolution.

Draw students’ attention to the main text, explaining that a policy refers to a political party or organization’s official way of doing things. To facilitate meaning, elicit examples of school policy.

Read aloud item 1 in an official voice. Explain the meaning of decree, at large, and in custody. Before reading item 2, ask students to note down what kinds of people are considered suspects. Then read it out, in an official voice. Explain the meaning of any difficult words, such as deem, partisan, tyranny, federalism, and civic. Then help students understand the gist of the policy—that many people were considered suspects for a variety of reasons. The read aloud the final sentence. Explain that this means that people who were suspected of a crime would be arrested.

Ask: Why do you think that the National Convention created this policy? Possible answers include to remove people who were not loyal. Then ask: How do you think it affected people? (Possible answers include they might have been scared and left or given names of people they thought were suspects.) Then ask: If you were in France at that time, what would you do?

On the Moral and Political Principles of Domestic PolicyBuild Meaning: Speech Draw students’ attention to the introductory text and read it out. Explain that a dictatorship is a government ruled by a leader who controls everything, justify means give a reason for something that people think is not fair, and terror is violent action for political purposes.

Guide students in understanding that, as president of two organizations elected by the National Convention, Robespierre’s job was to persuade people that the National Convention’s use of terror was fair.

Give students a few minutes to read the vocabulary. Then read aloud the speech in a formal authoritative voice. Explain the meaning of any difficult words, such as tyrant, combat, conspire, perish, virtue, and traitor, giving synonyms and examples as needed.

Help students understand the gist of each part of the speech. In the first paragraph, he is saying that there is a large fight in France between France and its friends and France’s enemies. France must be fair to its people and use terror with its enemies. In the second paragraph, he says that terror is a product of democracy and a form of justice because it is needed. In the third paragraph, he is saying that society only needs to protect its peaceful citizens. Other people are enemies or tyrants.

Guide students in a discussion of how they feel about Robespierre’s speech. Ask: Do you think his speech is effective? Why or why not? How do you think people reacted after hearing the speech? How would you react if you heard this speech?

ANALYZE THE SOURCELESSON 2INQUIRY JOURNAL, pages 100–104

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Lesson 2 53

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Provide contexts for discussing the words with students.

What kinds of things are you dependent on your family for? What is included in your lunch? How late are you allowed to stay up on school nights? At what stage of development do most children begin to speak?

Have students write down their response to one of the questions and share it.

dependent adjective needing someone or something else to exist or succeed

include verb has something as a part of a group

allow verb permit someone to do something

stage noun specific time or point in a process

Word Part of Speech Definition

Explain the words in context by reading the following phrases from the text.

Seven law codes were createdWorking-class leaders who wanted radical changeduring his reign as emperornoble families of the old regime

Academic Vocabulary Introduce academic words found in the lesson. Explain that these words are used in many academic texts and settings.

code noun set of laws or rules

radical adjective relating to political or social ideas that are very different from the current ideas

reign noun period of time when someone rules a country

regime noun government, especially one that was not elected fairly

DefinitionPart of SpeechWord

Introduce the LessonBuild Background Preview the lesson with students, discussing with them the lesson title, passage titles, subtitles, and other text features. Offer vocabulary support as needed.

Content Vocabulary Preview with students key content words from the lesson.

STUDENT EDITION, pages 149–155

LEVELED SUPPORT EMERGING  Encourage students to participate with phrases.

EXPANDING  Support students in producing complete sentences.

BRIDGING  Have students participate with more complex sentences.

SPANISH COGNATESradicalreinadorégimendependienteincluir

The Rise of Napoleon and the Napoleonic Wars

LANGUAGE OBJECTIVES• Explore the meanings of key content and academic words.• Recognize the difference between simple past and past perfect.• Identify and make classifications.• Write a classification paragraph.ESSENTIAL QUESTION

What causes revolution? How does revolution change society?

CULTIVATE MEANING and SUPPORT LANGUAGELESSON 3

54 Chapter 4

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LEVELED WRITING SUPPORT: CLASSIFICATIONWith students, think of topics of interest that can be classified into different types. EMERGING  Support students in identifying the topic and three types.

EXPANDING  Encourage students to independently write four simple sentences—a main idea sentence stating the three types of the topic and three sentences defining or giving examples of each type.

BRIDGING  Encourage students to independently write a classification paragraph about the topic.

The Rise of NapoleonGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the words instability and opportunity. Explain that the phrase take power means the same as to become the ruler.

