The Home Front RESOURCES. CHAPTER Section 4 (pages ) Lesson Plan

(1)

The United States in World War II 201

The Home Front

Section 4 Objectives

1. Describe the economic and social changes that reshaped American life during World War II.

2. Summarize both the opportunities and the discrimination African Americans and other minorities experienced during the war.

RESOURCES

Focus & Motivate

Discuss Main Idea and Terms & Names

Instruct

Read the section

Discuss key questions

Map: African-American Migration, 1940–1950

Map: Japanese Relocation Camps, 1942 More About: Women in the Postwar

Workforce; GI Bill of Rights; Detroit Race Riot of 1943; Mexican Americans in Los Angeles; Japanese American Internment;

Fred Korematsu; Military Necessity; Politics and the Court

Historic Decisions of the Supreme Court:

Korematsu v. United States Tracing Themes

Primary Source: from Farewell to Manzanar Critical Thinking: Human Cost of World War II Literature: from Snow Falling on Cedars

Cross-Curricular Links

Popular Culture: Changing Attitudes Toward Women

Civics: Creating a Political Cartoon

■

■ PE, p. 796

■

■ PE, pp. 796–803

■

■ Unit 7 In-Depth Resources: Guided Reading, p. 25

■

■ Building Vocabulary, p. 26

■

■ TE, pp. 796, 798, 803

■

■ PE, p. 797

■

■ PE, p. 800

■

■ TE, pp. 797–803

■

■ PE, pp. 802–803

■

■ TE, pp. 797–798

■

■ Unit 7 In-Depth Resources, p. 36

■

■ Critical Thinking Transparency CT59

■

■ Unit 7 In-Depth Resources, pp. 40–42

■

■ TE, p. 797

■

■ TE, p. 799

■

■ Integrated Assessment

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 10.03

Skills Competency Goals

1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 2.06, 3.01, 4.01, 4.08

NC_TA_LP_00i-270.indd 201

NC_TA_LP_00i-270.indd 201 4/9/07 1:49:54 PM4/9/07 1:49:54 PM

(2)

202 Chapter 25, Section 4

Lesson Plan for The Home Front continued

Homework Assignments Other Teaching Materials

■

■ Reading Study Guide, pp. 255–256

■

■ TE, p. 800

■

■ Integrated Assessment Book

■

■ Access for Students Acquiring English, p. 250

■

■ Spanish Reading Study Guide, pp. 255–256

■

■ Section 4 Quiz

■

■ Chapter Test

■

■ U.S. Government, Japanese-American Testimony from the National Defense Migration Hearings, 1942

■

■ classzone.com

■

■ PE, p. 801

■

■ Formal Assessment, p. 444

■

■ TE, p. 801

■

■ PE, pp. 804–805

■

■ Formal Assessment, pp. 445–462

■

■ TE, p. 798 Differentiating Instruction

Less Proficient Readers

Gifted and Talented Students: Japanese Internment

Students Acquiring English/ESL

Integrate Technology Electronic Teacher Tools Test Generator

Electronic Library of Primary Sources

America’s Music CD Using the Internet

Assess & Reteach Section 4 Assessment Section 4 Quiz Reteaching Activity

Chapter 25 Assessment

Chapter Test, Forms A, B, and C

Block Scheduling Options Cooperative Learning: Effect of

Demobilization

RESOURCES

(3)

Cold War Conflicts 203

Origins of the Cold War

Chapter 1 Objectives

1. Explain the breakdown in relations between the United States and the Soviet Union after World War II.

2. Summarize the steps taken to contain Soviet influence.

3. Describe how the Truman Doctrine and the Marshall Plan deepened Cold War tensions.

4. Explain how conflicts over Germany increased fear of Soviet aggression.

RESOURCES

Introduce the Chapter

Interpreting the Photograph: McCarthy Chapter Time Line

Interact with History

Instruct

Read the section

Key Players: Harry S. Truman, Joseph Stalin Chart: U.S. Aims Versus Soviet Aims in Europe Map: The Iron Curtain, 1949

Graph: The Marshall Plan

More About: Joseph Stalin; Eastern Europe;

