Experience the World. Shape the Future. · CHAPTER 4 Becoming a ... Teacher Guide Pass-1 Vendor:...
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Online Language Learners Teaching Guide Samplermhecalifornia .com
CALIFORNIA
SOCIAL STUDIES
Experience the World. Shape the Future.
United States History Sampler
CHAPTER 4 Becoming a World Power
The full Language Learners Teaching Guide is available online! Go to mhecalifornia.com
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Welcome to
Language Learners Teaching Guide
Program: LLTG Component: Teacher GuidePass-1
Vendor: SPi-Global Grade: HS
LL1_LL18_LL_CA_T_USHG_FM_675585.indd 3 01/07/17 12:15 am
Language Learners Teaching GuideThe California IMPACT Social Studies Language Learners Teaching Guide provides a focused language study designed to support language learners and help them gain content knowledge in the complex literacy-based History-Social Science discipline. The instructional model respects knowledge development as a process focused on growth, not mastery.
His
tory
/Soc
ial S
tudies
E
nglish Language Arts Sciences
Mathematics Arts
Te
chnic
al Su
bjec
ts
Interpreting complex
informational and literary
text
Taking a stand and supporting
it with evidence
Valuing multilingualism
and cultural diversity
Engaging in collaborative discussions
about content
Developing language awareness and using academic language
The How: Processes
The Why: Purposes
The What: Resources
California ELD Standards
Using English Purposefully for:Describing, explaining, persuading, informing, justifying, negotiating, entertaining, retelling, etc.
Interacting in Meaningful Ways:• Collaborating with others• Interpreting meaning• Producing meaningful messages
Understanding How English Works:• Structuring cohesive texts• Expanding and enriching ideas• Combining and condensing
ideas
LL4 Language Learners Teaching Guide
Program: LLTG Component: Teacher GuidePass-1
Vendor: SPi-Global Grade: HS
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Material included in this samplerTable of Contents
McGraw-Hill Education’s Guiding Principles for Supporting English Learners � � � � � � � � � � � � � � � � � LL10
Cultivate Meaning and Support Language � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LL12
Language Proficiency Level Descriptors � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LL14
Collaborative Conversations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LL15
Strategies for Classroom Discussion � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LL16
Reference Section
Language Transfers Handbook � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � LH1
California English Language Development Standards � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �CA25
CHAPTER 1
Creating a Nation, Beginnings to 1877
CHAPTER 1 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 1
Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �2
Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �5
Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �8
Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 11
CHAPTER 2
War and the West, 1861–1890
CHAPTER 2 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 13
Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 14
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Lesson 5 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �26
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CHAPTER 3
Creating a Modern America, 1865–1901
CHAPTER 3 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 31
Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �32
Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �35
Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �38
Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 41
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Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �47
Language Learners Teaching Guide LL5
Program: LLTG Component: Teacher GuidePass-1
Vendor: SPi-Global Grade: HS
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Chapter included in this samplerCHAPTER 4
Becoming a World Power, 1872–1917
CHAPTER 4 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �49
Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �50
Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �53
Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �56
Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �59
CHAPTER 5
The Progressive Movement, 1890–1917
CHAPTER 5 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �61
Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �62
Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �65
Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 68
Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 71
CHAPTER 6
World War I and Its Aftermath, 1917–1920
CHAPTER 6 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �73
Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �74
Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �77
Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 80
Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �83
Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 86
CHAPTER 7
The Jazz Age, 1921–1929
CHAPTER 7 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �87
Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 88
Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �91
Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �94
Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �97
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CHAPTER 8
The Great Depression Begins, 1929–1932
CHAPTER 8 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �105
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LL1_LL18_LL_CA_T_USHG_FM_675585.indd 6 01/07/17 12:15 am
CHAPTER 9
Roosevelt and the New Deal, 1931–1941
CHAPTER 9 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 117
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CHAPTER 10
A World in Flames, 1931–1941
