section core lesson plan 10.2 the ... - mcdougal · pdf filecore lesson plan the louisiana...

American History—Beginnings through ReconstructionChapter 10: The Jefferson Era (1800–1816) 245

CORE LESSON PLAN

The Louisiana Purchase and Exploration

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

o Note Taking for Interactive Reading, PE/TE p. 344 Section Objectives

o Cause-and-Effect Diagram, BPTK TT25 1. Identify the boundaries of the Louisiana Purchase and explain how it changed the United States

2. Summarize the Lewis and Clark expeditiono Differentiated Vocabulary, TE p. 344; BPTK

TT9–TT16

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

SECTION OPENER:

o 3-Minute Warm-Up, TE p. 345; UTB TT6

o One American’s Story, PE/TE p. 345

o Talk About It: Small Group Discussion—The Louisiana Purchase, TE p. 345

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

Core Lesson Plan: Section 10.2Lesson Plans

SECTION

10.2

PE = Pupil’s EditionTE = Teacher’s EditionURB = Unit 4 Resource Book

UTB = Unit 4 Transparency BookBPTK = Best Practices Toolkit—Interact with HistoryDTPT = Daily Test Practice Transparencies

TENNESSEE CURRICULUM STANDARDS

Performance Indicators State8.1.spi.2., 8.3.spi.1., 8.3.spi.4., 8.3.spi.5., 8.3.spi.6., 8.4.spi.2., 8.4.spi.3., 8.5.spi.3., 8.5.spi.5., 8.5.spi.6., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.4.

Performance Indicators Teacher8.1.tpi.13., 8.3.tpi.7., 8.3.tpi.13., 8.3.tpi.15., 8.4.tpi.17., 8.5.tpi.4., 8.5.tpi.12., 8.5.tpi.17., 8.5.tpi.31.

Learning Expectations1.03, 2.02, 3.01, 3.02, 3.03, 3.04, 3.05, 5.14

Process StandardsP1, P2, P3P6, P5, P7, P8, P10, P12, P13, P15, P19, P20, P21, P28, P32, P33, P36, P37

BlueprintBP 1, BP 7, BP 8, BP 41, BP 42, BP 43, BP 44, BP 46, BP 49, BP 50, BP 57, BP 61, BP 63, BP 64, BP 67, BP 69, BP 87, BP 89, BP 189, BP 190, BP 191, BP 192, BP 211, BP 215, BP 216, BP 217, BP 264, BP 266, BP 272

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American History—Beginnings through ReconstructionChapter 10: The Jefferson Era (1800–1816)246

SECtiON 10.2: CORE LESSON PLAN, continued

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

Struggling Readers & Inclusion

On-level Gifted and Talented & Pre-AP

English Learners

o Locate the Terms and Names in the Text, TE p. 344

o RSG w/ Support, URB pp. 69–70

o Background, URB p. 86

o Section 2: The Louisiana Purchase and Exploration, PE/TE pp. 344–349

o Reading Study Guide, URB pp. 63–64

o Mapping Routes, TE p. 346

o Differentiation Activity Bank: Strategies for Pre-AP, BPTK pp. 189–194

o Pronounce and Preview, TE p. 344

o Vocabulary: Cognates, TE p. 346

o RSG Spanish, URB pp. 75–76

o RSG w/ Support Spanish, URB pp. 81–82

o Background & Vocabulary, URB pp. 85–86

o eEdition w/ audio & Spanish

All Students

o Reader, Recorder, Reporter—Small Group Activity: Exploring the Louisiana Territory, TE p. 346

o More About: The Haitian Revolt, TE p. 346; The Lewis and Clark Expedition, TE p. 347; St. Louis: Gateway to the West, TE p. 348

o Connect to the World: Dissent and Rebellion, PE/TE p. 346

o Connect Geography & History: Lewis and Clark, 1804–1806, PE/TE p. 347; URB pp. 93–94

o Comparing Perspectives, PE/TE p. 348


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

Integrated Technology Interdisciplinary and Tiered Activities

o Map Transparency: United States 1803, UTB TT8

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

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

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

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

o Connect to Math: Figure Costs of the Louisiana Purchase, TE p. 347

o Connect to Art: Presentation About a Native American Group, TE p. 347

o American Literature Selection, from Streams to the River, River to the Sea URB, pp. 100–102

o Interdisciplinary Projects: Backcountry Folk Music, URB, pp. 91–92

o Tiered Activity: Newspaper Article on Lewis and Clark Expedition, TE p. 348; Present an Oral Report, TE pp. 350–351, Readers Theater, URB pp. 185–188

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

Core Assessment Reteaching

o Section Assessment, PE/TE p. 349; Interactive Review @ ClassZone.com

o Section Quiz, URB p. 104

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

o Reteaching Activity, URB p. 107

Test Practice & Review

o Daily Test Practice 10.2, DTPT TT34

o Test Practice and Review Workbook pp. 89–90

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StRAtEGiES FOR ENGLiSH LEARNERS


1 Activate Prior KnowledgeUse a Pair-Share (Strategic Pairing) activity in the Best Practices Toolkit with students. Ask them to imagine that they are about to explore a wilderness territory. What will they take on the trip? How will they travel through the territory? What do they hope to find? Tell students that they will learn about Lewis and Clark’s expedition in this section.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map on PE p. 347. Ask, Where did Lewis and Clark begin? (St. Louis) Where did their trip end? (where Columbia River meets the Pacific Ocean) Have students trace their return routes. Who traveled along the Yellowstone River? (Clark)

BUILD VOCABULARY Introduce and discuss the following key terms and names from the section: Louisiana Purchase, Meriwether Lewis, William Clark, and Sacagawea. Then have student partners use the Peer Tutoring and Flash Card Game from the Best Practices Toolkit to take turns quizzing each other.

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

• Explain why Jefferson offered to buy New Orleans from France.

• Explain why Napoleon sold the Louisiana Territory to the United States.

• Describe the experiences of the Lewis and Clark expedition.

4 Support Student ReadingCOOPERATIVE WORK

To help students understand the main ideas of the section, have partners use an Agree/Disagree activity in the Best Practices Toolkit. Write several statements related to the section on the board. Then ask student pairs to indicate whether they agree or disagree. Instruct students to write notes that support or disprove the statements.

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

1. What happened when Jefferson offered to buy New Orleans? (p. 346, par. 3)

2. What were the goals of the Lewis and Clark expedition? (p. 348, par. 2)

3. What did Lewis and Clark bring back from the expedition? (p. 349, par. 2)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT34 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 104 of the Unit 4 Resource Book.