General George C. Marshall; The Berlin Airlift

Tracing Themes

Skillbuilder Lesson: Analyzing Motives

Political Cartoon

Primary Source: Letter to His Daughter

■

■ PE, pp. 806–807

■

■ PE, pp. 806–807

■

■ TE, p. 806 Time Line Discussion

■

■ PE, p. 807

■

■ PE, p. 808

■

■ PE, pp. 804–814

■

■ TE, pp. 808, 810, 812, 813

■

■ PE, p. 809

■

■ PE, p. 810

■

■ PE, p. 811

■

■ PE, p. 812

■

■ TE, pp. 809, 811, 812, 813

■

■ TE, p. 810

■

■ TE, p. 811

■

■ Unit 7 In-Depth Resources: Skillbuilder Practice, p. 50

■

■ PE, p. 814

■

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 10.04, 10.05, 11.06

1.01, 1.03, 1.04, 1.06, 1.08, 2.02, 2.03, 3.01, 3.02, 4.01

(4)

Lesson Plan for Origins of the Cold War continued

■

■ Critical Thinking Transparencies CT23, CT57

■

■ TE, p. 809

■

■ TE, p. 812

■

■ Unit 7 In-Depth Resources: Geography Application: The Marshall Plan, pp. 55–56

■

■ TE, p. 810

■

■ Access for Students Acquiring English, pp. 258, 262

■

■ Section 1 Quiz

■

■ Harry S. Truman, The Truman Doctrine, 1947

■

■ classzone.com

■

■ PE, p. 814

■

■ TE, p. 814

■

■ TE, p. 813

■

■ Geography Transparency GT26 Critical Thinking: The New Deal; U.S.

Economic Indicators

World History: Analyzing Stalin and His Regime Economics: The Marshall Plan

Differentiating Instruction

Less Proficient Readers: Clarifying Ideas

Electronic Library of Primary Sources America’s Music CD

Using the Internet

Block Scheduling Options

Cooperative Learning: Charting the Berlin Airlift

Geography: The Berlin Airlift, 1948–1949

RESOURCES

(5)

The Cold War Heats Up

1. Explain how Communists came to power in China and how the United States reacted.

2. Summarize the events of the Korean War.

3. Explain the conflict between President Truman and General MacArthur.

RESOURCES

Instruct

Read the section

One American’s Story: Philip Day, Jr.

Chart: Nationalists Versus Communists, 1945 World Stage: Taiwan

Maps: The Korean War, 1950–1953 More About: Chiang Kai-shek; The North

Korean Attack; U.S. Action in Korea;

Beverly Scott; The Korean War; The Firing of MacArthur

Another Perspective: India’s Viewpoint Now & Then: The Two Koreas

American Lives: Douglas MacArthur

World History: Researching Mao Zedong Geography: Taiwan and People’s Republic of

China

Government: The United Nations

■

■ PE, p. 815

■

■ PE, pp. 815–821

■

■ TE, pp. 815, 817, 818

■

■ PE, p. 815

■

■ PE, p. 816

■

■ PE, p. 817

■

■ PE, p. 819

■

■ TE, pp. 816–820

■

■ PE, p. 820

■

■ PE, p. 821

■

■ TE, p. 816

■

■ TE, p. 817

■

■ TE, p. 819

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 10.05, 11.06

Skills Competency Goals 1.01, 1.04, 1.06, 1.08, 3.01, 4.01, 4.02, 4.08

(6)

Lesson Plan for The Cold War Heats Up continued

■

■ TE, p. 820

■

■ TE, p. 818

■

■ Section 2 Quiz

■

■ Douglas MacArthur, Frustration in Korea, 1947

■

■ classzone.com

■

■ PE, p. 821

■

■ TE, p. 821

■

■ Unit 7 In-Depth Resources, pp. 58–59 Differentiating Instruction

Gifted and Talented Students: Assessing General MacArthur’s Actions

Students Acquiring English/ESL: Clarifying Phrases and Terms

Using the Internet

Primary Source: Farewell to Congress

RESOURCES

(7)

The Cold War at Home

1. Describe government efforts to investigate the loyalty of U.S. citizens.

2. Explain the spy cases of Alger Hiss and Julius and Ethel Rosenberg.

3. Describe the efforts of Senator Joseph McCarthy to

investigate alleged Communist influence in the United States.