CHAPTER 10 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �129
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CHAPTER 11
American and World War II, 1941–1945
CHAPTER 11 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 141
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CHAPTER 12
The Cold War Begins, 1945–1960
CHAPTER 12 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �155
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CHAPTER 13
Post-War America, 1945–1960
CHAPTER 13 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �169
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Language Learners Teaching Guide LL7
Program: LLTG Component: Teacher GuidePass-1
Vendor: SPi-Global Grade: HS
LL1_LL18_LL_CA_T_USHG_FM_675585.indd 7 01/07/17 12:15 am
CHAPTER 14
The New Frontier and the Great Society, 1960–1968
CHAPTER 14 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 181
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CHAPTER 15
The Civil Rights Movement, 1954–1968
CHAPTER 15 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �193
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CHAPTER 16
The Vietnam War, 1954–1975
CHAPTER 16 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 205
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Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �212
Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �215
CHAPTER 17
The Politics of Protest, 1960–1980
CHAPTER 17 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �217
Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �218
Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �221
Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 224
Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 227
CHAPTER 18
Politics and Economics, 1968–1980
CHAPTER 18 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 229
Lesson 1� � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 230
Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 233
Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 236
Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 239
Lesson 5 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 242
Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 245
LL8 Language Learners Teaching Guide
Program: LLTG Component: Teacher GuidePass-1
Vendor: SPi-Global Grade: HS
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CHAPTER 19
The Resurgence of Conservatism, 1980–1992
CHAPTER 19 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 247
Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 249
Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �251
Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 254
Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �257
Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 245
CHAPTER 20
A Time of Change, 1980–2000
CHAPTER 20 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �261
Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 262
Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 265
Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 268
Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �271
CHAPTER 21
America’s Challenge for a New Century, 2001–2008
CHAPTER 21 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �273
Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 274
Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �277
Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 280
Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 283
CHAPTER 22
Obama and Beyond, 2008–Present
CHAPTER 22 OPENER � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 285
Lesson 1 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 286
Lesson 2 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 289
Lesson 3 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 292
Lesson 4 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 295
Lesson 5 � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � 298
Analyzing Sources � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �301
Language Learners Teaching Guide LL9
Program: LLTG Component: Teacher GuidePass-1
Vendor: SPi-Global Grade: HS
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McGraw-Hill Education’s Guiding Principles for Supporting English Learners
McGraw-Hill Education is committed to providing English Learners appropriate support as they simultaneously learn content and language. As an organization, we recognize that the United States is a culturally and linguistically diverse country. Moreover, this diversity continues to increase, with corresponding growth in the number of English Learners (ELs). In 2012-2013, an estimated 4.85 million ELs were enrolled in U.S. schools; this subgroup now makes up nearly 10% of the total public school enrollment (Ruiz-Soto, Hooker, and Batalova, 2015). In fact, ELs are the fastest growing student population in the country, growing 60% in the last decade, compared with only 7% growth of the general student population (Grantmakers for Education, 2013). Perhaps most interesting of all, the vast majority of ELs – 85% of prekindergarten through fifth grade ELs – and 62% of hig school ELS – were born in the United States (Zong & Batalova, 2015). These U.S.-born ELs may be first-, second-, or third-generatio students with strong ties to their cultural roots. A great many ELs come to school with a variety of linguistic and cultural backgrounds from Spanish-speaking countries in South and Central America. In addition, schools experience native speakers from numeous other backgrounds and languages - the most common other languages being Cantonese, Hmong, Korean, Vietnamese, and Haitian Creole. While over 70% of ELs come to school speaking Spanish as their native language, as a group, ELs speak nearly 150 languages (Baird, 2015). The experiences and identities acquired in the context of ELs’ home and communities can transform the simplest classroom into a unique cultural and linguistic microcosm.