Strategies for E.L.: Section 10.2Lesson Plans

SECTION

10.2

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SECTION

10.2StRAtEGiES FOR iNCLUSiON


ACTIVATING PRIOR KNOWLEDGE Set up a Knowledge Rating activity from the Best Practices Toolkit. Chose six to eight key terms from the section and write them on the transparency. Read the list of terms aloud and have students pairs mark an X in the box that rates how well they each one. Then give student pairs one minute to share what they think the terms mean, and ask volunteers for the definitions. As the class adequately defines each word, write the definition on the transparency and have students copy it on their papers. Some examples might be:

Term DefinitionLouisiana Purchase The U.S. bought a very large tract of land from Napoleon

in 1803.

Lewis and Clark expedition a trip by two explorers into the West

Sacagawea Native American woman who helped Lewis and Clark navigate the land

FOCUSED READING Have students use the Interpreting Maps activity in the Best Practices Toolkit to help them understand the information on the map of Lewis and Clark, 1804–1806. Using the transparency, model how to read a map and use the model as you elicit definitions for map terms. Then have students use copies of the transparency to interpret the map.

ASSESSING COMPREHENSION In addition to having students correct and refine their definitions from the Knowledge Rating activity, work with students on a Collaborative Rereading activity from the Best Practices Toolkit. Use the transparency as a model. Make sure that the Reader is writing questions, the Listener is noting the main ideas, and that both are discussing them. Here are some examples:

EXAMPLES: QUESTIONS

• What activity was going on in the Louisiana Territory?

• Why was the Mississippi River so important?

EXAMPLES: MAIN IDEAS

• France and Spain were negotiating for ownership of the Louisiana Territory.

• Farmers and merchants used the river to move products to New Orleans.

During Reading

After Reading

Strategies for Inclusion: Section 10.2Lesson Plans

Before Reading

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SECTION

10.3CORE LESSON PLAN

The War of 1812



o Sequence Chain, BPTK TT31 1. Describe the events that led to the War of 18122. Summarize the phases of the War of 1812 as well as

its legacyo Differentiated Vocabulary, TE p. 352; BPTK

TT9–TT16


SECTION OPENER:



o Talk About It: Small Group Discussion—The Path to War, TE p. 353






Performance Indicators State8.2.spi.4., 8.4.spi.3., 8.4.spi.5., 8.4.spi.9., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6., 8.5.spi.7., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.4.

Performance Indicators Teacher8.1.tpi.10., 8.4.tpi.17., 8.5.tpi.2., 8.5.tpi.4., 8.5.tpi.7., 8.5.tpi.22., 8.5.tpi.30., 8.5.tpi.31.


Process StandardsP1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P32, P33, P34, P36, P37

BlueprintBP 7, BP 8, BP 18, BP 20, BP 22, BP 23, BP 32, BP 49, BP 50, BP 67, BP 75, BP 78, BP 89, BP 194, BP 212, BP 215, BP 216, BP 217, BP 221, BP 225, BP 264, BP 266, BP 272, BP 274, BP 276

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English Learners

o Matching Definitions, TE p. 352

o Highlight Descriptions of Battles, TE p. 357

o Patriotic “1812” Posters, TE p. 357



o Section 3: The War of 1812, PE/TE pp. 352–358


o Report on Successful Battle Tactics, TE p. 355



o Culture: Clarify, TE p. 355


o RSG w/ Support Spanish, URB pp. 83–84



All Students

o Think, Pair, Share—Pair Activity: The War of 1812, TE p. 355

o More About: Impressment, TE p. 354; Skillbuilder Practice, URB p. 87; Tecumseh, TE p. 354; Primary and Secondary Sources, URB pp. 96–97; Oliver Hazard Perry, TE p. 356; The Star-Spangled Banner, TE p. 357; The Treaty of Ghent, TE p. 357; Economics in History, URB p. 88

o Connect Geography & History: The War of 1812, PE/TE p. 355

o History through Art, PE/TE p. 357; Primary and Secondary Sources, URB pp. 98–99

o Connecting History: Leadership, PE/TE p. 358

o Connect to the Essential Question, PE/TE p. 355


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o Cause-and-Effect Chapter Summary, UTB TT9

o Essential Question Graphic, UTB TT10





o Connect to Music: Research Patriotic Songs, TE p. 354

o Connect to Language Arts: Compare Word Meanings and Histories, TE p. 354

o Tiered Activity: Make a Poster, TE p. 356



o Section Assessment, PE/TE p. 358

o Section Quiz, URB p. 105, Interactive Review @ ClassZone.com

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

o Chapter Assessment, PE/TE pp. 360–361

o Chapter Test (Levels A, B, C) URB pp. 109–120

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

B, & C)

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





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The War of 1812

1 Activate Prior KnowledgeInvite students to talk about some of their home country’s national anthems. When were they written? In honor of what occasion? Write students’ responses on the board. Then ask students what they know about the Star-Spangled Banner. Use a Venn Diagram from Best Practices Toolkit to compare the Star-Spangled Banner with one of the anthems discussed in class. Tell students the American anthem was written during the War of 1812, which they will read about in this section.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map on PE p. 355. Ask: Where do you see British ships? (along the Atlantic coast and Gulf of Mexico) What do the ships tell you about the British navy? (It was powerful.) Have students point to the locations of other battles. Ask: Why do you think so many battles took place near Canada? (Canada was controlled by the British.)

BUILD VOCABULARY Have students use a T-Chart from the Best Practices Toolkit to help them understand the importance of these terms from the section: Embargo Act of 1807, Tecumseh, Oliver Hazard Perry, and Treaty of Ghent.


• Describe key conflicts and events leading up to the War of 1812.

• Describe the battles of the first and second phases of the war.

• Discuss the effects of the war and its importance.

4 Support Student ReadingCOOPERATIVE WORK

To help students understand the key events and results of the War of 1812, have student pairs complete a Chain-of-Events Chart from the Best Practices Toolkit.


1. How did the Embargo Act of 1807 affect the United States? (p. 354, par. 3)

2. What was the condition of the U.S. military when the war began? (p. 356, par. 2)

3. What did the United States prove in the war? (p. 358, par. 4)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT35 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 105 of the Unit 4 Resource Book. . To assess comprehension of the chapter, have students complete Chapter 10 Test, Form A, on pp. 109–112.


SECTION

10.3

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StRAtEGiES FOR iNCLUSiON

The War of 1812SECTION

10.3

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

1. The American military was very strong at the beginning of the War of 1812.

2. The British once burned down the White House.

3. Once a treaty is signed, war stops immediately.

4. Since the Declaration of Independence, the United States has always believed that it would survive and prosper.

FOCUSED READING Use a Listening-and-Reading Guide activity in the Best Practices Toolkit with your students. Begin by reading aloud “One American’s Story” on the first page of the section. Then tell the class: “In this section, we will find out how the United States had to go to war again.” Read aloud the first three paragraphs under “The Path to War.” Pause, and tell students that they have two minutes to take notes. Then ask them: “What Did I Read?” Ask several individuals to give one-item responses.