RESOURCES

Instruct

Read the section

One American’s Story: Tony Kahn

Historical Spotlight: Paul Robeson Now & Then: Television: Making News More About: The Rosenbergs; Espionage;

McCarthyism

Chart: Causes and Effects of McCarthyism Tracing Themes

American Lives: Margaret Chase Smith Cooperative Learning: Investigating

Witch Hunts

Humanities: The Arts and Politics

Differentiating Instruction Less Proficient Readers:

Students Acquiring English/ESL: Clarifying Phrases and Terms

■

■ PE, p. 822

■

■ PE, pp. 822–827

■

■ TE, pp. 822, 824, 826

■

■ PE, p. 822

■

■ American Stories video series: The Cold War Comes Home

■

■ PE, p. 823

■

■ PE, p. 824

■

■ TE, pp. 825, 826

■

■ PE, p. 827

■

■ TE, p. 823

■

■ TE, p. 826

■

■ TE, p. 823

■

■ TE, p. 825

■

1.01, 1.04, 1.06, 1.08, 3.02, 3.04, 3.05, 4.01, 4.03, 4.06, 4.08

(8)

Lesson Plan for The Cold War at Home continued

■

■ Section 3 Quiz

■

■ Paul Robeson, Statement on Civil Liberties in America, 1956

■

■ Videocassette Volume 3

■

■ classzone.com

■

■ PE, p. 827

■

■ TE, p. 827

■

■ Unit 7 In-Depth Resources, p.53

■

■ TE, p. 824

■

■ Integrated Assessment Book Integrate Technology

Electronic Teacher Tools Test Generator

American Stories Video Series Using the Internet

Cooperative Learning: Television and Public Opinion

RESOURCES

(9)

Two Nations Live on the Edge

1. Explain the policy of brinkmanship.

2. Describe American and Soviet actions that caused the Cold War to spread around the world.

3. Summarize the impact of Sputnik and the U-2 incident on the United States.

RESOURCES

Instruct

Read the section

One American’s Story: Annie Dillard Map: The Warsaw Pact and NATO, 1955 World Stage: Israel

Graph: U.S. Budget, 1940–2000

American Literature: Science Fiction Reflects Cold War Fears

More About: John Foster Dulles; Warsaw Pact; The Hungarian Uprising; The U-2 Incident; Ray Bradbury; A Canticle for Leibowitz

Tracing Themes

Literature: from The Nuclear Age

Critical Thinking: The Cold War; The Space Race

Science: Technology and Politics Humanities: Bomb Shelter Under

Construction; Wonder Why We’re Not Keeping Pace?

■

■ PE, p. 828

■

■ PE, pp. 828–835

■

■ TE, pp. 828, 829, 832, 835

■

■ PE, p. 828

■

■ PE, p. 830

■

■ PE, p. 831

■

■ PE, p. 832

■

■ PE, pp. 834–835

■

■ TE, pp. 829–831, 833–835

■

■ TE, p. 832

■

■ TE, p. 832

■

■ Humanities Transparencies HT25, HT41

NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 10.05, 11.01, 11.05, 11.06

1.01, 1.02, 1.04, 1.06, 2.02, 2.03, 3.01, 3.02, 3.05, 4.01, 4.06, 4.08

(10)

Lesson Plan for Two Nations Live on the Edge continued

■

■ TE, p. 829

■

■ TE, p. 830

■

■ Access for Students Acquiring English, pp. 261, 263–264

■

■ Section 4 Quiz

■

■ Chapter Test

■

■ classzone.com

■

■ PE, p. 833

■

■ TE, p. 833

■

■ PE, pp. 836–837

■

Less Proficient Readers: Clarifying Events

Gifted and Talented Students: Researching and Analyzing Covert Action

Using the Internet

Cooperative Learning: Creating a Political Cartoon

RESOURCES

(11)

The Postwar Boom 211

Postwar America

1. Identify economic and social problems Americans faced after World War II.

2. Explain how the desire for stability led to political conservatism.

3. Describe causes and effects of social unrest in the postwar period.

4. Contrast domestic policy under presidents Truman and Eisenhower.

RESOURCES

Interpreting the Photograph: Suburban backyard

Chapter Time Line

Instruct

Read the section

One American’s Story: Donald Katz Graphs: A Dynamic Economy Historical Spotlight: Jackie Robinson Cooperative Learning: Researching the

Negro Leagues

Map: Presidential Election of 1948 Primary Source: Political Cartoon

More About: Levittown; Postwar Inflation;

Harry S. Truman; Election of 1952;

Eisenhower and Civil Rights American Lives: Jackie Robinson

■

■ PE, pp. 838–839

■

■ PE, pp. 838–839

■

■ PE, p. 839

■

■ PE, p. 840

■

■ PE, pp. 840–846

■

■ TE, pp. 840, 842–843, 845

■

■ PE, p. 840

■

■ PE, p. 842

■

■ PE, p. 843

■

■ TE, p. 843

■

■ PE, p. 844

■

■ TE, pp. 841, 843, 845–846

■

1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.01, 3.02, 4.01, 4.06

(12)