English Learners’ success in learning a second language is influenced by a variet of factors besides the instructional method itself, including individual, family, and classroom characteristics; school and community contexts; the attributes of the assessment used to measure progress; and whether the language acquired is a national or foreign language (August & Shanahan, 2006; Genesee, Lindholm-Leary, Saunders, & Christian, 2006). For instance, children’s initial levels of proficienc in their home language(s), along with English, influence new language acquisition ( ugust, Shanahan, Escamilla, K., 2009) as does the quality of school support (Niehaus & Adelson, 2014) and the characteristics of the language learners’ first and second languages (Dressler Kamil, 2006). Given these factors, there is a pressing need for fundamental principles that guide the support of ELs as they acquire content and develop language. Drawing upon extensive research in the field, McGraw-Hill Educatio has developed nine guiding principles for supporting English Learners at all grade levels and in all disciplines.
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LL10 Language Learners Teaching Guide
Program: LLTG Component: Teacher GuidePass-1
Vendor: SPi-Global Grade: HS
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Guiding Principles
Provide Specialized Instruction
Cultivate Meaning
Teach Structure and Form
Develop Language in Context
Scaffold to Support Access
Foster Interaction
Create Affirming Cultural Spaces
Engage Home to Enrich Instruction
Promote Multilingualism
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Language Learners Teaching Guide LL11
Program: LLTG Component: Teacher GuidePass-1
Vendor: SPi-Global Grade: HS
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The California IMPACT Language Learners Teaching Guide provides the designated support designed for use outside of the mainstream classroom. The Language Learners Teaching Guide provides instruction at three language proficiency levels with• Language and content objectives in every lesson• Core content is the vehicle to learning how English works • Gradual release of responsibility to the students accelerate progress• Frequent opportunities for English learners to collaborate, integrate ideas,
and produce language. The key is engagement. Research shows that children learn best when they are engaged with whatever it is they are learning about. Making activities relevant to children’s daily lives is important, too, as is activating what they might already know from their life experiences thus far.
The Designated activities are:• language-focused — to enable ELs to access language and concepts that
prevent them from comprehending the core history-social science core content. They must also develop register awareness so that they understand how and when to use different types of English (everyday vs. academic, formal vs.informal; oral vs. written).
• challenging — students are encouraged to think critically about and analyze information themselves
• productive — ELs are asked to produce English (write or speak), as well as receive it (read or listen)
• collaborative — with lots of opportunities to work in pairs or small groups (with students of different proficiency levels), practicing all four skills
• engaging — activities are student-friendly to engage ELs in the topic or activity presented in the student texts, make them curious to find out more, and enable them to express their creativity. ALL the research shows that children learn best when they are engaged with whatever it is they are learning about (true for adults too!). Making activities relevant to students’ daily lives is important, too, as is connecting to what they might already know in their life experience thus far.
Research shows that ELs are more motivated to learn English when they are integrated in the classroom, interacting with their English-speaking teachers and classmates, and receiving and producing English during their regular classes. ELs greatly benefit from the opportunity to regularly hear and speak English with thei teachers and classmates. ELs learn faster in intellectually challenging classes with meaningful content, engaging activities, and quality instruction. However, research also shows that integrated instruction by itself is not always sufficient, and therefo designated support separate from mainstream classroom instruction is often necessary.
California IMPACT Language Learners Teaching Guide
Cultivate Meaning and Support Language
LL12 Language Learners Teaching Guide
Program: LLTG Component: Teacher GuidePass-1
Vendor: SPi-Global Grade: HS
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Accelerate English language development by building content knowledge and supporting domain-specific languag , tied to the core History-Social Science curriculum. • Ensure equity of access to core
content• Collaborate through speaking, listening,
reading, and writing
Student Edition and Inquiry Journal
Teacher Edition
The purpose of the English Learners Scaffold in the eacher Edition is to “unlock” language or concepts that prevent ELs from comprehending text and participating in classroom discussions and activities. ELs must learn to use and practice English in meaningful and authentic ways, and develop register awareness so that they understand how and when to use different types of English (formal vs informal; oral vs. written).