Instruct student partners to continue the activity by taking turns asking “What did I read?” and taking notes. Make sure students are taking notes according to the main ideas: The War of 1812 was unwanted, it came second to Britain’s war with France, and the United States at that time had a small, badly trained army.

During Reading

After Reading

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


Before Reading

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American History—Beginnings through ReconstructionChapter 11: Nationalism and Sectionalism (1800–1844) 257

CORE LESSON PLAN

Early Industry and Inventions


CHAPTER OPENER: Section Objectives

o Connect Geography & History, PE/TE pp. 362–363; and @ ClassZone.com

1. Identify factors that led to the Industrial Revolution and explain the spread of new manufacturing methods

2. Describe new inventions that changed transportation, communication, and agriculture

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

o Time Line Discussion, TE p. 362

o Read for the Essential Question, TE p. 364

o Interactive Reading/Vocabulary, PE/TE p. 364; BPTK TT9–TT16, TT31


SECTION OPENER:


o One American’s Story, PE/TE, p. 365

o Think, Pair, Share: Pair Activity—The Industrial Revolution, TE p. 365



SECTION

11.1




Performance Indicators State8.1.spi.2., 8.1.spi.6., 8.2.spi.4., 8.2.spi.8., 8.5.spi.2., 8.5.spi.3., 8.5.spi.6., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.6.spi.1.

Performance Indicators Teacher8.1.tpi.8., 8.1.tpi.9., 8.2.tpi.3., 8.2.tpi.9., 8.2.tpi.13., 8.2.tpi.20., 8.3.tpi.6., 8.5.tpi.2., 8.5.tpi.4., 8.5.tpi.17., 8.5.tpi.22.

Learning Expectations1.04, 2.01, 2.04, 3.03, 5.15


BlueprintBP 10, BP 11, BP 15, BP 16, BP 20, BP 36, BP 37, BP 39, BP 196, BP 211, BP 214, BP 216, BP 217, BP 273, BP 274

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American History—Beginnings through ReconstructionChapter 11: Nationalism and Sectionalism (1800–1844)258




English Learners

o Record Terms and Names, TE p. 364

o Use a Time Line to Sequence Events TE p. 367



o Section 1: Early Industry and Inventions, PE/TE pp. 364–371




o Key Academic Vocabulary, TE p. 367


o RSG w/ Support, Spanish, URB pp. 139–140



All Students

o Talk About It—Small Group Discussion: New Inventions Improve Life, TE p. 368

o More About: Samuel Slater and the Mill, TE p. 366; Lowell, Massachusetts, TE p. 367; Mill Girls on Strike, TE p. 367, Primary and Secondary Sources, URB pp. 156–157; Samuel Morse, TE p. 368, Interdisciplinary Projects: Morse Code, URB pp. 151–152

o Connect to the World: Child Labor, PE/TE p. 366

o Comparing Perspectives: Life in the Mills, PE/TE p. 366; American Literature Selection: from The Clock, URB pp. 159–162

o Technology of the Time, PE/TE p. 368



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o Fine Art Transparency: New England Textile Mill, UTB TT12


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



o Connect to Science: Diagram Waterpower, TE p. 366

o Connect to Civics: Women’s Rights Then and Now, TE p. 366

o Tiered Activity: Invention a Product, TE p. 368

o Tiered Activity: Outline a Safety Plan, TE pp. 370–371










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1 Activate Prior KnowledgeDo a Pair-Share (Strategic Planning) activity in the Best Practices Toolkit to have students discuss the kinds of machines they use every day. Tell students that these might include cars, telephones, televisions, computers, and CD players. After students have finished, ask them to discuss what life would be like without these machines. Explain that, in this section, they will learn about the new machines and factories in the late 1700s and early 1800s that made the machines and technology we enjoy today possible.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students use a Draw It activity in the Best Practices Toolkit to illustrate what factories looked like in the late 1700s and early 1800s. What were the working conditions like? When students have finished, have them compare their drawings with the pictures of factories in this section.

BUILD VOCABULARY Introduce and discuss the following key terms and names from the section: Industrial Revolution, factory system, Lowell mills, Samuel Slater, Robert Fulton, and Peter Cooper. Then have student partners use the Peer Tutoring and Flash Card Game from the Best Practices Toolkit to take turns quizzing each other.

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

• Explain how the Industrial Revolution began.

• Describe the importance of the factory system and interchangeable parts.

• Identify inventions that improved transportation and communication.

• Explain how farm production increased.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand the importance of the inventions discussed in the section, have groups do a Numbered Heads Together activity in the Best Practices Toolkit. Model the activity before students begin.


1. Where were the first American factories set up? (p. 366, par. 3)

2. What were the effects of using interchangeable parts? (p. 367, par. 7)

3. What new inventions increased farm production? (p. 369, par. 1–2)



SECTION

11.1

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ACTIVATING PRIOR KNOWLEDGE Use a List-Group-Label activity in the Best Practices Toolkit to introduce “Early Industry and Inventions” to the class. Discuss what students know about the kinds of technology Americans had in the 1800s. Here are some sample responses.

Student Brainstorm and Key Word List: better farming equipment, faster communication, Samuel Slater, Industrial Revolution, interchangeable parts, Robert Fulton

Categories: People, Inventions

During Reading

FOCUSED READING Use a Listening/Reading Guide activity and transparency in the Best Practices Toolkit to help students understand Section 1. Create questions on key ideas, as shown below. Give each student sticky notes needed to mark the locations of the answers as they read. Then read the questions aloud, and have students circle the most important words in each question. Have students return to find and write the answers.

1. How did the Industrial Revolution begin?

2. How did the factory system change the American way of life?

3. Why was New England a good place to set up factories like Lowell Mills?

After Reading

ASSESSING COMPREHENSION Use a Reading Between the Lines activity in the Best Practices Toolkit to show students how to analyze facts and inferences in order to draw conclusions. Have groups fill out copies of the transparency.

Stated Facts Inferences

• New England had many fast-moving rivers.

• New England had ships and access to the ocean.

• New England land was stony sand, hard to farm for a living.

• New England was a good place to establish factories.

• The access to trade routes benefited New England factories.

• New England farmers went to cities and factories to make a living.

ConclusionManufacturing became important to New England’s people, culture, and economy.


