The End of the Whig Party. URB = Units 4 6 Resource Book TB = Transparency Book

SECTION 13.2 CORE LESSON PLAN The End of the Whig Party PE = Pupil s Edition TE = Teacher s Edition URB = Units 4 6 Resource Book TB = Transparency Book 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) Taking Notes, PE/TE p. 308 North Carolina Competency Goal 3.03 Identify and evaluate the impact of individual reformers and groups and assess the effectiveness of their programs. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 308 Setting the Stage, PE/TE p. 308 Power Presentations DVD-ROM: Media Gallery 3. EXPLAIN Instruct TIME: min. (10 30 min.) CHAPTER 13 Struggling Readers & Inclusion Questioning Activity, TE p. 309 Reading Study Guide with Additional Support, URB pp. 247 248 URB p. 257 On Level Section 2: The End of the Whig Party, PE/TE pp. 308 311 Reading Study Guide, URB pp. 243 244 Gifted & Talented and Pre-AP Challenge Activity: Write an encyclopedia entry for David Reid, TE p. 310 English Learners Language: Punctuation, TE p. 309 RSG in Spanish, URB pp. 251 252 RSG with Additional Support, in Spanish, URB pp. 255 256 TE p. 257 All Students Connect to the Essential Question, TE p. 311 Talk About It Small-Group Discussion: Effectiveness of the reforms, TE p. 310 Think, Pair, Share Small-Group Activity: Failure of the Whig Party/Victory for the Democrats, TE p. 309 Reader, Recorder, Reporter Small-Group Activity: Improvement of public education/schools of higher learning, TE p. 310 Roleplay Your Answer Small-Group Activity: Changes in the Democratic Party/Democratic support for suffrage, TE p. 309 More About: David S. Reid, TE p. 309; African Americans and Education, TE p. 310 Think as a Historian, TE p. 308 Connect to U.S. History, TE p. 311 Core Lesson Plan: Section 13.2 North Carolina in the American Experience Chapter 13, Reform in North Carolina 81

SECTION 13.2: THE END OF THE WHIG PARTY, CONTINUED 4. EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology Transparency: Whig Rolling Ball, TB TT12 Research & Writing Center @ ClassZone.com Easy Planner DVD-ROM: All worksheets and Resources2Go USB drive: All worksheets and Interdisciplinary and Tiered Activities Tiered Activity: Write an encyclopedia entry for David Reid, TE p. 310 5. EVALUATE Assess & Reteach TIME: min. (5 20 min.) CHAPTER 13 Core Assessment Section Assessment, PE/TE p. 311 Section Quiz, URB p. 260 Chapter Assessment, PE/TE pp. 312 313 Chapter Test (Forms A, B, C), URB pp. 263 274 McDougal Littell Assessment System (Test, Score, Report, Reteach) Test Generator CD-ROM: Section Quiz Chapter Test: (Forms A, B, C) Reteaching Reteaching Activity, URB p. 262 Test Practice & Review Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1 S9 Strategies for Taking Standardized Tests, PE/TE pp. S10 S37 Standards-Based Assessment, PE/TE p. 313 STRATEGY FOR ENGLISH LEARNERS TIME: min. (5 20 min.) Objective: To help students differentiate among members of the Whig and Democratic parties Activity: Comparison Chart Draw the following chart on a transparency, the board, or a white board. Have students work in pairs to complete the chart with information about each individual. Ask students to share their responses, and compile these responses into one chart. William A. Graham Charles Manly William W. Holden David S. Reid 82 North Carolina in the American Experience Chapter 13, Reform in North Carolina Core Lesson Plan: Section 13.2

SECTION 14.1 CORE LESSON PLAN The Widening Split PE = Pupil s Edition TE = Teacher s Edition URB = Units 4 6 Resource Book TB = Transparency Book 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) Connect to the Essential Question, PE/TE p. 316 Connect to U.S. History, PE/TE p. 317 Time Line Discussion, PE/TE p. 317 Differentiated Vocabulary: Knowledge Rating, PE/TE p. 318 Reading Strategy: Analyzing Causes and Effects, PE/TE p. 318 Taking Notes, PE/TE p. 319 North Carolina Competency Goals 3.04 Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions. 4.01 Identify and analyze the significance of the causes of secession from the Union, and compare reactions in North Carolina to reactions in other regions of the nation. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 319 Setting the Stage, PE/TE p. 319 Power Presentations DVD-ROM: Media Gallery 3. EXPLAIN Instruct TIME: min. (10 30 min.) Struggling Readers & Inclusion Record Terms and Names, TE p. 318 Main Idea and Details, TE p. 322 Reading Study Guide with Additional Support, URB pp. 281 282 URB p. 299 On Level Section 1: The Widening Split, PE/TE pp. 319 324 Reading Study Guide, URB pp. 275 276 Gifted & Talented and Pre-AP Statehood Advertisements, TE p. 321 Evening News Broadcast, TE p. 322 Challenge Activity: Research how slaves used cryptology to promote their own ideas, and present findings in a classroom exhibit, TE p. 323 English Learners Pronounce and Preview, TE p. 318 Comprehension: Compare and Contrast, TE p. 321 RSG in Spanish, URB pp. 287 288 RSG with Additional Support, in Spanish, URB pp. 293 294 URB p. 299 All Students Introduce the Essential Question, TE p. 316 Connect to the Essential Question, TE p. 323 Talk About It Small-Group Discussion: Spanning a continent, TE p. 319; The growing crisis, TE, p. 323 Think, Pair, Share Small-Group Activity: North and South take different paths, TE p. 320; The South s peculiar institution, TE p. 322 CHAPTER 14 Core Lesson Plan: Section 14.1 North Carolina in the American Experience Chapter 14, Rumblings of Civil War 83