Understanding Simple Past and Past Perfect Point out that the third paragraph of “Codification of the Laws” refers to a new law code Napoleon introduced. Write these sentences on the board:

For women and children, the Civil Code was a step back.During the radical stage of the revolution, new laws had made divorce easier and (had) allowed children, even daughters, to inherit property on an equal basis.The Civil Code undid these laws.Women were now “less equal than men.”

Elicit that the first, third, and fourth sentences are in the simple past tense, while the second sentence is past perfect. Point out that past perfect has the form had + past participle, and we use it to talk about a past event that happened before another past event. To check comprehension, point to each sentence and ask: Did this happened before or after the introduction of the Civil Code? Use a time line on the board with “introduction of the civil code” in the middle if needed.

Napoleon’s EmpireGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the words concern and perspective.

Text Structure: Classification Point out the second paragraph of “Building the Empire.” Explain that the second sentence classifies, or categorizes, Napoleon’s empire into three parts. To check comprehension, ask: What were the three parts of Napoleon’s empire? (the French Empire, dependent states, and allied states)

Explain that the rest of the section gives more explanation about these three parts. Support students in reading the paragraphs and producing the chart below.

the French Empire main part of the Grand Empire

enlarged France extending to the Rhine and including the western half of Italy north of Rome

dependent states countries that Napoleon’s relatives ruled

Spain, Holland, Italy, the Swiss Republic, the Grand Duchy of Warsaw, and the Confederation of the Rhine (all German states except Austria and Prussia)

allied states countries Napoleon defeated and forced to join his fight against Britain

Prussia, Austria, Russia, and Sweden

Part Definition Countries

Encourage students to use the same framework to classify three parts of a topic relevant to their own lives, such as three types of music or movies.

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Lesson 3 55

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EXTENDHave students discuss what they would have done if Napoleon exiled them. EMERGING  Provide sentence frames such as If Napoleon exiled me, I would (feel) ___.

EXPANDING  Support students in using simple sentences to talk about what they would do if Napoleon had exiled them.

BRIDGING  Encourage students to use complex sentences to talk about what they would have done if Napoleon exiled them.

Young Napoleon’s Speech in ItalyBuild Meaning: Proclamation Draw students’ attention to the title. Explain that a proclamation is an announcement or speech, and Napoleon is making this proclamation to his soldiers in Italy in 1796. Before reading, have students predict what the proclamation will be about.

Read aloud the introductory text. Explain that propaganda refers to false information that a government uses to persuade people and psychological warfare refers to actions to make people think things and form opinions that make them feel a certain way about a situation.

Point out the proclamation and ask students to pay attention to what he does in each paragraph. Then read it aloud in a formal, eloquent voice, as if giving a formal speech.

Help students understand the main idea of each paragraph by explaining that in the first two paragraphs, Napoleon talks about the Italian soldiers’ successes and thanks them.

Go on to explain that in the third paragraph, he talks about the failure of the Italian soldiers’ enemies who have run away. And that in the fourth paragraph, he says that the soldiers have more battles to fight, and that he knows that they will continue.

Support students in understanding that in the fifth paragraph, he promises the soldiers they will win and asks them to promise to be good to the people they free.

Conclude by explaining that in the last two paragraphs, he tells them the French army will free them and the French people are their friends. Draw students’ attention to how he says the French army is kind, but is fighting enemies who want to make the Italians become their slaves.

Anne-Louise Germaine de Staël on NapoleonBuild Meaning: Book Draw students’ attention to the title and read aloud the introductory text. Explain that in this excerpt from Anne-Louise Germaine de Staël’s book, called Considerations on the Principal Events of the French Revolution, Anne-Louise talks about this event.

Have students follow along as you read aloud the excerpt, using drama in your voice to show how the author felt about Napoleon’s actions. Then go over the meaning of any difficult words.

Guide students in understanding the gist of the excerpt, restating the main ideas in simpler words. Point out how in the first paragraph, she says she was the first person that Napoleon exiled, but soon he exiled anyone who disagreed with his opinions.

Explain that in the second paragraph, she says he could have been a good general and magistrate, or law officer. However, when he started to act like a king, people laughed at him. Support students in understanding that he therefore used terror and spies to stop this. Explain that he wanted Madame de Staël to write books praising him, but she did not mention his name in her books and that this led to him exiling her, not allowing her to travel, and threatening to put her in prison.

ANALYZE THE SOURCELESSON 3INQUIRY JOURNAL, pages 106–109

56 Chapter 4

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Explain the words in context by reading the following phrases from the text.

they retreated for hundreds of milesgreat powers used military forcepeople’s loyalty belonged to a kinga quick victory over the Russians

Academic Vocabulary Introduce academic words found in the lesson. Explain that these words are used in many academic texts and settings.

keep verb stop someone from doing something

refuse verb strongly say that you will not do something

devote verb give your time, energy, or money to someone or something

series noun group of the same kind of things that happen one after another

Word Part of Speech Definition

Provide contexts for discussing the words with students.