SECTION

11.1

Before Reading

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CORE LESSON PLAN

Plantations and Slavery Spread


o Cause-and-Effect Diagram, BPTK TT25 Section Objectives

o Read for the Essential Question, TE p. 372 1. Explain the effect of the cotton gin on slavery in the South

2. Describe the daily life and culture of African Americans in the South in the mid 1800s

o Interactive Reading/Vocabulary, PE/TE p. 372; BPTK TT9–TT16


SECTION OPENER:


o One American’s Story, PE/TE, p. 373

o Reader, Recorder, Reporter: Small Group Activity—The Cotton Boom, TE p. 373



SECTION

11.2




Performance Indicators State8.1.spi.2., 8.1.spi.7., 8.2.spi.4., 8.2.spi.9., 8.3.spi.1., 8.3.spi.7., 8.4.spi.4., 8.4.spi.5., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.3.

Performance Indicators Teacher8.1.tpi.4., 8.1.tpi.7., 8.1.tpi.8., 8.1.tpi.12., 8.2.tpi.1., 8.2.tpi.14., 8.2.tpi.17., 8.3.tpi.6., 8.5.tpi.3., 8.5.tpi.4., 8.5.tpi.9., 8.5.tpi.12., 8.5.tpi.13., 8.5.tpi.31., 8.6.tpi.3.

Learning Expectations1.04, 2.01, 3.01, 3.02, 3.03, 3.04, 4.04, 5.15, 5.19, 6.01


BlueprintBP 1, BP 3, BP 5, BP 7, BP 8, BP 9, BP 10, BP 14, BP 16, BP 20, BP 27, BP 37, BP 49, BP 50, BP 53, BP 56, BP 62, BP 189, BP 195, BP 211, BP 215, BP 216, BP 217, BP 218, BP 223, BP 225, BP 226, BP 258, BP 259, BP 264, BP 266, BP 272

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English Learners

o Illustrate Terms and Names, TE p. 372



o Section 2: Plantations and Slavery Spread, PE/TE pp. 372–377


o Flow Chart of Cotton, TE p. 375



o Language: Transitions, TE p. 375





All Students

o Talk About It—Small Group Discussion: African Americans in the South, TE p. 374; Primary and Secondary Sources, URB p. 158

o More About: 1808 Bill Abolishing Slave Importation, TE p. 374; African-American Craftspeople, TE p. 374; Eli Whitney, TE p. 375; Native Americans in the South, TE p. 375; Frederick Douglass, TE p. 376, America’s History Makers, URB pp. 149–150; Slave Rebellions, TE p. 376

o Connecting History: Human Rights, PE/TE p. 374

o America’s History Makers: Nat Turner, PE/TE p. 376


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❑ Connect to Math: Graph Slavery in the South, TE p. 374

❑ Connect to Science: Fact Sheet on Cotton, TE p. 374

❑ Tiered Activity: Lecture on Nat Turner or Frederick Douglass, TE p. 376










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1 Activate Prior KnowledgeUse a Brainstorming activity in the Best Practices Toolkit with your students. Begin by asking students to name some labor-saving machines that are used today. Then ask them how these machines save people time. Tell students that an invention called the cotton gin (short for “engine”) saved workers time, but it also created more demand for cotton and—as a result—more demand for slaves.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map on PE p. 375. Ask them to point to the cotton-growing areas in 1840. Ask students: Since slaves were forced to work in the cotton-growing areas, which states probably had the most enslaved African Americans? (South Carolina, Georgia, Alabama) How far north was cotton grown? (Virginia)

BUILD VOCABULARY Explain and discuss the cotton boom. Use a Cluster Diagram activity from the Best Practices Toolkit to help students understand what the cotton boom was, whom it affected, and why and where it happened. Then have student pairs complete a Cluster Diagram for the cotton gin.


• Explain the relationship between the cotton boom and slavery.

• Identify the important divisions within Southern society.

• Describe African-American culture and family life under slavery.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand how slavery divided the South, use a Reciprocal Teaching activity in the Best Practices Toolkit. Model the activity for the heading “The Cotton Boom.” Then have student groups complete the activity for the heading “African Americans in the South.”


1. How did the cotton gin change the cotton-cleaning process? (p. 373, par. 5)

2. How much of the South’s population in 1840 was made up of enslaved African Americans? (p. 374, par. 5)

3. What was the cruelest part of slavery? (p. 376, par. 1)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT37a and TT37b of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 164 of the Unit 4 Resource Book.


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ACTIVATING PRIOR KNOWLEDGE Use a P.L.A.N. activity in the Best Practices Toolkit to have student groups preview the section. Project the transparency. Enter the section title, “Plantations and Slavery Spread” in the center and write the subheads in the surrounding cir-cles. Instruct students to scan for visuals and boldfaced terms, adding them to the appropriate subheads. Have groups identify which information is familiar, interesting, or surprising.

FOCUSED READING Have students use the Three-Column Journal activity in the Best Practices Toolkit to help them take notes on the main ideas, connect visuals to the text, and find and record supporting details for the section. Students can use copies of the transparency, while you use the blank transparency to model the activity. Examples from the heading “The Cotton Boom” are:

Main Ideas Visuals Supporting Details

The cotton gin changed the South.

picture of workers picking cotton

The cotton gin meant that one worker could clean 50 pounds of cotton a day, instead of just one pound a day by hand.

Slavery expanded with the increase of cotton.

map of cotton- growing areas

Enslaved population more than doubled between 1810 and 1840.

ASSESSING COMPREHENSION Work with students on a Collaborative Rereading activity from the Best Practices Toolkit for Section 2. Use the transparency to model the activity. Here are some examples for “The Cotton Boom”:

EXAMPLES: QUESTIONS

• What did Eli Whitney do that started the “cotton boom”?

• Why did many Southern farmers support slavery?

EXAMPLES: MAIN IDEAS

• Eli Whitney invented the cotton gin.

• Many Southern farmers hoped that they could someday buy slaves to raise more cotton and earn more money.

During Reading

After Reading


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Before Reading

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CORE LESSON PLAN

Nationalism and Sectionalism


o Main Idea and Details, BPTK TT34 Section Objectives

o Read for the Essential Question, TE p. 378 1. Identify factors that promoted national unity in the early 1800s

2. Describe events that increased sectionalism3. Summarize how Americans reached agreements

with foreign nations to help secure its borders



SECTION OPENER:



o Reader, Reporter, Recorder: Small Group Activity—Nationalism Unites the Country, TE p. 379



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11.3




Performance Indicators State8.1.spi.2., 8.1.spi.7., 8.2.spi.5., 8.2.spi.9., 8.3.spi.1., 8.3.spi.7., 8.4.spi.2., 8.4.spi.4., 8.4.spi.5., 8.4.spi.7., 8.4.spi.9., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6., 8.5.spi.7., 8.5.spi.8., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.2., 8.6.spi.4.