The Integrated activities are:• leveled — according to the three proficiency levels:
emerging, expanding, and bridging • focused — on one aspect in the student text spread that presents
a specific challenge to ELs due to academic language or a challenging concept
• productive — students are urged to produce English, either written or oral, rather than simply receive it
• collaborative — with abundant opportunities for students of various proficiency levels to work in pairs or small group
CALIFORNIA SOCIAL STUDIES
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HISTORY & GEOGRAPHYUNITED STATES
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connect2.mheducation.com
HISTORY & GEOGRAPHYUNITED STATES
CONTINUITY & CHANGE
CALIFORNIA SOCIAL STUDIES
HISTORY & GEOGRAPHYUNITED STATES
CONTINUITY & CHANGE
CALIFORNIASOCIAL STUDIES
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Language Learners Teaching Guide LL13
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Vendor: SPi-Global Grade: HS
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Research shows that English Learners at all proficiency levels are capable o high-level thinking and can engage in complex, cognitively demanding social and academic activities requiring language, as long as they are provided appropriate linguistic support and scaffolding The three levels of English language proficiency i California IMPACT Social Studies are:
EMERGINGThese students might be newcomers with little knowledge of or exposure to English beyond answering simple questions. They will have varying degrees of proficiency in their native languag . They need a HIGH level of support. Some may be able to write a few words; others may be unfamiliar with Western script. They might lack sufficient vocabulary a oral comprehension to be able to follow directions or classroom activities. However, they typically progress very quickly, learning to use English for immediate needs as well as beginning to understand and use academic language.
EXPANDINGThese students are typically comfortable responding orally in the classroom, despite frequent errors and incorrect word usage. They need a MEDIUM level of support, and will exhibit growing confidence in thei ability to comprehend and respond in English. Students at this level are challenged to increase their English skills in more contexts and learn a greater variety of vocabulary and linguistic structures, applying their growing language skills in more sophisticated ways that are appropriate to their age and grade level.
BRIDGINGStudents at this level continue to learn and apply a range of high-level English language skills in a wide variety of contexts, including comprehension and production of highly technical texts. They require a LOW level of support. The “bridge” alluded to is the transition to full engagement in grade-level academic tasks and activities in a variety of content areas without the need for specialized ELD instruction.
Language Proficiency Level Descriptors
2
3
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LL14 Language Learners Teaching Guide
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Students engage in whole-class, small-group, and partner discussions during every lesson. The chart below provides prompt frames and response frames that will help students at different language proficiency levels interact with each other in meaningful ways.
You may wish to post these frames in the classroom for student reference.
Elaborate and Ask Questions
Can you tell me more about it?
Can you give me some details?
Can you be more specific?
What do you mean by…?
How or why is it important?
I think it means that…
In other words…
It’s important because…
It’s similar to when…
Support Ideas with Evidence
Can you give any examples from the text?
What are some examples from other texts?
What evidence do you see for that?
How can you justify that idea?
Can you show me where the text says that?
The text says that…
An example from another text is…
According to…
Some evidence that supports that is…
Build On or Challenge Partner’s Ideas
What do you think of the idea that…?
Can we add to this idea?
Do you agree?
What are other ideas/ points of view?
What else do we need to think about?
How does that connect to the idea…?
I would add that…
I want to follow up on your idea…
Another way to look at it is…
What you said made me think of…
Paraphrase What do we know so far?
To recap, I think that…
I’m not sure that was clear.
How can we relate what I said to the topic/ question?
So, you are saying that…
Let me see if I understand you…
Do you mean that…?
In other words…
It sounds like you are saying that…
Determine the Main Idea and Key Details
What have we discussed so far?
How can we summarize what we have talked about?
What can we agree upon?
What are main points or ideas we can share?
What relevant details support the main points or ideas?
What key ideas can we take away?
We can say that…
The main idea seems to be…
As a result of this conversation, we think that we should…
The evidence suggests that…
CORE SKILL PROMPT FRAMES RESPONSE FRAMES
Collaborative Conversations
Language Learners Teaching Guide LL15
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Providing multiple opportunities to speak in the classroom and welcoming all levels of participation will motivate English learners to take part in class discussions and build oral proficienc . These basic teaching strategies will encourage whole class and small group discussions for all language proficiency levels of English learners
WAIT TIME/DIFFERENT RESPONSE
• Be sure to give students enough time to answer the question. They may need more time to process their ideas.