Lesson Plan for Postwar America continued

■

■ TE, p. 844

■

■ TE, pp. 842, 845

■

■ Section 1 Quiz

■

■ classzone.com

■

■ PE, p. 846

■

■ TE, p. 846

■

■ TE, p. 841

■

■ Integrated Assessment Book Cross-Curricular Links

Civics: Examining the Role of Third Parties

Less Proficient Readers: Understanding Cause and Effect; Analyzing Issues Students Acquiring English/ESL

Using the Internet

Cooperative Learning: Exploring Postwar Life

RESOURCES

(13)

The American Dream in the Fifties

1. Explain how changes in business affected workers.

2. Describe the suburban lifestyle of the 1950s.

3. Identify causes and effects of the boom in the automobile industry.

4. Explain the increase in consumerism in the 1950s.

RESOURCES

Instruct

Read the section

Discuss key questions Now & Then: Franchises Key Player: Jonas Salk

History Through Art: After the Prom

More About: The Suburban Lifestyle; Comic Books; The Interstate Highway System; Car Ads; Advertising and Alienation; Credit Cards; Advertising; Postwar Suburbs Infographic: Americans Hit the Road Tracing Themes

Now & Then: Southern California and the Automobile

Geography Spotlight: The Road to Suburbia Highway Construction

Critical Thinking: Percentage of Urban- Suburban Growth Rates, 1920–1970 Cross-Curricular Links

Economics: Franchising; Automobile Advertising

Literature: from The Man in the Gray Flannel Suit

Geography: The Baby Boom

■

■ PE, p. 847

■

■ PE, pp. 847–857

■

■ TE, pp. 847, 852, 854, 857

■

■ PE, p. 848

■

■ PE, p. 850

■

■ PE, p. 851

■

■ TE, pp. 849, 851–856

■

■ PE, p. 843

■

■ TE, pp. 850, 853

■

■ PE, p. 852

■

■ PE, pp. 856–857

■

■ Humanities Transparency HT42

■

■ TE, pp. 848, 853

■

1.01, 1.04, 1.06, 1.08, 2.01, 2.02, 2.04, 3.02, 3.05, 5.02, 5.03

(14)

Lesson Plan for The American Dream in the Fifties continued

■

■ TE, p. 852

■

■ TE, p. 850

■

■ TE, p. 849

■

■ Access for Students Acquiring English, pp. 268, 272–273

■

■ Section 2 Quiz

■

■ Track 25, “Atotonilco,” 1958

■

■ classzone.com

■

■ PE, p. 855

■

■ TE, p. 855

■

Proficient Readers: Understanding Main Ideas and Details

Gifted and Talented Students: Analyzing The Feminine Mystique

Students Acquiring English/ESL: Vocabulary

Using the Internet

Cooperative Learning: Creating an Ad

RESOURCES

(15)

Popular Culture

1. Explain how television programs in the 1950s reflected middle class values.

2. Explain how the beat movement and rock’n’roll music clashed with middle class values.

3. Describe ways that African-American entertainers integrated the media in the 1950s.

RESOURCES

Instruct

Read the section

Historical Spotlight: TV Quiz Shows Graphs: Glued to the Set

Skillbuilder Lesson: Primary and Secondary Sources

Tracing Themes

More About: James Dean; Jack Kerouac; TV and Rock ‘n’ Roll; Nat “King” Cole;

Rock ‘n’ Roll

History Through Music: “Hound Dog”—

A Rock ‘n’ Roll Crossover

Daily Life: The Emergence of the Teenager American Lives: Milton Berle

Popular Culture: Analyzing 1950s Television Shows

Music: Examining “Oldies But Goodies”

Literature: from 1959

■

■ PE, p. 858

■

■ PE, pp. 858–865

■

■ TE, pp. 858, 861, 865

■

■ PE, p. 859

■

■ PE, p. 859

■

■ TE, p. 861

■

■ TE, p. 860

■

■ TE, pp. 860–864

■

■ PE, p. 862

■

■ PE, pp. 864–865

■

■ TE, p. 860

■

■ TE, p. 862

■

Skills Competency Goals 1.01, 1.02, 1.04, 1.06, 1.08, 3.02, 3.05

(16)

Lesson Plan for Popular Culture continued

■

■ Section 3 Quiz

■

■ classzone.com

■

■ PE, p. 863

■

■ TE, p. 863

■

■ TE, p. 859

■

■ Integrated Assessment Book Differentiating Instruction

Cooperative Learning: The Impact of Television on Family Life

RESOURCES

(17)