SECTION 14.1: THE WIDENING SPLIT, CONTINUED 4. EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology Transparency: Essential-Question Graphic: Rumblings of Civil War, TB TT49 Power Presentations DVD-ROM: Time Line: Connect North Carolina History and U.S. History Power Presentations DVD-ROM: Map: Enslaved Population in North Carolina, 1860 Power Presentations DVD-ROM: Map: New States and the Missouri Compromise Research & Writing Center @ ClassZone.com Easy Planner DVD-ROM: All worksheets and Resources2Go USB drive: All worksheets and Interdisciplinary and Tiered Activities Connect to Language Arts: Newspaper Article on the Cotton Gin, TE p. 320 Connect to Math: Graphing Occupations, TE p. 320 Tiered Activity: Research how slaves used cryptology to promote their own ideas, and present findings in a classroom exhibit, TE p. 323 5. EVALUATE Assess & Reteach TIME: min. (5 20 min.) CHAPTER 14 Core Assessment Section Assessment, PE/TE p. 324 Section Quiz, URB p. 301 McDougal Littell Assessment System (Test, Score, Report, Reteach) Test Generator CD-ROM: Section Quiz Reteaching Reteaching Activity, URB p. 304 Test Practice & Review Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1 S9 Strategies for Taking Standardized Tests, PE/TE pp. S10 S37 Standards-Based Assessment, PE/TE p. 335 STRATEGY FOR ENGLISH LEARNERS TIME: min. (5 20 min.) Objective: To help English learners understand the differences between the North and the South on key issues Activity: Semantic Features Analysis 1. Draw the following graphic organizer on a transparency, the board, or a whiteboard. Issue North South Extending slavery to the West Improving the regions economies Maintaining balance in Congress Dealing with slave rebellions 2. Have students work in pairs to fill in information about each difference between the North and the South. 84 North Carolina in the American Experience Chapter 14, Rumblings of Civil War Core Lesson Plan: Section 14.1

SECTION 14.2 CORE LESSON PLAN The Failure of Compromise PE = Pupil s Edition TE = Teacher s Edition URB = Units 4 6 Resource Book TB = Transparency Book 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) Taking Notes, PE/TE p. 325 North Carolina Competency Goals 3.04 Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions. 4.01 Identify and analyze the significance of the causes of secession from the Union, and compare reactions in North Carolina to reactions in other regions of the nation. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 325 Setting the Stage, PE/TE p. 325 Power Presentations DVD-ROM: Media Gallery 3. EXPLAIN Instruct TIME: min. (10 30 min.) Struggling Readers & Inclusion Identify Supporting Details, TE p. 326 Reading Study Guide with Additional Support, URB pp. 283 284 URB p. 299 On Level Section 2: The Failure of Compromise, PE/TE pp. 325 329 Reading Study Guide, URB pp. 277 278 Gifted & Talented and Pre-AP Biography of Harriet Tubman, TE p. 327 Challenge Activity: Write a short proposal that might ease tensions between the North and the South, TE p. 328 English Learners Punctuation & Print Cues, TE p. 327 RSG in Spanish, URB pp. 289 290 RSG with Additional Support, in Spanish, URB pp. 295 296 URB p. 299 All Students Connect to the Essential Question, TE p. 329 Talk About It Small-Group Discussion: The Compromise of 1850, TE p. 325; Secession, TE p. 326; Bleeding Kansas, TE p. 328 Think, Pair, Share Small-Group Activity: The voice of abolition, TE p. 326; The Know-Nothing Party/The Republican Party, TE p. 328 Reader, Recorder, Reporter Small-Group Activity: The Kansas-Nebraska Act, TE p. 327 Connect to U.S. History: Underground Railroad, TE p. 328; John Brown, TE p. 328 More About: Frederick Douglass, TE p. 326; The Underground Railroad, TE p. 327 CHAPTER 14 Core Lesson Plan: Section 14.2 North Carolina in the American Experience Chapter 14, Rumblings of Civil War 85

SECTION 14.2: THE FAILURE OF COMPROMISE, CONTINUED 4. EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology Power Presentations DVD-ROM: Map: The Compromise of 1850 Research & Writing Center @ ClassZone.com Easy Planner DVD-ROM: All worksheets and Resources2Go USB drive: All worksheets and Interdisciplinary and Tiered Activities Tiered Activity: Write a short proposal that might ease tensions between the North and the South, TE p. 328 5. EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment Section Assessment, PE/TE p. 329 Section Quiz, URB p. 302 McDougal Littell Assessment System (Test, Score, Report, Reteach) Test Generator CD-ROM: Section Quiz Reteaching Reteaching Activity, URB p. 305 Test Practice & Review Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1 S9 Strategies for Taking Standardized Tests, PE/TE pp. S10 S37 Standards-Based Assessment, PE/TE p. 335 CHAPTER 14 STRATEGY FOR ENGLISH LEARNERS TIME: min. (5 20 min.) Objective: To help English learners teach one another about the failures of compromise between the North and South Activity: Jigsaw Reading 1. Divide students into home groups of four. Have the students in each group count off, 1 through 4. 2. Divide Section 2 into four parts, using the list below. The Compromise of 1850 and Secession; The voice of abolition and the Kansas-Nebraska Act; Political parties; Bleeding Kansas 3. Students should use the PE and study the information that follows their assigned topic. Each expert group should develop a lesson plan for summarizing and teaching the content. 4. When the material has been mastered, experts return to their home groups, where each expert teaches the group about his or her part. 86 North Carolina in the American Experience Chapter 14, Rumblings of Civil War Core Lesson Plan: Section 14.2

SECTION 14.3 CORE LESSON PLAN Breaking the Bonds of Union PE = Pupil s Edition TE = Teacher s Edition URB = Units 4 6 Resource Book TB = Transparency Book 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) Taking Notes, PE/TE p. 330 North Carolina Competency Goal 3.04 Describe the development of the institution of slavery in the State and nation, and assess its impact on the economic, social, and political conditions. 4.01 Identify and analyze the significance of the causes of secession from the Union, and compare reactions in North Carolina to reactions in other regions of the nation. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 330 Setting the Stage, PE/TE p. 330 Power Presentations DVD-ROM: Media Gallery 3. EXPLAIN Instruct TIME: min. (10 30 min.) Struggling Readers & Inclusion Reading Study Guide with Additional Support, URB pp. 285 286 URB p. 299 On Level Section 3: Breaking the Bonds of Union, PE/TE pp. 330 333 Reading Study Guide, URB pp. 279 280 Skillbuilder: Sequencing Events, URB p. 300 Gifted & Talented and Pre-AP Present a Mock Trial, TE p. 331 Challenge Activity: Write journal entries from the point of view of a North Carolina resident after the creation of the Confederacy, TE p. 332 English Learners Vocabulary: Idioms, TE p. 331 RSG in Spanish, URB pp. 291 292 RSG with Additional Support, in Spanish, URB pp. 297 298 URB p. 299 All Students Connect to the Essential Question, TE p. 333 Think, Pair, Share Small-Group Activity: Thunderbolt from the Supreme Court, TE p. 330; Reactions in North Carolina, TE p. 333 Reader, Recorder, Reporter Small-Group Activity: Adding fuel to the fire/bringing abolition south, TE p. 331 Talk About It Small-Group Discussion: A Republican in the White House, TE p. 332 More About: John Brown s Attack on Harpers Ferry, TE p. 331 CHAPTER 14 Core Lesson Plan: Section 14.3 North Carolina in the American Experience Chapter 14, Rumblings of Civil War 87