• Let them know that they can respond in different ways depending on theirlevels of proficienc . Students can:
» Answer in their native language; then you can rephrase in English
» Ask a more proficient EL spea er to repeat the answer in English
» Answer with nonverbal cues.
ELABORATE
• If students give a one-word answer or a nonverbal clue, elaborate on the answer to model fluent speaking andgrammatical patterns.
• Provide more examples or repeat the answer using proper academic language.
ELICIT
• Prompt students to give a more comprehensive response by asking additional questions or guiding them to get an answer, such as can you tell me more?
• This strategy is very effective whenstudents are analyzing Primary Sources.
ASKING ABOUT MEANING
• Repeating an answer offers anopportunity to clarify the meaning of a response.
• Repeating answer allows you to model the proper form for a response. You can model how to answer in full sentences and use academic language.
• When you repeat the answer, correct any grammar or pronunciation errors.
EMERGING
• What is ________?
• What does ________ mean?
• ________ is _________.
• ________ means ________.
EXPANDING
• Could you tell me what ____ means?
• ____ is similar to ____.
• ____ is another way of saying ____________.
BRIDGING
• Could you give me a definition of ______________?
• Can you point to the evidence from the text?
• What is the best answer? Why?
Strategies for Classroom Discussion
LL16 Language Learners Teaching Guide
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TALK ABOUT LEVEL OF UNDERSTANDING
EMERGING • I understand. / I got it.
• I don’t understand this word / sentence.
EXPANDING • Could you tell me what ____ means?
• ____ is another way of saying ____.
BRIDGING • I think I understand most of it.
• I’m not sure I understand this completely.
STATE YOUR OPINION
EMERGING • I think ____.
EXPANDING • In my opinion, ____.
BRIDGING • My opinion is that ____.
AGREEING WITH SOMEONE’S OPINION
EMERGING • I agree with your opinion or point.
EXPANDING • I agree that ____.
BRIDGING • I have the same opinion as ____. I think that ____.
DISAGREEING WITH SOMEONE’S OPINION
EMERGING • I don’t agree with your opinion or point.
EXPANDING • I don’t agree that ____.
BRIDGING • I can see your point. However, I think that ____.
Language Learners Teaching Guide LL17
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ONLINE LANGUAGE LEARNERS TEACHING GUIDEGRADE 11 SAMPLERCHAPTER 4: BECOMING A WORLD POWER
The full Language Learners Teaching Guide is available online! Go to mhecalifornia.com to access IMPACT: California Social Studies online.
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Becoming a World Power
LESSON 1 The Imperialist Vision
LESSON 2 The Spanish-American War
LESSON 3 New American Diplomacy
ESSENTIAL QUESTION How are empires built?
CHAPTER
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LEVELED SUPPORTInclude students of all English Language proficiency levels in the discussions outlined on this page.
EMERGING Encourage students to participate with words or phrases as they are able.
EXPANDING Support students in using simple sentences to participate in the discussions.
BRIDGING Have students use more complex sentences to participate in the discussions.
Introduce the ChapterAccess Prior Knowledge Discuss with students the concept of an empire. Ask them about empires they have heard about (such as the Roman Empire or a business empire). Explain that this chapter is about how the United States became an empire.
Turn to the Essential Question and ensure students’ comprehension of the words empire and built. Explain that built is the past tense of the verb build. Ask what students think of when they hear the word build. Ask: What are some things that people build? Elicit responses such as roads, bridges, houses, schools, and so on. Guide students to realize that all these things make a city, state, or nation work. Ask students to think of why an empire would be described with the verb build. Guide students to realize that building an empire is a massive effort that not every country has the resources (money, people, materials) to undertake. Discuss with students why a nation might want to become an empire.
Review the lesson titles with students. Find out what students already know about the meaning and use of key words in the titles. Provide comprehensible input as needed. With students, discuss how the meanings of the lesson titles relate to the chapter title.