Performance Indicators Teacher8.1.tpi.8., 8.3.tpi.6., 8.3.tpi.11., 8.4.tpi.6., 8.4.tpi.17., 8.4.tpi.21., 8.5.tpi.3., 8.5.tpi.4., 8.5.tpi.9., 8.5.tpi.13., 8.5.tpi.17., 8.5.tpi.32.

Learning Expectations1.04, 2.01, 2.02, 2.04, 3.01, 3.02, 3.03, 3.04, 3.05, 4.04, 5.14, 5.15, 6.01

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

BlueprintBP 10, BP 12, BP 17, BP 18, BP 20, BP 21, BP 22, BP 23, BP 29, BP 49, BP 50, BP 53, BP 55, BP 56, BP 58, BP 62, BP 67, BP 69, BP 71, BP 72, BP 75, BP 78, BP 87, BP 88, BP 89, BP 91, BP 93, BP 94, BP 95, BP 189, BP 190, BP 191, BP 193, BP 195, BP 196, BP 198, BP 200, BP 211, BP 216, BP 217, BP 225, BP 227, BP 273

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English Learners

o Oral Terms and Names Definitions, TE p. 378

o Review Regional Differences, TE p. 381

o Classify States and Territories, TE p. 382



o Section 3: Nationalism and Sectionalism, PE/TE pp. 378–386


o Transportation Sketch Map, TE p. 381



o Language: Pronoun Referents, TE p. 382





All Students

o Roleplay Your Answer—Small Group Activity: Sectional Tensions Increase, TE p. 381; Skillbuilder Practice, URB p. 147

o Talk About It—Small Group Discussion: National Boundaries and foreign Affairs, TE p. 383; Connect to Today, URB p. 155

o More About: John Marshall, TE p. 380; The Erie Canal, TE p. 381, Connect Geography & History, URB p. 153; The Missouri Compromise, TE p. 382; The Mason-Dixon Line, TE p. 382

o McCulloch v. Maryland (1819), PE/TE p. 380

o Make It Fun: Teacher-Tested Activity, TE p. 381

o Connect Geography & History: The Missouri Compromise, PE/TE p. 382

o Connect to the Essential Question, PE/TE p. 383

o Connect to the World: Latin American Independence, PE/TE p. 384


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o Map Transparency: Railroads Extend Westward, 1850–1860, UTB TT13


o Essential Question Graphic, URB TT15





o Connect to Drama: Dramatize McCulloch v. Maryland, TE p. 380

o Connect to Civics: Create a Brochure on Nationalism, TE p. 380

o Tiered Activity: Display Promoting National Unity, TE p. 383

o Tiered Activity: Narration on the Monroe Doctrine, TE p. 386





o Interactive Review, PE/TE p. 387; and @ ClassZone.com


o Chapter Test (Levels A, B, C), URB pp. 169–180


B, & C)


o Reteaching Activity, URB p. 168Test Practice & Review


o Test Practice and Review Workbook, pp. 97–98

Cumulative Assessment

o Unit 4 Benchmark Test, Standards-Based Assessment pp. 52–56

o Unit 4 DBQ Test, Document-Based Question Practice Workbook pp. 59–74

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1 Activate Prior KnowledgeDo a Round Robin & Roundtable activity in the Best Practices Toolkit to have students discuss what they know about patriotism. Write the word on the board and explain it. Then have groups of students discuss the term. Encourage students to talk about what patriotism means to them and how they and others show their patriotism. (flying flags, singing the national anthem at sports events) Have the groups share their ideas.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the map on PE p. 382. Ask them to point to the Missouri Compromise Line. Explain that the Missouri Compromise banned slavery north of this line. Ask: What geographical feature borders this line? (Missouri’s southern border) According to the map, which territory is open to slavery? (Arkansas Territory)

BUILD VOCABULARY Discuss the term nationalism in class and help students understand the concept. Do a New Word Analysis from the Best Practices Toolkit to help students break the word into its parts. Then discuss and explain sectionalism. Have student pairs complete a New Word Analysis for sectionalism.


• Tell what Americans did to improve transportation.

• Describe what happened when the nation became more united.

• Explain how the Missouri Compromise helped reduce sectional problems.

• Discuss the Monroe Doctrine.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand what events and issues encouraged the growth of nationalism and sectionalism, have groups complete a T-Chart activity from the Best Practices Toolkit. Discuss finished charts in class.


1. How did opening the Erie Canal fuel nationalism? (p. 381, par. 2)

2. What created sectionalism within the United States? (p. 381, par. 5–6)

3. What was the Missouri Compromise? (p. 382, par. 3)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT38 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 165 of the Unit 4 Resource Book. To assess comprehension of the chapter, have students complete Chapter 11 Test, Form A, on pp. 169–172.


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ACTIVATING PRIOR KNOWLEDGE Set up a Vocabulary: Knowledge Rating activity from the Best Practices Toolkit. Choose four to six key terms and write them on the transparency. Read the list of terms aloud, having students mark an X in the box that rates how well they know each one. Ask volunteers for definitions. As the class adequately defines each word, write the definition on the transparency and have students copy it.

Term Definition

nationalism Feeling of pride and loyalty to one’s countrysectionalism Feeling of loyalty to one’s own region or section of the countryMonroe Doctrine U.S. policy opposing European interference in the Western

Hemisphere

FOCUSED READING Use a Read Aloud/Think Aloud activity in the Best Practices Toolkit to make sure students understand “Nationalism Unites the Country.”

Teacher reads: “In 1815, Madison presented a plan to Congress for making America economically self-sufficient.”

Teacher says: “Self-sufficient means that the country would grow by itself, without foreign products. I’ll keep reading to find out more about Madison’s plan.”

Teacher reads: “The plan—which Clay promoted as the American System—had three main actions.”

Teacher says: “This sounds important. I think I’ll take some notes.”

During Reading

After Reading

ASSESSING COMPREHENSION Work with students on a Cause-and-Effect Mapping activity for “Transportation Links Cities.”

Causes

• Canals improved transportation.

• Canals allowed farm products from the Great Lakes to travel east.

• Canals allowed people and manufactured goods from the East to travel west.

Transportation in the 1800s

Effects

• Better transportation caused increased trade.

• Increased trade caused New York City to become the nation’s largest city.