SECTION 14.3: BREAKING THE BONDS OF UNION, CONTINUED 4. EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology Power Presentations DVD-ROM: Map: The Nation Divides, 1861 Research & Writing Center @ ClassZone.com Easy Planner DVD-ROM: All worksheets and Resources2Go USB drive: All worksheets and Interdisciplinary and Tiered Activities Tiered Activity: Write journal entries from the point of view of a North Carolina resident after the creation of the Confederacy, TE p. 332 5. EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment Section Assessment, PE/TE p. 333 Chapter Assessment, PE/TE, pp. 334 335 McDougal Littell Assessment System (Test, Score, Report, Reteach) Test Generator CD-ROM: Section Quiz Chapter Test (Forms A, B, C) Reteaching Reteaching Activity, URB p. 306 Test Practice & Review Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1 S9 Strategies for Taking Standardized Tests, PE/TE pp. S10 S37 Standards-Based Assessment, PE/TE p. 335 CHAPTER 14 STRATEGY FOR ENGLISH LEARNERS TIME: min. (5 20 min.) Objective: To help English learners understand the chain of events in Section 3 Activity: Chain of Events Chart 1. Divide students into pairs. 2. Have each pair of create a chain-of-events chart that resembles the following graphic. 3. Events that students should include are listed below. To help students get started, you might want to give them the first one or two events. a. Benjamin Hedrick publishes letters opposing slavery in the North Carolina Standard. b. In Dred Scott v. Sandford, the Supreme Court declares slaves to be property. c. The Missouri Compromise is ruled unconstitutional. d. Hinton Rowan Helper publishes The Impending Crisis of the South, in which he attacks slavery. e. Daniel Worth arrives in North Carolina and preaches against slavery. f. John Brown raids Harpers Ferry in Virginia. g. Daniel Worth is arrested for encouraging slaves to rebel. h. Abraham Lincoln is elected president in 1860. He wins no Southern states. i. The Confederate States of America is formed. j. South Carolina troops attack Fort Sumter, starting the Civil War. k. North Carolina becomes the last state to join the Confederacy. 88 North Carolina in the American Experience Chapter 14, Rumblings of Civil War Core Lesson Plan: Section 14.3

SECTION 15.1 CORE LESSON PLAN Comparing Advantages PE = Pupil s Edition TE = Teacher s Edition URB = Units 4 6 Resource Book TB = Transparency Book 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) Connect to the Essential Question, PE/TE p. 336 Connect to U.S. History, PE/TE p. 337 Time Line Discussion, PE/TE p. 337 Differentiated Vocabulary: Definition Mapping, PE/TE p. 338 Reading Strategy: Comparing and Contrasting, PE/TE p. 338 Taking Notes, PE/TE p. 339 North Carolina Competency Goal 4.02 Describe the political and military developments of the Civil War and analyze their effect on the outcome of the war. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 339 Setting the Stage, PE/TE p. 339 Power Presentations DVD-ROM: Media Gallery 3. EXPLAIN Instruct TIME: min. (10 30 min.) Struggling Readers & Inclusion Taped Terms and Definitions, TE p. 338 Reading Study Guide with Additional Support, URB pp. 325 326 URB p. 343 On Level Section 1: Comparing Advantages, PE/TE pp. 339 341 Reading Study Guide, URB pp. 319 320 Skillbuilder: Interpreting Graphs, URB p. 344 Gifted & Talented and Pre-AP Challenge Activity: Create a Web site in honor of African American soldiers, TE p. 340 English Learners Pronounce and Preview, TE p. 338 RSG in Spanish, URB pp. 331 332 RSG with Additional Support, in Spanish, URB pp. 337 338 URB p. 343 All Students Introduce the Essential Question, TE p. 336 Connect to the Essential Question, TE p. 341 Talk About It Small-Group Discussion: Gathering armies, TE p. 340 Think, Pair, Share Small Group-Activity: North Carolina s share of troops, TE p. 341 Reader, Recorder, Reporter Small-Group Activity: Union resources/confederate advantages, TE p. 340 Think as a Historian, TE p. 340 CHAPTER 15 Core Lesson Plan: Section 15.1 North Carolina in the American Experience Chapter 15, Fighting the Civil War 89

SECTION 15.1: COMPARING ADVANTAGES, CONTINUED 4. EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology Transparency: Union and Confederate Resources, 1861, TB TT22 Transparency: Essential-Question Graphic: Fighting the Civil War, TB TT50 Power Presentations DVD-ROM: Time Line: Connect North Carolina History and U.S. History Power Presentations DVD-ROM: Table: Resources of the North and South 1860 Research & Writing Center @ ClassZone.com Easy Planner DVD-ROM: All worksheets and Resources2Go USB drive: All worksheets and Interdisciplinary and Tiered Activities Tiered Activity: Create a Web site in honor of African American soldiers, TE p. 340 5. EVALUATE Assess & Reteach TIME: min. (5 20 min.) CHAPTER 15 Core Assessment Section Assessment, PE/TE p. 341 Section Quiz, URB p. 345 McDougal Littell Assessment System (Test, Score, Report, Reteach) Test Generator CD-ROM: Section Quiz Reteaching Reteaching Activity, URB p. 348 Test Practice & Review Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1 S9 Strategies for Taking Standardized Tests, PE/TE pp. S10 S37 Standards-Based Assessment, PE/TE p. 361 STRATEGY FOR ENGLISH LEARNERS TIME: min. (5 20 min.) Objective: To help students identify the advantages of the Union and the Confederacy Activity: Advantage Chart 1. Organize students into two groups. Ask one group to review the section and note the advantages of the Union. Ask the other group to review the section and note the advantages of the Confederacy. 2. Draw the following graphic organizer on a transparency, the board, or a white board. 3. Have each group complete their side of the chart and explain each advantage. Union Advantages Confederate Advantages 90 North Carolina in the American Experience Chapter 15, Fighting the Civil War Core Lesson Plan: Section 15.1