The Other America

1. Explain how the white migration to the suburbs created an urban crisis.

2. Describe the efforts of minorities to gain equal rights and fight poverty.

RESOURCES

Instruct

Read the section

One American’s Story: James Baldwin Graph: Income Gap in America More About: James Baldwin; Michael

Harrington; Braceros Tracing Themes

Primary Source: from The Other America Primary Source: The Voluntary Relocation

Program Art: Her World

Less Proficient Readers: Using Context Clues

Gifted and Talented Students: Mexican Immigration

■

■ PE, p. 866

■

■ PE, pp. 660–663

■

■ TE, pp. 866, 868

■

■ PE, p. 866

■

■ PE, p. 867

■

■ TE, pp. 867–868

■

■ TE, p. 868

■

■ TE, p. 867

■

■ TE, p. 868

■

Skills Competency Goals 1.01, 1.03, 1.06, 3.02, 4.06

(18)

Lesson Plan for The Other America continued

■

■ Section 4 Quiz

■

■ Chapter Test

■

■ classzone.com

■

■ PE, p. 869

■

■ TE, p. 869

■

■ PE, pp. 870–871

■

■ Critical Thinking Transparency CT27 Integrate Technology

Electronic Teacher Tools Test Generator

Using the Internet

Critical Thinking: The Postwar Boom

RESOURCES

(19)

The New Frontier and the Great Society 219

Kennedy and the Cold War

1. Identify the factors that contributed to Kennedy’s election in 1960.

2. Describe the new military policy of the Kennedy administration.

3. Summarize the crises that developed over Cuba.

4. Explain the Cold War symbolism of Berlin in the early 1960s.

RESOURCES

Interpreting the Photograph: Gemini 6 spacewalk

Chapter Time Line

Instruct

Read the section

One American’s Story: John F. Kennedy Another Perspective: Eisenhower’s Warning Political Cartoon

Map: Cuban Missile Crisis, October 1962 Key Players: John F. Kennedy and Nikita

Khrushchev

World Stage: The Berlin Wall, 1961 Infographic: The Berlin Wall

More About: The Kennedy-Nixon Debates;

The King Arrest; Kennedy’s Inaugural Address; The Bay of Pigs Invasion; The Cuban Missile Crisis; Nikita Khrushchev Kennedy and Berlin; The Berlin Wall

■

■ PE, pp. 874–875

■

■ PE, pp. 874–875

■

■ PE, p. 875

■

■ PE, p. 876

■

■ PE, pp. 876–884

■

■ TE, pp. 876, 879, 883

■

■ PE, p. 876

■

■ PE, p. 879

■

■ PE, p. 880

■

■ PE, p. 881

■

■ PE, p. 882

■

■ PE, p. 883

■

■ PE, p. 883

■

■ TE, pp. 877, 878, 880–884

■

■ Unit 8 In-Depth Resources: Primary Source: JFK’s Inaugural Address, pp. 11–12

1.01, 1.02, 1.04, 1.06, 1.08, 2.02, 2.03, 3.01, 3.04, 3.05, 4.01, 4.05, 4.06

(20)

Lesson Plan for Kennedy and the Cold War continued

■

■ TE, p. 877

■

■ TE, p. 880

■

■ TE, p. 878

■

■ TE, p. 881

■

■ TE, p. 883

■

■ TE, p. 879

■

■ TE, p. 882

■

■ Access for Students Acquiring English, pp. 276, 279, 280–281

■

■ Section 1 Quiz

■

■ classzone.com

■

■ PE, p. 884

■

■ TE, p. 884

■

■ TE, p. 880

■

■ Integrated Assessment Book Skillbuilder Lesson: Predicting Effects

Tracing Themes

Government: The President’s Staff

World History: Gathering Cuban Missile Crisis Memories

Geography: Berlin and Germany

Less Proficient Readers: Chronological Order

Students Acquiring English/ESL:

Understanding Cold War Terminology

Cooperative Learning: Debating the Bay of Pigs

RESOURCES

(21)

The New Frontier

1. Summarize the New Frontier domestic and foreign agendas.

2. Describe the tragic chain of events surrounding Kennedy’s assassination.

RESOURCES

Instruct

Read the section

One American’s Story: Alan Shepard

Economic Background: What is a Recession?