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Before Reading

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American History—Beginnings through ReconstructionChapter 12: The Age of Jackson (1824–1840) 275

CORE LESSON PLAN

Jacksonian Democracy and States’ Rights




1. Explain the political divisions that appeared around the 1824 presidential election

2. Summarize how democracy changed during Jackson’s presidency

3. Identify economic issues that increased tension within the states

4. Describe the issue of states’ rights from two opposing points of view

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



o Interactive Reading/Vocabulary, PE/TE p. 394; BPTK TT9–TT16, TT34


SECTION OPENER:


o One American’s Story, PE/TE, p.395

o Think, Pair, Share: Pair Activity—Sectionalism Changes Politics, TE p. 395


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Performance Indicators State8.2.spi.5., 8.3.spi.1., 8.3.spi.7., 8.4.spi.1., 8.4.spi.2., 8.4.spi.3., 8.4.spi.5., 8.4.spi.9., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1.

Performance Indicators Teacher8.4.tpi.1., 8.4.tpi.2., 8.4.tpi.3., 8.4.tpi.4., 8.4.tpi.6., 8.4.tpi.9., 8.4.tpi.10., 8.4.tpi.16., 8.4.tpi.17., 8.4.tpi.20., 8.4.tpi.22., 8.4.tpi.25., 8.4.tpi.27., 8.5.tpi.4., 8.5.tpi.6., 8.5.tpi.8., 8.5.tpi.14., 8.5.tpi.15., 8.5.tpi.19., 8.5.tpi.32., 8.6.tpi.4., 8.6.tpi.5.



BlueprintBP 18, BP 20, BP 23, BP 29, BP 30, BP 31, BP 37, BP 50, BP 62, BP 67, BP 68, BP 69, BP 71, BP 72, BP 73, BP 77, BP 78, BP 81, BP 82, BP 83, BP 85, BP 87, BP 88, BP 89, BP 90, BP 91, BP 95, BP 99, BP 100, BP 101, BP 102, BP 189, BP 195, BP 196, BP 198, BP 211, BP 216, BP 217, BP 220, BP 221, BP 222, BP 225, BP 227, BP 263, BP 266

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American History—Beginnings through ReconstructionChapter 12: The Age of Jackson (1824–1840)276




English Learners

o Create Visual or Oral Clues, TE p. 394

o Time Line of Jackson’s Life, TE p. 396

o Use Symbols to Illustrate Points of View, TE p. 399



o Section 1: Jacksonian Democracy and States’ Rights, PE/TE pp. 394–401


o Evaluate the Electoral College, TE p. 396

o Campaign for Student Office, TE p. 397

o Tariffs vs. Taxes Graphic Organizer, TE p. 399



o Key Academic Vocabulary, TE p. 397





All Students

o Reader, Recorder, Reporter—Small Group Activity: Jackson Redefines “Democracy,” TE p. 396

o Reader, Recorder, Reporter—Small Group Activity: Rising Sectional Differences, TE p. 398, Historic Supreme Court Decisions, URB pp. 191–192

o Roleplay Your Answer—Small Group Activity: Federal Government vs. the States, TE p. 399

o More About: The Electoral College, TE p. 396; Jackson’s Inauguration, TE p. 397, American Literature Selection: from Jackson, URB pp. 38–40; Andrew Jackson, TE p. 397; John C. Calhoun, TE p. 400; Daniel Webster, TE p. 400, Primary and Secondary Sources, URB p. 37

o America’s History Makers: Andrew Jackson, PE/TE p. 396

o Connect Citizenship and History, PE/TE p. 397; Connect to Today, URB p. 35

o Analyze a Chart, PE/TE p. 398

o Comparing Sectional Interests, PE/TE p. 399



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o Map Transparency: State Voting Qualifications, UTB TT3





o Connect to Civics: Rachel Jackson and Campaign Politics, TE p. 398

o Connect to Art: Create Still Scenes of Jackson’s Life, TE p. 398

o Tiered Activity: Interview on States’ Rights, TE p. 400










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1 Activate Prior KnowledgeUse a Round Robin & Roundtable activity from the Best Practices Toolkit to have students generate as many facts, ideas, and questions as they can about strong leaders. What qualities make a strong leader? Which earlier presidents would students consider strong leaders? Write the topic on the board and have groups of students spend three to five minutes giving responses. After you call time, have the groups share their ideas.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the graphic on PE p. 399. Explain that, when Jackson became presi-dent, legislators in different parts of the country disagreed about key economic issues. Ask: Why do you think Westerners wanted Western lands sold at low prices? (to encour-age settlement there) Why do you think Northeasterners opposed this? (workers needed in the Northeast might leave for the West)

BUILD VOCABULARY Have students use a T-Chart activity from the Best Prac-tices Toolkit to keep track of unfamiliar words they encounter in the section. Help stu-dents understand that they can use context clues to figure out the words’ meanings. Use finished charts to create a master list of the words and post it in class.


• Describe Jackson’s idea of spreading political power to all the people.

• Explain the issues in the debate over states’ rights.

• Tell how South Carolina’s threat to separate from the country was solved.

4 Support Student ReadingCOOPERATIVE WORKModel a Reporter’s Questions activity on the spoils system. Then have groups of students complete a Reporter’s Questions activity on Jacksonian democracy.


1. Why did Jackson lose the election of 1824? (p. 396, par. 1–2)

2. What two parties were created from the 1828 election? (p. 396, par. 5)

3. What was the “doctrine of nullification”? (p. 400, par. 2)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT39a and TT39b of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 41 of the Unit 5 Resource Book.


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ACTIVATING PRIOR KNOWLEDGE Set up a Vocabulary: Knowledge Rating activity from the Best Practices Toolkit for Section 1. Choose six to eight key terms and write them on the transparency. Read the list of terms aloud, having students mark an X in the box that rates how well they know each one. Ask volunteers for definitions. As the class defines each word, write the definition on the transparency and have students copy it.

Term DefinitionJacksonian democracy idea of giving political power to more of the people

spoils system practice of giving government jobs to political backers

doctrine of nullification idea that a state could reject a federal law

secession withdrawal from a political union

During Reading

FOCUSED READING Have students use the SQ3R activity in the Best Practices Toolkit for taking notes on Section 1. First survey the text and make predictions about the reading. Next, use the transparency to model summarizing key points. Then have student partners finish the activity. Here are some examples.

EXAMPLES: SURVEY

• Jackson will lose the election of 1824.

• There will be increasing differences between sections of the country.

• There will be a “Tariff of Abominations.”

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

EXAMPLES: QUESTIONS

• Why did Jackson lose the election of 1824?

• What will cause the increasing differences between sections?

• What will the states’ rights debate be about?

After Reading

ASSESSING COMPREHENSION Ask each student to write a paragraph that gives examples from the text to answer the following question: Why did South Carolina threaten secession, or withdrawal from the Union, and what finally happened to prevent bloodshed?