SECTION 15.2 CORE LESSON PLAN On the Battlefield PE = Pupil s Edition TE = Teacher s Edition URB = Units 4 6 Resource Book TB = Transparency Book 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) Taking Notes, PE/TE p. 342 North Carolina Competency Goals 4.02 Describe the political and military developments of the Civil War and analyze their effect on the outcome of the war. 4.04 Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 342 Setting the Stage, PE/TE p. 342 Power Presentations DVD-ROM: Media Gallery 3. EXPLAIN Instruct TIME: min. (10 30 min.) Struggling Readers & Inclusion Charting Leaders, TE p. 343 Illustrating Text, TE p. 346 Reading Study Guide with Additional Support, URB pp. 327 328 URB p. 343 On Level Section 2: On the Battlefield, PE/TE pp. 342 349 Reading Study Guide, URB pp. 321 322 Gifted & Talented and Pre-AP Analyzing Strengths, TE p. 343 Eulogies for Jackson, TE p. 344 Interviews with Lincoln, TE p. 347 Map and Analyze Battle Sites, TE p. 347 Challenge Activity: Create a medal of honor for a Civil War hero, TE p. 348 English Learners Vocabulary: Suffixes, TE p. 344 Vocabulary: Idioms, TE p. 346 RSG in Spanish, URB pp. 333 334 RSG with Additional Support, in Spanish, URB pp. 339 340 URB p. 343 All Students Connect to the Essential Question, TE p. 349 Talk About It Small-Group Discussion: War continues in the West/Grant takes command, TE p. 346; The elections of 1864, TE p. 347 Think, Pair, Share Small-Group Activity: The First Battle of Manassas, TE p. 342; Lincoln s assassination, TE p. 349 CHAPTER 15 Core Lesson Plan: Section 15.2 North Carolina in the American Experience Chapter 15, Fighting the Civil War 91

SECTION 15.2: ON THE BATTLEFIELD, CONTINUED 4. EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology Transparency: Robert E. Lee, TB TT6 Power Presentations DVD-ROM: Map: Major Battles of the Civil War Power Presentations DVD-ROM: Table: Major Battles and Their Consequences Research & Writing Center @ ClassZone.com Easy Planner DVD-ROM: All worksheets and Resources2Go USB drive: All worksheets and Interdisciplinary and Tiered Activities Connect to Language Arts: Letters from the Battlefield, TE p. 345 Connect to Art: Antidraft Posters, TE p. 345 Tiered Activity: Create a medal of honor for a Civil War hero, TE p. 348 Tiered Activity: Use a flow chart to represent the sequence of operations in the struggle for Vicksburg, TE pp. 350 351 5. EVALUATE Assess & Reteach TIME: min. (5 20 min.) CHAPTER 15 Core Assessment Section Assessment, PE/TE p. 349 Section Quiz, URB p. 346 McDougal Littell Assessment System (Test, Score, Report, Reteach) Test Generator CD-ROM: Section Quiz Reteaching Reteaching Activity, URB p. 349 Test Practice & Review Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1 S9 Strategies for Taking Standardized Tests, PE/TE pp. S10 S37 Standards-Based Assessment, PE/TE p. 361 STRATEGY FOR ENGLISH LEARNERS TIME: min. (5 20 min.) Objective: To help students teach one another about key battles of the Civil War Activity: Jigsaw Reading 1. Organize students into three home groups. 2. Have each group review the information under one of the following heads in Section 2: The First Battle of Manassas The war in the East The war continues in the East 3. Each group should summarize the information found under its assigned head and then teach the other groups this information. 92 North Carolina in the American Experience Chapter 15, Fighting the Civil War Core Lesson Plan: Section 15.2

SECTION 15.3 CORE LESSON PLAN North Carolina in the Civil War PE = Pupil s Edition TE = Teacher s Edition URB = Units 4 6 Resource Book TB = Transparency Book 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) Taking Notes, PE/TE p. 352 North Carolina Competency Goals 4.03 Assess North Carolina s role in the Civil War and analyze the social and economic impact of the war on the state. 4.04 Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 352 Setting the Stage, PE/TE p. 352 Power Presentations DVD-ROM: Media Gallery 3. EXPLAIN Instruct TIME: min. (10 30 min.) Struggling Readers & Inclusion War Story Skits, TE p. 353 Chunking Text, TE p. 355 Reading Study Guide with Additional Support, URB pp. 329 330 On Level Section 3: North Carolina in the Civil War, PE/TE pp. 352 359 Reading Study Guide, URB pp. 323 324 Gifted & Talented and Pre-AP Nickname Legends, TE p. 355 Ship Models, TE p. 356 Creating Strategic Plans, TE p. 358 English Learners Vocabulary: Key Academic Vocabulary, TE p. 353 Comprehension: Connection, TE p. 356 Comprehension: Self-Monitor, TE p. 358 All Students Connect to the Essential Question, TE p. 359 Talk About It Small-Group Discussion: Wartime politics in North Carolina/Governor Zebulon B. Vance, TE p. 353; Sherman in North Carolina, TE p. 358 Think, Pair, Share Small-Group Activity: The Albemarle, TE p. 356; The Gibraltar of the South, TE p. 357; The devastation of North Carolina, TE p. 359 Reader, Recorder, Reporter Small-Group Activity: Preparing for war, TE p. 352; The fighting Tar Heels/ Eastern North Carolina is occupied, TE p. 355 Roleplay Your Answer Small-Group Activity: Vance defends North Carolina s rights, TE p. 354 More About: Jefferson Davis, TE p. 354; The Tar Heels, TE p. 355; The Albemarle, TE p. 357; Fort Fisher, TE p. 357 Connect to U.S. History: Lincoln and the Writ of Habeas Corpus, TE p. 354; Ironclads, TE p. 356 Historical Spotlight: Wilmington Blockade Runners, TE p. 353 CHAPTER 15 Core Lesson Plan: Section 15.3 North Carolina in the American Experience Chapter 15, Fighting the Civil War 93