Historical Spotlight: Johnson and Mission Control

Graphs: U.S. Space Race Expenditures, 1959–1975

More About: The Peace Corps; Kennedy and Civil Rights; Migrant Farm Workers

Now & Then: Kennedy’s Assassination Geography Spotlight: The Movement of

Migrant Workers Tracing Themes

American Lives: Alan Shepard Art: The Nation Mourns

Science: The Continuing Commitment to Space Exploration

Literature: from Paper Wings

■

■ PE, p. 885

■

■ PE, pp. 885–891

■

■ TE, pp. 885, 888, 891

■

■ PE, p. 885

■

■ PE, p. 886

■

■ PE, p. 887

■

■ PE, p. 887

■

■ TE, pp. 886, 888, 890

■

■ PE, p. 889

■

■ PE, pp. 890–891

■

■ TE, p. 887

■

■ TE, p. 887

■

Skills Competency Goals 1.01, 1.03, 1.04, 1.06, 1.08, 4.06, 5.02, 5.03

(22)

Lesson Plan for The New Frontier continued

■

■ TE, p. 888

■

■ Section 2 Quiz

■

■ Tom Wicker, from That Day in Dallas, 1963

■

■ classzone.com

■

■ PE, p. 889

■

■ TE, p. 889

■

■ TE, p. 886

■

■ Geography Transparency GT28 Differentiating Instruction

Gifted and Talented Students: The Warren Report and Conspiracy Theories

Using the Internet

Cooperative Learning: Writing an Advertisement for the Peace Corps Geography: Influence of Alliance for

Progress

RESOURCES

(23)

The Great Society

1. Describe the political path that led Johnson to the White House.

2. Explain Johnson’s efforts to enact a domestic agenda.

3. Summarize the goals of Johnson’s Great Society.

4. Identify the reforms of the Warren Court.

5. Evaluate the impact of Great Society programs.

RESOURCES

Instruct

Read the section

Key Player: Lyndon B. Johnson World Stage: The War in Vietnam Tracing Themes

Chart: Great Society Programs, 1964–1967 More About: Barry Goldwater; Education

and Government; Medicare and Medicaid;

Rights of the Accused; Warren’s Opinions;

The Politics of Crime

Now & Then: Medicare on the Line Point/Counterpoint

Political Cartoon

Politics: Presidential Campaigns: Then and Now

Government: Project Head Start

Civics: Consumer Protection

■

■ PE, p. 892

■

■ PE, pp. 892–901

■

■ TE, pp. 892, 893, 895, 897, 899, 901

■

■ PE, p. 893

■

■ PE, p. 894

■

■ TE, pp. 894, 897

■

■ PE, p. 896

■

■ TE, pp. 894–896, 898, 900, 901

■

■ PE, p. 897

■

■ PE, p. 898

■

■ PE, p. 899

■

■ TE, p. 894

■

■ TE, p. 895

■

■ TE, p. 897

1.01, 1.04, 1.06, 2.02, 2.03, 2.06, 3.02, 3.04, 3.05, 4.02, 4.06, 4.07

(24)

Lesson Plan for The Great Society continued

■

■ TE, p. 893

■

■ TE, p. 888

■

■ Section 3 Quiz

■

■ Chapter Test

■

■ U.S. Government, from Civil Rights Act of 1964

■

■ National Lawyers Guild, from Citizens’ Guide to the Civil Rights Act of 1964

■

■ classzone.com

■

■ PE, p. 899

■

■ TE, p. 899

■

■ PE, pp. 902–903

■

■ TE, p. 896

■

Less Proficient Readers: Finding Main Idea and Supporting Details

Gifted and Talented Students: Mexican Immigration

Using the Internet

Cooperative Learning: Outlining Provisions for a Great Society Program

RESOURCES

(25)

Civil Rights 225

Taking on Segregation

1. Explain how legalized segregation deprived African Americans of their rights as citizens.

2. Summarize civil rights legal activity and the response to the Plessy and Brown cases.

3. Trace Dr. Martin Luther King, Jr.’s, civil rights activities, beginning with the Montgomery Bus Boycott.

4. Describe the expansion of the civil rights movement.

RESOURCES

Interpreting the Photograph: March from Selma to Montgomery

Chapter Time Line

Instruct

Read the section

Map: U.S. School Segregation, 1952 World Stage: Apartheid—Segregation in

South Africa

Key Player: Thurgood Marshall Key Player: Rosa Parks

Key Player: Martin Luther King, Jr.