Before Reading


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SECTION


Jackson’s Policy Toward Native Americans


o Causes and Effects, BPTK TT24–25 Section Objectives


1. Explain why Jackson wanted the Native Americans to move West

2. Summarize the effects of the Indian Removal Act on Native Americans



SECTION OPENER:



o Think, Pair, Share: Pair Activity—Native Americans Forced West, TE p. 403






Performance Indicators State8.1.spi.2., 8.3.spi.1., 8.3.spi.7., 8.4.spi.3., 8.4.spi.4., 8.4.spi.5., 8.4.spi.7., 8.4.spi.9., 8.5.spi.3., 8.5.spi.4., 8.5.spi.5., 8.5.spi.6., 8.5.spi.7., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.3.

Performance Indicators Teacher8.1.tpi.13., 8.3.tpi.7., 8.3.tpi.13., 8.3.tpi.15., 8.4.tpi.25., 8.5.tpi.4., 8.5.tpi.6., 8.5.tpi.8., 8.5.tpi.10., 8.5.tpi.12., 8.5.tpi.14., 8.5.tpi.15., 8.5.tpi.28., 8.5.tpi.31., 8.5.tpi.32., 8.6.tpi.1., 8.6.tpi.3.

Learning Expectations1.03, 3.01, 3.02, 3.04, 3.05, 4.04, 5.14

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

BlueprintBP 1, BP 2, BP 7, BP 8, BP 50, BP 59, BP 61, BP 62, BP 63, BP 64, BP 67, BP 69, BP 71, BP 77, BP 78, BP 87, BP 102, BP 189, BP 190, BP 207, BP 210, BP 211, BP 213, BP 215, BP 216, BP 217, BP 219, BP 220, BP 221, BP 222, BP 225, BP 226, BP 227, BP 228, BP 258, BP 259, BP 264, BP 266

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English Learners

o Assemble Vocabulary Word Tiles, TE p. 402

o Draw a Sketch Map of Indian Territory, TE p. 405



o Section 2: Jackson’s Policy Toward Native Americans, PE/TE pp. 402–407


o The Decision to Remove the Cherokee, TE p. 405


o Pronounce and Preview, TE p. 402; URB pp. 25–26



o Background & Vocabulary, URB pp. 26


All Students

o Talk About It—Small Group Discussion: The Trail of Tears, TE p. 405

o More About: Gold in Georgia, TE p. 404; Jackson and Native Americans, TE p. 404, Primary and Secondary Sources, URB p. 36; The Cherokee Nation Today, TE p. 406

o Connect Geography & History: Removal of Southeast Tribes 1820–1840, PE/TE p. 405; URB pp. 33–34

o Connect to Today, PE/TE p. 406



o Fine Art Transparency: Andrew Jackson and Native Americans, UTB TT2





o Connect to Language Arts: Write an Article for the Cherokee Phoenix, TE p. 404

o Connect to Language Arts: Explore the Cherokee Language, TE p. 404

o Tiered Activity: Patchwork Quilt, TE p. 406











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1 Activate Prior KnowledgeModel the KWL Chart in the Best Practices Toolkit. Then have students begin a KWL Chart on the treatment of Native Americans in the early 1800s. Begin by asking stu-dents what they know about the topic. Have them use the discussion to fill in the first column of the KWL Chart. Then have them fill in the second column, writing any questions they may have.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students use Interpreting Visual Sources to describe what they see in the Trail of Tears painting on PE p. 402. Ask: Who are the people in this painting? (Native Americans) What are they doing? (moving) How can you tell? (They are carrying their possessions.) How are the people dressed? (in blankets and heavy clothing) What do their clothes tell you about the weather? (It is cold.) How do the people look? (cold, tired, sad)

BUILD VOCABULARY Help students define these terms and names from the section: Indian Removal Act, Indian Territory, Trail of Tears, and Osceola. Then have students use the Peer Tutoring and Flash Card Game from the Best Practices Toolkit to quiz each other.


• Explain the conflict between whites and Native Americans in the Southeast.

• Tell how Jackson planned to remove Native Americans from their land.

• Describe the hardships on the Trail of Tears.

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


1. What was the Indian Removal Act? (p. 404, par. 6)

2. What is the harsh journey of the Cherokee called? (p. 406, par. 4)

3. What happened when the Seminoles refused to leave Florida? (p. 407, par. 2)



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ACTIVATING PRIOR KNOWLEDGE Have students use a Brainstorming activity to discuss what it would be like if their community were conquered by foreigners who had a completely different way of life, different religious beliefs, and different culture. How much of their culture and way of life would they be willing to give up to fit in with the new group? What things would be easiest to change? What would be hardest to change? Would they rather try to fit in, or give up their homes and move far away from the new people?

FOCUSED READING Have students use the Interpreting Maps and Graphs activities in the Best Practices Toolkit to help them understand the information on the “Removal of Southeast Tribes” map and the “Southeastern People Relocated” graph. Give students copies of the transparency. Once they have finished the activity, review answers as a class. Finally, lead a discussion of the map and graph by asking questions such as the following:

1. Which groups gained land in the removal, and which ended up with less land?

2. Which group had to go the greatest distance?

3. How many Native Americans moved, in all?

ASSESSING COMPREHENSION Ask students to answer the following questions. Tell them that the answers appear in the text in the same order as the questions.

1. How did many whites feel about Native Americans in the Southeast?

2. What happened when gold was discovered on Cherokee land in Georgia?

3. What did Andrew Jackson think about moving Native Americans west of the Mississippi?

4. What were the two choices Jackson thought Native Americans had?

5. How did Jackson solve the problem of Southern states wanting gold on Cherokee land?

6. What was the Trail of Tears?

7. Who was Osceola?

During Reading

After Reading

Before Reading


SECTION

12.2

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SECTION


Prosperity and Panic



o Sequence Chain, BPTK TT31 1. Identify causes and effects of Jackson’s destruction of the national bank

2. Explain the formation of the Whig Party in the United States

o Differentiated Vocabulary, TE p. 408; BPTK TT9–TT16


SECTION OPENER:



o Roleplay Your Answer: Small Group Activity—Jackson Targets the National Bank, TE p. 409






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

Performance Indicators Teacher8.2.tpi.4., 8.2.tpi.21., 8.4.tpi.25., 8.5.tpi.2., 8.5.tpi.4., 8.5.tpi.6., 8.5.tpi.14., 8.5.tpi.15., 8.5.tpi.22., 8.5.tpi.31., 8.5.tpi.32.