SECTION 15.3: NORTH CAROLINA IN THE CIVIL WAR, CONTINUED 4. EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology Transparency: The Civil War in North Carolina, TB TT31 Power Presentations DVD-ROM: Map: The Civil War in North Carolina Research & Writing Center @ ClassZone.com Easy Planner DVD-ROM: All worksheets and Resources2Go USB drive: All worksheets and Interdisciplinary and Tiered Activities Connect to Civics: Protest Letters, TE p. 354 Connect to Art: Postage Stamp Designs, TE p. 354 Connect to Science: Military Technology, TE p. 357 Connect to Language Arts: Tour Guides, TE p. 357 5. EVALUATE Assess & Reteach TIME: min. (5 20 min.) CHAPTER 15 Core Assessment Section Assessment, PE/TE p. 359 Section Quiz, URB p. 347 Chapter Assessment, PE/TE pp. 360 361 Chapter Test (Forms A, B, C), URB pp. 351 362 McDougal Littell Assessment System (Test, Score, Report, Reteach) Test Generator CD-ROM: Section Quiz Chapter Test (Forms A, B, C) Reteaching Reteaching Activity, URB p. 350 Test Practice & Review Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1 S9 Strategies for Taking Standardized Tests, PE/TE pp. S10 S37 Standards-Based Assessment, PE/TE p. 361 STRATEGY FOR ENGLISH LEARNERS TIME: min. (5 20 min.) Objective: To help students identify and define vocabulary related to North Carolina s role in the Civil War Activity: Vocabulary Preview 1. Ask students to preview the section and identify vocabulary that is unfamiliar or difficult. 2. Write each word on a transparency, the board, or a white board. 3. Ask students to offer definitions of the words, and record them. Encourage them to use dictionaries to find the correct definitions. If students are having difficulty, allow them to come up with a visual that illustrates the definition. 4. Have students record these words and definitions in a word journal. Encourage students to use the illustrations. Students may refer to these word journals as they reread the section. 94 North Carolina in the American Experience Chapter 15, Fighting the Civil War Core Lesson Plan: Section 15.3

SECTION 16.1 CORE LESSON PLAN Restoring the Union PE = Pupil s Edition TE = Teacher s Edition URB = Units 4 6 Resource Book TB = Transparency Book 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) CHAPTER 16 Connect to the Essential Question, PE/TE p. 362 Connect to U.S. History, PE/TE p. 363 Time Line Discussion, PE/TE p. 363 Differentiated Vocabulary: Knowledge Rating, PE/TE p. 364 Reading Strategy: Summarizing, PE/TE p. 364 Taking Notes, PE/TE p. 365 North Carolina Competency Goal 4.05 Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 365 Setting the Stage, PE/TE p. 365 Power Presentations DVD-ROM: Media Gallery 3. EXPLAIN Instruct TIME: min. (10 30 min.) Struggling Readers & Inclusion Terms in Context, TE p. 364 Reading Study Guide with Additional Support, URB pp. 371 372 URB p. 395 On Level Section 1: Restoring the Union PE/TE pp. 365 367 Reading Study Guide, URB pp. 363 364 Skillbuilder: Interpreting Charts, URB p. 396 Gifted & Talented and Pre-AP Challenge Activity: Write a letter about rejoining the Union, TE p. 366 English Learners Pronounce and Preview, TE p. 364 RSG in Spanish, URB pp. 379 380 RSG with Additional Support, in Spanish, URB pp. 387 388 URB p. 395 All Students Introduce the Essential Question, TE p. 362 Connect to the Essential Question, TE p. 367 Talk About It Small-Group Discussion: North Carolina and Johnson s plan/anger over Black Codes, TE p. 366 Reader, Recorder, Reporter Small-Group Activity: Lincoln s plan for Reconstruction, TE p. 365 Johnson supports Lincoln s plan, TE p. 366 More About: Confederate Officials, TE p. 366 Core Lesson Plan: Section 16.1 North Carolina in the American Experience Chapter 16, Reconstruction and Its Impact 95

SECTION 16.1: RESTORING THE UNION, CONTINUED 4. EXTEND Enrich TIME: min. (10 40 min.) CHAPTER 16 Integrated Technology Transparency: Essential-Question Graphic: Reconstruction and Its Impact, TB TT51 Power Presentations DVD-ROM: Time Line: Connect North Carolina History and U.S. History Research & Writing Center @ ClassZone.com Easy Planner DVD-ROM: All worksheets and Resources2Go USB drive: All worksheets and Interdisciplinary and Tiered Activities Tiered Activity: Write a letter about rejoining the Union, TE p. 366 5. EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment Section Assessment, PE/TE p. 367 Section Quiz, URB p. 397 McDougal Littell Assessment System (Test, Score, Report, Reteach) Test Generator CD-ROM: Section Quiz Reteaching Reteaching Activity, URB p. 401 Test Practice & Review Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1 S9 Strategies for Taking Standardized Tests, PE/TE pp. S10 S37 Standards-Based Assessment, PE/TE p. 379 STRATEGY FOR ENGLISH LEARNERS TIME: min. (5 20 min.) Objective: To help students understand the impact that Black Codes had on African Americans and the nation Activity: Cause-and-Effect diagrams 1. Review section content with students. Read aloud the material under the head Anger over Black Codes. Ask students why Southern states passed Black Codes. 2. Ask student volunteers to summarize the information under this head. 3. Draw the following graphic organizer on a transparency, the board, or a white board. 4. Have students complete the effects side of the chart. Remind students to ask themselves who was angry over Black Codes. Cause Black Codes Effects 96 North Carolina in the American Experience Chapter 16, Reconstruction and Its Impact Core Lesson Plan: Section 16.1

SECTION 16.2 CORE LESSON PLAN Congress Takes Over PE = Pupil s Edition TE = Teacher s Edition URB = Units 4 6 Resource Book TB = Transparency Book 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) CHAPTER 16 Taking Notes, PE/TE p. 368 North Carolina Competency Goal 4.05 Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 368 Setting the Stage, PE/TE p. 368 Power Presentations DVD-ROM: Media Gallery 3. EXPLAIN Instruct TIME: min. (10 30 min.) Struggling Readers & Inclusion Reading Study Guide with Additional Support, URB pp. 373 374 URB p. 395 On Level Section 2: Congress Takes Over, PE/TE pp. 368 370 Reading Study Guide, URB pp. 365 366 Gifted & Talented and Pre-AP Challenge Activity: Hold a vote to impeach President Johnson, TE p. 369 English Learners RSG in Spanish, URB pp. 381 382 RSG with Additional Support, in Spanish, URB pp. 389 390 All Students Connect to the Essential Question, TE p. 370 Talk About It Small-Group Discussion: The clash between Johnson and Congress/Congress in control, TE, p. 369 Think, Pair, Share Small-Group Activity: The extension of the Freedmen s Bureau, TE p. 368; Republican President Ulysses S. Grant, TE p. 369 Reader, Recorder, Reporter Small-Group Activity: The conflict over Reconstruction in North Carolina, TE p. 370 Connect to U.S. History: Women and Freedmen s Aid, TE p. 369 Animated Geography: Southern Military Districts, 1867, PE/TE p. 369 Core Lesson Plan: Section 16.2 North Carolina in the American Experience Chapter 16, Reconstruction and Its Impact 97