Historic Decisions of the Supreme Court:

Brown v. Board of Education of Topeka (1954)

Primary Source: Crisis in Little Rock Geography: The Brown Decision, 10 Years

Later

■

■ PE, pp. 904–905

■

■ PE, pp. 904–905

■

■ PE, p. 905

■

■ PE, p. 906

■

■ PE, pp. 906–915

■

■ TE, pp. 906, 908, 910, 912, 915

■

■ PE, p. 907

■

■ PE, p. 907

■

■ PE, p. 908

■

■ PE, p. 910

■

■ PE, p. 912

■

■ PE, pp. 914–915

■

1.01, 1.02, 1.03, 1.04, 1.06, 2.02, 2.03, 2.05, 2.06, 3.01, 4.01, 4.02, 4.06

(26)

Lesson Plan for Taking on Segregation continued

■

■ TE, p. 907

■

■ TE, p. 908

■

■ TE, p. 911

■

■ TE, p. 909

■

■ Access for Students Acquiring English, pp. 284, 287, 288–289

■

■ Section 1 Quiz

■

■ Martin Luther King, from Stride Toward Freedom, 1958

■

■ Videocassette Volume 3

■

■ classzone.com

■

■ PE, p. 913

■

■ TE, p. 913

■

■ TE, p. 912

■

■ Critical Thinking Transparency CT29 Cross-Curricular Links

World History: Researching the Life of Nelson Mandela

Civics: Brown v. Board of Education

Less Proficient Readers: Activating Prior Knowledge

Gifted and Talented Students: Researching the ”Little Rock Nine”

Electronic Library of Primary Sources

America’s Music CD American Stories Videos Using the Internet

Cooperative Learning: Civil Rights Organizations

Critical Thinking: The Civil Rights Movement

RESOURCES

(27)

The Triumph of a Crusade

1. Identify the goal of the freedom riders.

2. Explain how civil rights activism forced President Kennedy to act against segregation.

3. State the motives of the 1963 March on Washington.

4. Describe the tactics tried by civil rights organizations to secure passage of the Voting Rights Act.

RESOURCES

Instruct

Read the section

History Through Photojournalism: Ernest Withers

Chart: Civil Rights Acts of the 1950s and 1960s

Tracing Themes

More About: National Media Coverage of Birmingham; “Letter from a Birmingham Jail;” Birmingham Church Bombing Historical Spotlight: Twenty-Fourth

Amendment—Barring Poll Taxes

Primary Sources: Civil Rights Song; “I Have a Dream”; Political Poster

American Lives: A. Philip Randolph Humanities: March on Washington

Humanities: Presenting Images and Sounds of a Historic Time

Literature: from And All Our Wounds Forgiven

■

■ PE, p. 916

■

■ PE, pp. 916–922

■

■ TE, pp. 916, 917, 920, 921

■

■ PE, p. 919

■

■ PE, p. 920

■

■ PE, pp. 917, 921

■

■ TE, pp. 918, 920

■

■ PE, p. 922

■

■ TE, p. 919

■

Skills Competency Goals 1.01, 1.06, 3.02, 3.05

(28)

Lesson Plan for The Triumph of a Crusade continued

■

■ Geography Transparency GT29

■

■ TE, p. 917

■

■ TE, p. 920

■

■ Section 2 Quiz

■

■ classzone.com

■

■ PE, p. 922

■

■ TE, p. 922

■

■ TE, p. 918

■

■ TE, p. 921

■

■ Integrated Assessment Book Geography: Percentage of Registered

African Americans of Voting Age

Differentiating Instruction Less Proficient Readers

Gifted and Talented Students: Divergent Views Within the Movement

Students Acquiring English/ESL:

Understanding a Speech and Its Impact

Using the Internet

Cooperative Learning: Creating News Reports on the Birmingham Protests Cooperative Learning: Civil Rights Time Line,

1963–1965

RESOURCES

(29)

Challenges and Changes in the Movement

1. Compare segregation in the North with segregation in the South.

2. Identify the leaders who shaped the Black Power movement.

3. Describe the reaction to the assassination of Martin Luther King, Jr.

4. Summarize the accomplishments of the civil rights movement.

RESOURCES

Instruct

Read the section

One American’s Story: Alice Walker Tracing Themes

Key Player: Malcolm X

Historical Spotlight: Shirley Chisholm Graphs: Changes in Poverty and Education Tracing Themes: Civil Rights

More About: The Harlem Riot; Stokely Carmichael; The Black Panthers; Martin Luther King, Jr.; Civil Rights; Civil Rights and Persons With Disabilities