Learning Expectations2.01, 2.02, 2.04

Process StandardsP1, P2, P3, P6, P7, P8, P10, P12, P15, P19, P20, P21, P28, P29, P32, P33, P34, P36, P37

BlueprintBP 17, BP 18, BP 20, BP 23, BP 25, BP 26, BP 27, BP 34, BP 71, BP 95, BP 101, BP 102, BP 211, BP 216, BP 217, BP 221, BP 225, BP 227, BP 263, BP 272, BP 274

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English Learners

o Sequence and Sort Terms, TE p. 408



o Section 3: Prosperity and Panic, PE/TE pp. 408–412








All Students

o Think, Pair, Share— Pair Activity: The Birth of the Whigs, TE p. 412; Skillbuilder Practice, URB p. 27

o More About: The 1832 Presidential Election, TE p. 410; The Panic of 1837, TE p. 411

o Connect Economics and History, PE/TE p. 410; Economics in History, URB p. 28

o Connect to the Essential Question, PE/TE pp. 411




o Essential Question Graphic, URB TT5





o Connect to Music: Create and Perform Campaign Jingles, TE p. 410

o Connect to Language Arts: Create a Cause-and-Effect Chain, TE p. 410

o Tiered Activity: Letter to the Editor, TE p. 411

o Interdisciplinary Projects: Political Cartooning, URB pp. 31–32


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o Interactive Review, PE/TE p. 413; and @ ClassZone.com


o Chapter Test (Levels A, B, C), URB pp. 47–58


B, & C)






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1 Activate Prior KnowledgeDraw a Cluster Diagram from the Best Practices Toolkit on the board and write econ-omy in the center oval. Explain the meaning of the word and then have students discuss the topic. What helps make a nation’s economy strong? What makes it weak? How does a good or bad economy affect people? Write students’ responses in the diagram. Then tell them that, in this section, they will learn about the state of the economy during Jackson’s term.

2 Preview Main Ideas and LanguageCONNECT VISUALLYHave students study the chart on PE p. 410. Have students point to the peaks in the economy. Ask: Do consumers spend more or less during these periods? (more) Then have students point to the low points. Ask: How does the decrease in consumer spending affect the economy? (more unemployment; business profits and production go down)

BUILD VOCABULARY Discuss the term inflation in class. Model a New Word Analysis activity from the Best Practices Toolkit to help students break the word into its parts. Then have student pairs complete a New Word Analysis for depression.


• Explain the conflict over the Second Bank of the United States.

• Describe how Jackson destroyed the bank.

• Explain how a growing economy suddenly collapsed.

• Tell how the Whig Party won the election of 1840.

4 Support Student ReadingCOOPERATIVE WORKTo help students understand the effects of key events in the section, have small groups complete a Note-Taking, Note Making activity from the Best Practices Toolkit. Before students begin, model the activity.


1. Who was Nicholas Biddle? (p. 409, par. 4–5)

2. Why was Jackson against the bank? (p. 410, par. 1)

3. What happened to the nation after Jackson left office? (p. 411, par. 2–3)

5 Prepare for AssessmentTo check comprehension, review the multiple-choice questions on TT41 of Daily Test Practice Transparencies. To assess comprehension, use the Section Quiz on p. 43 of the Unit 5 Resource Book. To assess comprehension of the chapter, have students complete Chapter 12 Test, Form A, on pp. 47–50.


SECTION

12.3

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

1. Andrew Jackson believed the nation’s most powerful bank was corrupt.

2. When Martin Van Buren became president, the nation enjoyed continued prosperity.

3. The Whig Party supported Jackson and his beliefs.

4. William Henry Harrison was never inaugurated as president.

FOCUSED READING Have students use a T-Chart activity in the Best Practices Toolkit for taking notes on Section 3. Here is an example from the third subhead, called “Prosperity to Panic.”

Main Ideas Explanationinflation increase in prices and decrease in the value of money

Martin Van Buren Jackson’s V.P., elected president in 1836

Panic of 1837 a widespread fear about the state of the economy

depression a severe economic slump

During Reading

After Reading

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


SECTION

12.3

Before Reading

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American History—Beginnings through ReconstructionChapter 13: Manifest Destiny (1821–1853) 291

CORE LESSON PLAN

Trails West




1. Identify the reasons why the early pioneers moved west

2. Summarize the challenges that people faced in settling the West

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



o Interactive Reading/Vocabulary, TE p. 418; BPTK TT9–TT16, TT34


SECTION OPENER:



o Think, Pair, Share: Pair Activity—The Early Pioneers, TE p. 419



SECTION

13.1




Performance Indicators State8.1.spi.2., 8.1.spi.7., 8.2.spi.1., 8.3.spi.7., 8.5.spi.3., 8.5.spi.5., 8.5.spi.7., 8.5.spi.10., 8.5.spi.11., 8.5.spi.12., 8.5.spi.13., 8.6.spi.1., 8.6.spi.2.

Performance Indicators Teacher8.1.tpi.13., 8.3.tpi.7., 8.3.tpi.13., 8.3.tpi.15., 8.5.tpi.4., 8.5.tpi.8., 8.5.tpi.10., 8.5.tpi.17., 8.5.tpi.31., 8.6.tpi.1.

Learning Expectations1.03, 3.01, 3.02, 3.03, 3.04, 3.05, 5.14


BlueprintBP 2, BP 5, BP 7, BP 50, BP 55, BP 56, BP 59, BP 63, BP 64, BP 189, BP 190, BP 191, BP 196, BP 210, BP 211, BP 215, BP 216, BP 217, BP 220, BP 221, BP 222, BP 225, BP 228, BP 264, BP 266, BP 272, BP 277

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American History—Beginnings through ReconstructionChapter 13: Manifest Destiny (1821–1853)292




English Learners

o Terms in Context, TE p. 418

o Land Speculation Role-Play, TE p. 420



o Section 1: Trails West, PE/TE pp. 418–423




o Vocabulary: Pronoun Referents, TE p. 420





All Students

o Reader, Recorder, Reporter—Small Group Activity: Settling the West, TE p. 421;

o More About: William Henry Ashley, TE p. 420; Narcissa Whitman, TE p. 422; Great Salt Lake, TE p. 423

o America’s History Makers: James Beckwourth, PE/TE p. 420

o Connect Geography & History: Trails West 1850, PE/TE p. 421, URB pp. 99–100

o Daily Life on the Trail: A Difficult Journey, PE/TE p. 422

o Animated History: American Trails West, PE/TE pp. 424–425 and @ ClassZone.com



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American History—Beginnings through ReconstructionChapter 13: Manifest Destiny (1821–1853) 293





o Fine Art Transparency: The Cowboy, UTB TT7





o Connect to Language Arts: Spanish and English Word Comparisons, TE p. 421

o Connect to Language Arts: Chimney Rock Journal Entry, TE p. 421; McDougal Littell Literature: Trouble River and Related Readings

o Tiered Activity: Challenges of the Oregon Trail, TE p. 422

o Tiered Activity: Pioneer Life, TE pp. 424–425

o Interdisciplinary Projects: Geometry of Quilts, URB pp. 97–98










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