SECTION 16.2: CONGRESS TAKES OVER, CONTINUED 4. EXTEND Enrich TIME: min. (10 40 min.) CHAPTER 16 Integrated Technology Transparency: Parade Celebrating Fifteenth Amendment, TB TT7 Research & Writing Center @ ClassZone.com Easy Planner DVD-ROM: All worksheets and Resources2Go USB drive: All worksheets and Interdisciplinary and Tiered Activities Tiered Activity: Hold a vote to impeach President Johnson, TE p. 369 5. EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment Section Assessment, PE/TE p. 370 Section Quiz, URB p. 398 McDougal Littell Assessment System (Test, Score, Report, Reteach) Test Generator CD-ROM: Section Quiz Reteaching Reteaching Activity, URB p. 402 Test Practice & Review Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1 S9 Strategies for Taking Standardized Tests, PE/TE pp. S10 S37 Standards-Based Assessment, PE/TE p. 379 STRATEGY FOR ENGLISH LEARNERS TIME: min. (5 20 min.) Objective: To help students differentiate between the Fourteenth and Fifteenth amendments Activity: Comparison Chart 1. Organize students into two groups. Ask one group to take notes on information concerning the Fourteenth Amendment and the other group to take notes on information concerning the Fifteenth Amendment. 2. Draw the following chart on a transparency, the board, or a white board. 3. Once students have compiled their information, have each group complete its side of the chart. Fourteenth Amendment Fifteenth Amendment 98 North Carolina in the American Experience Chapter 16, Reconstruction and Its Impact Core Lesson Plan: Section 16.2

SECTION 16.3 CORE LESSON PLAN The Impact of Reconstruction on North Carolina PE = Pupil s Edition TE = Teacher s Edition URB = Units 4 6 Resource Book TB = Transparency Book CHAPTER 16 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) Taking Notes, PE/TE p. 371 North Carolina Competency Goal 4.05 Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 371 Setting the Stage, PE/TE p. 371 Power Presentations DVD-ROM: Media Gallery 3. EXPLAIN Instruct TIME: min. (10 30 min.) Struggling Readers & Inclusion Reading Study Guide with Additional Support, URB pp. 375 376 URB p. 395 On Level Section 3: The Impact of Reconstruction on North Carolina, PE/TE pp. 371 373 Reading Study Guide, URB pp. 367 368 Gifted & Talented and Pre-AP Challenge Activity: Create illustrated time lines depicting African Americans voting after the Civil War, TE p. 372 English Learners RSG in Spanish, URB pp. 383 384 RSG with Additional Support, in Spanish, URB pp. 391 392 All Students Connect to the Essential Question, TE p. 373 Talk About It Small-Group Discussion: Newcomers in Southern government, TE p. 371 Think, Pair, Share Small-Group Activity: Changes in state governments/resistance to change, TE p. 372; The Klan in North Carolina/The return of North Carolina to the Union, TE p. 373 Reader, Recorder, Reporter Small-Group Activity: A new constitution for North Carolina, TE p. 372 Connect to U.S. History: The Civil Rights Acts of 1871, TE p. 373 Core Lesson Plan: Section 16.3 North Carolina in the American Experience Chapter 16, Reconstruction and Its Impact 99

SECTION 16.3: THE IMPACT OF RECONSTRUCTION ON NORTH CAROLINA, CONTINUED 4. EXTEND Enrich TIME: min. (10 40 min.) CHAPTER 16 Integrated Technology Transparency: A Carpetbagger Goes South, TB TT13 Research & Writing Center @ ClassZone.com Easy Planner DVD-ROM: All worksheets and Resources2Go USB drive: All worksheets and Interdisciplinary and Tiered Activities Tiered Activity: Create illustrated time lines depicting African Americans voting after the Civil War, TE p. 372 5. EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment Section Assessment, PE/TE p. 373 Section Quiz, URB p. 399 McDougal Littell Assessment System (Test, Score, Report, Reteach) Test Generator CD-ROM: Section Quiz Reteaching Reteaching Activity, URB p. 403 Test Practice & Review Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1 S9 Strategies for Taking Standardized Tests, PE/TE pp. S10 S37 Standards-Based Assessment, PE/TE p. 379 STRATEGY FOR ENGLISH LEARNERS TIME: min. (5 20 min.) Objective: To help students understand the impact of Reconstruction on North Carolina Activity: Group Summaries 1. Organize students into six groups, and assign each group one of the sections under the red headings: Newcomers in Southern government Changes in state governments Resistance to change A new constitution for North Carolina The Klan in North Carolina The return of North Carolina to the Union 2. Ask each group to read and summarize the main points of its section. 3. Have each group present its summary. Then have the class as a whole offer a summary of the entire section. 100 North Carolina in the American Experience Chapter 16, Reconstruction and Its Impact Core Lesson Plan: Section 16.3