How can you keep pets off of furniture? Are there any foods that you refuse to eat? What do you devote most of your free time to? What is your favorite TV series?

Have students write down their response to one of the questions and share it.

retreat verb (of an army) stop fighting and move away from the enemy

force noun violent physical action used to achieve something

loyalty noun quality of being faithful to a person or country

victory noun success in winning a battle

DefinitionPart of SpeechWord

STUDENT EDITION, pages 156–161

LEVELED SUPPORT EMERGING  Encourage students to participate with phrases.

EXPANDING  Support students in producing complete sentences.

BRIDGING  Have students participate with more complex sentences.

SPANISH COGNATESretiradafuerzalealtadvictoriaserie

ESSENTIAL QUESTION

What causes revolution? How does revolution change society?

The Fall of Napoleon and the European Reaction

CULTIVATE MEANING and SUPPORT LANGUAGELESSON 4

LANGUAGE OBJECTIVES• Explore the meanings of key content and academic words.• Recognize and use adverb clauses of time with as and when.• Identify the meaning of terms ending in the suffix –ism.

Introduce the LessonBuild Background Preview the lesson with students, discussing with them the lesson title, passage titles, subtitles, and other text features. Offer vocabulary support as needed.

Content Vocabulary Preview with students key content words from the lesson.

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Lesson 4 57

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The Fall of NapoleonGuiding Question Support students in understanding the meaning and purpose of the Guiding Question.

Adverb Clauses of Time: as and when Point out that this section discusses the events that caused Napoleon to lose his empire. Draw students’ attention to the third paragraph and write these sentences on the board:

As they (the Russians) retreated, they burned their own villages and countryside to keep Napoleon’s army from finding food.When the Russians did fight at Borodino, Napoleon’s forces won an indecisive victory, which cost many lives.

Elicit or explain that the underlined phrases are adverb phrases of time. We use them to talk about how two events are connected. The time words as and when signal that the events in each part of the sentence happened at the same time. Another time word with the same meaning is while.

To check comprehension, ask: When did the Russians burn their villages and countryside? (as they retreated) When did Napoleon’s forces win an indecisive victory? (when the Russians fought at Borodino)

Point out that the adverb time clause can also go at the end of the sentence, but the comma is omitted.

They (the Russians) burned their own villages and countryside to keep Napoleon’s army from finding food as they retreated.Napoleon’s forces won an indecisive victory, which cost many lives when the Russians did fight at Borodino.

Have students practice rewriting the second sentence by moving the adverb time clause to the end of the sentence and using different time signal words.

Forces of ChangeGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the word revolution.

Make Meaning: Suffix –ism Draw students’ attention to the second sentence of the introductory text. Elicit or explain that the terms liberalism and nationalism both end in the suffix –ism. Explain that the suffix –ism is used in nouns and refers to a theory or set of beliefs. For example, a liberalism refers to liberal ideas and nationalism refers to nationalistic ideas and beliefs.

Explain that social studies texts often provide definitions for these terms. Help students skim the second paragraph of the section “Liberalism” and ask: How does this paragraph define liberalism? (belief that people should be as free as possible from government restraint) Then help them skim the first paragraph of the section “Nationalism” and ask: How does this paragraph define nationalism? (belief that their chief loyalty was to the nation)

Have students independently skim the two sections and find other terms with the suffix –ism and their definitions (e.g., constitutionalism = belief that a government should be ruled by a constitution; republicanism = belief that a government’s power comes from the rule of law and the citizens who are allowed to vote).

EXTENDSupport students in creating a vocabulary log with terms ending in –ism and their definitions. Encourage them to add other terms they encounter with this suffix (e.g., radicalism, despotism).

Program: CA LLTG Component: Teacher GuidePDF Pass_2

Vendor: SPi-Global Grade: HS

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EXTENDSupport students in comparing the image on this page with the image of Napoleon on page 149 of the student edition. Have them discuss how the images are similar and different and why that might be so.

INQUIRY JOURNAL, pages 112–115

ANALYZE THE SOURCELESSON 4

The Congress of ViennaBuild Meaning: Image Point out the title. Explain that Vienna is in Austria, and congress means a formal meeting in which representatives from different countries meet to discuss ideas and make decisions. Read aloud the introductory text, and explain the meaning of influential, figure, ambassador, and peace settlement.