Critical Thinking: The Civil Rights

Movement; African-American Educational Attainment, 1960–1995

Humanities: Researching Kwanzaa

Civics: Discussing Tolerance

■

■ PE, p. 923

■

■ PE, pp. 923–931

■

■ TE, pp. 923, 925, 927, 928, 931

■

■ PE, p. 923

■

■ TE, p. 924

■

■ PE, p. 925

■

■ PE, p. 928

■

■ PE, p. 929

■

■ PE, pp. 930–931

■

■ TE, pp. 924, 926, 927, 930, 931

■

■ TE, p. 926

■

■ TE, p. 928

Skills Competency Goals 1.01, 1.04, 1.06, 1.08, 2.06, 3.02

(30)

Lesson Plan for Challenges and Changes in the Movement continued

■

■ TE, p. 924

■

■ TE, p. 925

■

■ Section 3 Quiz

■

■ Chapter Test

■

■ Malcolm X, from A Speech to Mississippi Youth, 1964

■

■ classzone.com

■

■ PE, p. 929

■

■ TE, p. 929

■

■ PE, pp. 932–933

■

■ TE, p. 927

■

Less Proficient Readers: Interpreting Photographs

Gifted and Talented Students Students Acquiring English/ESL

Using the Internet

Cooperative Learning: Creating a Historical Atlas

RESOURCES

(31)

The Vietnam War Years 231

Moving Toward Conflict

1. Summarize Vietnam’s history as a French colony and its struggle for independence.

2. Examine how the United States became involved in the Vietnam conflict.

3. Describe the expansion of U.S. military involvement under President Johnson.

RESOURCES

Interpreting the Photograph: Soldiers patrolling

Chapter Time Line

Instruct

Read the section

One American Story: Lieutenant Colonel A.

Peter Dewey

Key Player: Ho Chi Minh Tracing Themes

Map: Indochina, 1959

History Through Photojournalism:

Interpreting a Photograph

More About: Vietcong; Ho Chi Minh Trail;

Tonkin Gulf Resolution

Critical Thinking: The War in Vietnam Geography: The Vietnam War, 1964–1975

■

■ PE, pp. 934–935

■

■ PE, pp. 934–935

■

■ PE, p. 935

■

■ PE, p. 936

■

■ PE, pp. 936–941

■

■ TE, pp. 936, 938, 940

■

■ PE, p. 936

■

■ PE, p. 937

■

■ TE, pp. 937, 940

■

■ PE, p. 939

■

■ TE, p. 940

■

■ TE, pp. 938, 939, 941

■

Skills Competency Goals 1.01, 1.03, 1.06, 1.08, 2.02, 2.03, 3.01, 4.01, 4.06

(32)

Lesson Plan for Moving Toward Conflict continued

■

■ TE, pp. 937, 938

■

■ TE, p. 939

■

■ Section 1 Quiz

■

■ U.S. Government, The Tonkin Gulf Resolution, 1964

■

■ classzone.com

■

■ PE, p. 941

■

■ TE, p. 941

■

■ TE, p. 940

■

■ Integrated Assessment Book Cross-Curricular Links

World History: Chinese Influence in Vietnam; Division of Vietnam Geography: Environmental Issues in

Military Conflict

Differentiating Instruction Less Proficient Readers

Using the Internet

Cooperative Learning: Researching Buddhism

RESOURCES

(33)

The Vietnam War Years 233

U.S. Involvement and Escalation

1. Explain the reasons for the escalation of U.S. involvement in Vietnam.

2. Describe the military tactics and weapons used by U.S.

forces and the Vietcong.

3. Explain the impact of the war on American society.

RESOURCES

Instruct

Read the section

Key Player: General William Westmoreland Illustration: Tunnels of the Vietcong

Now & Then: Land Mines

More About: Army of the Republic of Vietnam; Agent Orange; Philip Caputo;

J. William Fulbright

Skillbuilder Lesson: Distinguishing Fact From Opinion

Primary Source: Letters from a Vietnam Soldier

American Lives: Robert McNamara

World History: Guerilla Warfare

Science: Agent Orange

Geography: The Vietnam War

■

■ PE, p. 942

■

■ PE, pp. 942–947

■

■ TE, pp. 942, 944, 946

■

■ PE, p. 943

■

■ PE, p. 944

■

■ PE, p. 945

■

■ TE, pp. 943, 945–947

■

■ TE, p. 943

■

■ TE, p. 944

■

■ TE, p. 945

■

Skills Competency Goals 1.01, 1.03, 1.04, 1.06, 4.06

(34)

Lesson Plan for U.S. Involvement and Escalation continued

■

■ Section 2 Quiz

■

■ Lyndon B. Johnson, from Peace Without Conquest, 1965

■

■ classzone.com

■

■ PE, p. 947

■

■ TE, p. 947

■

Using the Internet

Cooperative Learning: Simulating a TV Interview