SECTION 16.4 CORE LESSON PLAN The End of Reconstruction PE = Pupil s Edition TE = Teacher s Edition URB = Units 4 6 Resource Book TB = Transparency Book 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) CHAPTER 16 Taking Notes, PE/TE p. 374 North Carolina Competency Goal 4.05 Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 374 Setting the Stage, PE/TE p. 374 Power Presentations DVD-ROM: Media Gallery 3. EXPLAIN Instruct TIME: min. (10 30 min.) Struggling Readers & Inclusion Setting a Purpose, TE p. 375 Reading Study Guide with Additional Support, URB pp. 377 378 URB p. 395 On Level Section 3: The End of Reconstruction, PE/TE pp. 374 377 Reading Study Guide, URB pp. 369 370 Gifted & Talented and Pre-AP Challenge Activity: Write a news article about corruption in government during Reconstruction, TE p. 376 English Learners Culture: Clarify, TE p. 375 RSG in Spanish, URB pp. 385 386 RSG with Additional Support, in Spanish, URB pp. 393 394 Vocabulary Practice: TE p. 395 All Students Connect to the Essential Question, TE p. 377 Talk About It Small-Group Discussion: Social improvements/reconstruction s legacy, TE p. 376 Think, Pair, Share Small-Group Activity: The spread of terror in North Carolina, TE p. 375 Reader, Recorder, Reporter Small-Group Activity: The Kirk-Holden War/ Conservatives in control, TE p. 375 Roleplay Your Answer Small-Group Activity: The impact of Reconstruction on North Carolina, TE p. 376 Think as a Geographer, TE p. 376 Connect to U.S. History: Redeemers, TE p. 377 Core Lesson Plan: Section 16.4 North Carolina in the American Experience Chapter 16, Reconstruction and Its Impact 101

SECTION 16.4: THE END OF RECONSTRUCTION, CONTINUED 4. EXTEND Enrich TIME: min. (10 40 min.) CHAPTER 16 Integrated Technology Research & Writing Center @ ClassZone.com Easy Planner DVD-ROM: All worksheets and Resources2Go USB drive: All worksheets and Interdisciplinary and Tiered Activities Tiered Activity: Write a news article about corruption in government during Reconstruction, TE p. 376 5. EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment Section Assessment, PE/TE p. 377 Section Quiz, URB p. 400 McDougal Littell Assessment System (Test, Score, Report, Reteach) Chapter Test (Forms A, B, C), URB pp. 405 416 Test Generator CD-ROM: Section Quiz Chapter Test (Forms A, B, C) Reteaching Reteaching Activity, URB p. 404 Test Practice & Review Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1 S9 Strategies for Taking Standardized Tests, PE/TE pp. S10 S37 Standards-Based Assessment, PE/TE p. 379 STRATEGY FOR ENGLISH LEARNERS TIME: min. (5 20 min.) Objective: To help students identify and define people involved in North Carolina s role in the Civil War Activity: People Preview 1. Ask students to preview the section and identify key people mentioned in the section. 2. Write the name of each person on a transparency, the board, or a white board. 3. Ask students to offer explanations of who each person was and to describe each person s accomplishments. 4. Have students record these people and definitions in a people journal. Students may refer to these journals as they reread the section. 102 North Carolina in the American Experience Chapter 16, Reconstruction and Its Impact Core Lesson Plan: Section 16.4

SECTION 17.1 CORE LESSON PLAN The Rise of Industry in the United States PE = Pupil s Edition TE = Teacher s Edition URB = Units 7 9 Resource Book TB = Transparency Book 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) Connect to the Essential Question, PE/TE p. 382 Connect to U.S. History, PE/TE p. 383 Time Line Discussion, PE/TE p. 383 Differentiated Vocabulary: Knowledge Rating, PE/TE p. 384 Reading Strategy: Analyzing Causes and Effects, PE/TE p. 384 Taking Notes, PE/TE p. 385 North Carolina Competency Goal 5.04 Identify technological advances, and evaluate their influence on the quality of life in North Carolina. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 385 Setting the Stage, PE/TE p. 385 Power Presentations DVD-ROM: Media Gallery CHAPTER 17 3. EXPLAIN Instruct TIME: min. (10 30 min.) Struggling Readers & Inclusion Matching Terms and Definitions, TE p. 384 Reading Study Guide with Additional Support, URB pp. 7 8 URB p. 25 On Level Section 1: The Rise of Industry in the United States, PE/TE pp. 385 389 Reading Study Guide, URB pp. 1 2 Skillbuilder: Evaluating Internet Sources, URB p. 26 Gifted & Talented and Pre-AP Analyzing Effects of the Railroad, TE p. 387 Challenge Activity: Create a Jeopardystyle game using facts from the text, TE p. 388 English Learners Pronounce and Preview, TE p. 384 RSG in Spanish, URB pp. 13 14 RSG with Additional Support, in Spanish, URB pp. 19 20 Vocabulary: Idioms, TE p. 387 All Students Introduce the Essential Question, TE p. 382 Connect to the Essential Question, TE p. 389 Talk About It Small-Group Discussion: The discovery of black gold, TE p. 388 Think, Pair, Share Small-Group Activity: Railroads lead industrial development, TE p. 386; Steel replaces iron/the growth of corporations, TE p. 387 Roleplay Your Answer Small-Group Activity: Communicating by wire/edison s sparks of inventions/ford s new way of manufacturing, TE p. 388; Robber barons or captains of industry? TE p. 389 Core Lesson Plan: Section 17.1 North Carolina in the American Experience Chapter 17, Changes in the United States 103

SECTION 17.1: THE RISE OF INDUSTRY IN THE UNITED STATES, CONTINUED 4. EXTEND Enrich TIME: min. (10 40 min.) CHAPTER 17 Integrated Technology Transparency: Mining and Industry, 1860 1890, TB TT23 Transparency: Essential-Question Graphic: Changes in the United States, TB TT52 Power Presentations DVD-ROM: Time Line: Connect North Carolina History and U.S. History Power Presentations DVD-ROM: Map: Transcontinental Railroads 1850 1900 Research & Writing Center @ ClassZone.com Easy Planner DVD-ROM: All worksheets and Resources2Go USB drive: All worksheets and Interdisciplinary and Tiered Activities Connect to Science: Describing the Bessemer Process, TE p. 386 Connect to Math: Calculating Railroad Costs, TE p. 386 Tiered Activity: Create a Jeopardy-style game using facts from the text, TE p. 388 5. EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment Section Assessment, PE/TE p. 389 Section Quiz, URB p. 27 McDougal Littell Assessment System (Test, Score, Report, Reteach) Test Generator CD-ROM: Section Quiz Reteaching Reteaching Activity, URB p. 30 Test Practice & Review Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1 S9 Strategies for Taking Standardized Tests, PE/TE pp. S10 S37 Standards-Based Assessment, PE/TE p. 401 STRATEGY FOR ENGLISH LEARNERS TIME: min. (5 20 min.) Objective: To help English learners understand the technological advances of the late nineteenth and early twentieth century, and those responsible for them Activity: Multiple-Choice Ask students to match the name of the American businessperson or inventor on the left with his accomplishment on the right. 1. Henry Ford 2. Thomas Alva Edison 3. Andrew Carnegie 4. Alexander Graham Bell 5. John D. Rockefeller A. invented the phonograph, motion picture camera, light bulb, and electric power plant B. organized Standard Oil Company C. built the most up-to-date steel mill in the world D. developed assembly line method for building automobiles E. invented the telephone 104 North Carolina in the American Experience Chapter 17, Changes in the United States Core Lesson Plan: Section 17.1