Have students look at the image and discuss these questions, providing sentence frames as needed.

1. Who do you think Prince Klemens von Metternich is? Why? (I think he is ___ because ___.)

2. What are the other ambassadors wearing? What do their clothes tell us about them? (The other ambassadors are wearing ___. They show us that they are ___.)

3. Where are they meeting? Describe the furniture and paintings in the room. (They are meeting in a ___. The room looks very ___.)

Guide students in understanding that the image shows Prince Klemens standing in the front. Point out how other important ambassadors are wearing formal or military clothes and that they are in a formal room that is well decorated with expensive furniture and paintings.

Napoleon in ExileBuild Meaning: Image Draw students’ attention to the title and elicit ideas about what it might mean. Point out that head is another word for leader and position is another word for situation.

Read aloud the introductory text. Explain that satirical refers to a way of criticizing a person or thing in a funny way, and exaggeration means describing or showing a person or thing in way that makes something seem more extreme (e.g., better, worse, larger, more important) than it really is. Also, explain that a brat is a child who behaves badly.

Draw students’ attention to the image. Explain that this is a political cartoon of Napoleon after the defeat that led to his exile to Elba. Have them discuss these questions:

1. What do you see in the cartoon? What is happening?2. How does Napoleon look? Describe his appearance.3. What parts of the image are exaggerated?4. How do you think the artist feels about Napoleon?5. Do you find this image funny? Why or why not.

Lead a discussion of other political cartoons students have seen. Ask: Where did you see it? Who or what did it satirize? Was anything exaggerated? If so, what? Did you find the cartoon funny? Why or why not?

Program: CA LLTG Component: Teacher GuidePDF Pass_2

Vendor: SPi-Global Grade: HS

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LEVELED WRITING SUPPORTWith students, brainstorm people or groups of people they know who have worked for women’s rights. EMERGING  Support students in collaboratively identifying and making note of three people or groups of people.

EXPANDING  Encourage students to collaboratively write one simple topic sentence and three simple supporting sentences about a person or group’s efforts.

BRIDGING  Have students collaboratively write a paragraph or short essay. Encourage them to include subject pronouns and transition words.

Conditions of EligibilityBuild Meaning: Speech Explain that Maximilien Robespierre was one of the few French politicians who was against the requirements for voting. Despite how many people he killed, he thought of himself as a defender of the everyday Frenchman.

Read aloud the speech to students all the way through with a concerned, passionate, and persuasive tone to help students grasp its overall purpose.

Then point out the first sentence. Explain that “your declaration of rights” refers to the Declaration of the Rights of Man and the Citizen, which Robespierre supported. Explain the meaning of privileges, distinctions, and exceptions.

Guide students in understanding the overall idea of Robespierre’s speech, which is that although the people have the power to decide their own laws, those who have more money should not have more power. Support students with words they might not understand, such as the meaning of livres and revenu.

The Injustices of the LawsBuild Meaning: Document Make sure students understand that in this document, d’Aelders is addressing the general public, specifically the men who wrote the Declaration of the Rights of Man and the Citizen. Explain that distributing short documents, such as pamphlets, was how ideas were communicated to the public at that time.

Read aloud the document to students all the way through with a concerned and passionate tone to help students realize the sincerity of d’Aelders’ opinions.

Guide students in understanding how d’Aelders contrasts these “free men, an enlightened people” with the “abuse of power.” Explain that she is using a persuasive device to try to get others to see her point of view. Explain the meaning of ignorance, humiliating, and prejudices.

“Boissy d’Anglas Salutes the Head of the Deputy Feraud, May 20, 1795,” by Alexandre FragonardBuild Meaning: Painting Point out that although the setting of the painting is 1795, it was painted in 1831, 36 years after the event.

Read aloud the text to students all the way through with a concerned, passionate, and persuasive tone to help students grasp the painting’s meaning.

Ask students how Fragonard has depicted the mob (carrying spears and the deputy’s head, holding signs, wearing peasant clothing) compared with his depiction of d’Anglas and the other deputies (dressed in formal clothing, standing as individuals, having a fancy chair to sit in). Point out the red items held and worn by people in the mob.

STUDENT EDITION, pages 162–163

ANALYZING SOURCESCHAPTER 4

Who Should be a Citizen?

Program: CA LLTG Component: Teacher GuidePDF Pass

Vendor: SPi-Global Grade: HS

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CALIFORNIA SOCIAL STUDIES

The full Language Learners Teaching Guide is available online! Go to mhecalifornia.com to access IMPACT: California Social Studies online.

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