SECTION 17.2 CORE LESSON PLAN Life in the Country and the City PE = Pupil s Edition TE = Teacher s Edition URB = Units 7 9 Resource Book TB = Transparency Book 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) Taking Notes, PE/TE p. 390 North Carolina Competency Goals 5.03 Describe the social, economic, and political impact of migration on North Carolina. 5.04 Identify technological advances, and evaluate their influence on the quality of life in North Carolina. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 390 Setting the Stage, PE/TE p. 390 Power Presentations DVD-ROM: Media Gallery CHAPTER 17 3. EXPLAIN Instruct TIME: min. (10 30 min.) Struggling Readers & Inclusion Reading Study Guide with Additional Support, URB pp. 9 10 URB p. 25 On Level Section 2: Life in the Country and the City, PE/TE pp. 390 392 Reading Study Guide, URB pp. 3 4 Gifted & Talented and Pre-AP Challenge Activity: Write a journal entry describing life in a tenement home, TE p. 391 English Learners RSG in Spanish, URB pp. 15 16 RSG with Additional Support, in Spanish, URB pp. 21 22 URB p. 25 All Students Connect to the Essential Question, TE p. 392 Reader, Recorder, Reporter Small-Group Activity: Immigration fuels industrial growth/life changes in American cities, TE p. 391 Talk About It Small-Group Discussion: Industrialization changes American farming/life on the farm changes, TE p. 390 Connect to U.S. History: Tenements in New York City, TE p. 391; Biltmore House, TE p. 392 Core Lesson Plan: Section 17.2 North Carolina in the American Experience Chapter 17, Changes in the United States 105

SECTION 17.2: LIFE IN THE COUNTRY AND THE CITY, CONTINUED 4. EXTEND Enrich TIME: min. (10 40 min.) Integrated Technology Transparency: Child Working in a Textile Mill, TB TT8 Power Presentations DVD-ROM: Chart: Immigrants Arriving in the United States 1860 1909 Research & Writing Center @ ClassZone.com Easy Planner DVD-ROM: All worksheets and Resources2Go USB drive: All worksheets and Interdisciplinary and Tiered Activities Tiered Activity: Write a journal entry describing life in a tenement home, TE p. 391 CHAPTER 17 5. EVALUATE Assess & Reteach TIME: min. (5 20 min.) Core Assessment Section Assessment, PE/TE p. 392 Section Quiz, URB p. 28 McDougal Littell Assessment System (Test, Score, Report, Reteach) Test Generator CD-ROM: Section Quiz Reteaching Reteaching Activity, URB p. 31 Test Practice & Review Guide to North Carolina EOG Test of Reading Comprehension, PE/TE pp. S1 S9 Strategies for Taking Standardized Tests, PE/TE pp. S10 S37 Standards-Based Assessment, PE/TE p. 401 STRATEGY FOR ENGLISH LEARNERS TIME: min. (5 20 min.) Objective: To help English learners understand how life changed in both rural and urban America in the late nineteenth century Activity: Carousel Brainstorming Carousel brainstorming generates background knowledge on a topic. It also works very well as a review. Divide the class into groups of three or four students. Give each group a sheet of paper and a different colored marker for each student. Assign half the groups the topic How did technology change life on the American farm in the late nineteenth century? Assign the other groups the topic What was life like for American city dwellers in the late nineteenth century? Instruct one student in each group to use a marker to write down an idea or thought about the topic. Then have the next student in the group add another item, using a different colored marker. This process continues until each student in the group has listed two or three items. Display the sheets in the classroom. 106 North Carolina in the American Experience Chapter 17, Changes in the United States Core Lesson Plan: Section 17.2

SECTION 17.3 CORE LESSON PLAN Calls for Reform: Populism and Progressivism PE = Pupil s Edition TE = Teacher s Edition URB = Units 7 9 Resource Book TB = Transparency Book 1. ENGAGE Read for Understanding TIME: min. (10 40 min.) Taking Notes, PE/TE p. 393 North Carolina Competency Goal 5.05 Assess the influence of the political, legal, and social movements on the political system and life in North Carolina. 2. EXPLORE Focus & Motivate TIME: min. (5 15 min.) SECTION OPENER: 3-Minute Warm-Up, TE p. 393 Setting the Stage, PE/TE p. 393 Power Presentations DVD-ROM: Media Gallery 3. EXPLAIN Instruct TIME: min. (10 30 min.) CHAPTER 17 Struggling Readers & Inclusion Reading Study Guide with Additional Support, URB pp. 11 12 Categorizing Information, TE p. 394 URB p. 25 On Level Section 3: Calls for Reform: Populism and Progressivism, PE/TE pp. 393 397 Reading Study Guide, URB pp. 5 6 Gifted & Talented and Pre-AP Challenge Activity: Design a service project for the community, TE p. 396 English Learners RSG in Spanish, URB pp. 17 18 RSG with Additional Support, in Spanish, URB pp. 23 24 Language: Pronoun Referents, TE p. 394 URB p. 25 All Students Connect to the Essential Question, TE p. 397 Talk About It Small-Group Discussion: The plight of farmers/farmers take action, TE p. 394 Reader, Recorder, Reporter Small-Group Activity: Populism, TE p. 394; Reforms of state government/ Reforms at the national level, TE p. 396 Think, Pair, Share Small-Group Activity: The plight of industrial workers/city life gets worse, TE p. 394; Progressivism/Reform in cities, TE p. 395; A progressive president, TE p. 397 Connect to U.S. History: The Color of Money, TE p. 393; A Spontaneous Strike, TE p. 395 Think as a Historian, TE p. 394 More About: Women and Children at Work, TE p. 395; Hull House, TE p. 396; The Jungle, TE p. 396 Animated History: Ellis Island, PE/TE pp. 398 399 Core Lesson Plan: Section 17.3 North Carolina in the American Experience Chapter 17, Changes in the United States 107