Place & Time Read the introductory paragraph with students, ensuring comprehension of the terms economists, economic growth, colonization, and acquisition. Ask students to think about how people traveled between America’s East Coast and West Coast at this time. Elicit that people could travel by transcontinental rail or by sailing around South America. Guide students to realize that both routes were long and risky.
Step Into the Place Looking together at the map with students, locate the Canal Zone. Discuss why this location was ideal for building a canal. If necessary, explain that the relief on the map indicates mountains. On the locator globe, have students explore how much shorter the route through the Panama Canal would be, compared to going around the tip of South America. Discuss the impact a shorter journey would have on people and businesses. Offer assistance in answering the question.
Step Into the Time With students, review the time line. Ask students what they notice. Elicit that this was an era of many conflicts between nations that were trying to increase the size of their empires. Assist students with understanding Pan-American (“across the Americas”) and Russo-Japanese (“between Russia and Japan”). Discuss the conflicts that occur around the world.
Chapter 4
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Vendor: SPi-Global Grade: HS
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SPANISH COGNATESindustrializadoaimperialanglosajónaanexionarconvencerreducirconcluir
LANGUAGE OBJECTIVES• Explore the meanings of key content and academic words.• Establish a purpose for reading.• Understand and build noun phrases.• Analyze a sentence that uses a pronoun for a subject and contains however.
CULTIVATE MEANING and SUPPORT LANGUAGELESSON 1
LEVELED SUPPORT EMERGING Encourage students to participate with phrases.
EXPANDING Support students in producing complete sentences.
BRIDGING Have students participate with more complex sentences.
STUDENT EDITION, pages 178–182
Provide contexts for discussing the words with students:
Has anyone ever tried to convince you to do something you knew was wrong? What can we do to reduce our use of plastic? What’s the best advice you’ve ever gotten? What might you conclude if I told you I had to walk to school today?
Encourage students to use the words in their own sentences, either written or spoken.
Explain the words in context by reading the following phrases from the text.
High tariffs in industrialized nationsthe imperial power protected local rulers“The Anglo-Saxon,” Strong declared, “[is] divinely commissioned . . .”want to annex Hawaii
Academic Vocabulary Introduce academic words found in the lesson. Explain that these words are used in many academic texts and settings.
Introduce the LessonBuild Background Preview the lesson with students, discussing with them the lesson title, passage titles, subtitles, and other text features. Offer vocabulary support as needed.
Content Vocabulary Preview with students key content words from the lesson.
The Imperialist Vision
ESSENTIAL QUESTION
How are empires built?
industrialized adjective having many factories
imperial adjective related to an empire
Anglo-Saxon noun a person whose family originally came from England
annex verb take control of another country or area, usually by force
Word Part of Speech Definition
convince verb make someone feel sure something is true
reduce verb cause to become less or smaller
advice noun an opinion you give someone about what to do
conclude verb decide something after thinking about the information you have
Word Part of Speech Definition
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50 Chapter 4
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GRAPHIC ORGANIZERProvide students with a chart to note the sequence of events that led to Hawaii’s annexation.
Building Support for ImperialismGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Offer vocabulary support as needed.
Establish a Purpose for Reading Explain to students that before reading a text, it is important to establish a purpose for reading. Remind them of the Essential Question for the chapter and the Guiding Question for this lesson. Discuss with students the two questions, how they can help guide their reading, and how they are related. (both have to do with power) Solicit ideas from students about what the questions are guiding them to find out about as they read. (how and why the United States became an empire) Ask: Based on what we’ve learned and the questions, what is our purpose for reading? (to find out why the United States wanted more power and how it achieved this)
Noun Phrases Direct students’ attention to the first sentence in the last paragraph under “A Feeling of Superiority.” Read the sentence aloud. Guide students to identify advocate as the subject of this sentence. Ask students to find the word that tells more about advocate. (influential) If necessary, explain that it means having a large effect on how other people think or behave. Remind students that adjectives come before nouns in English. Have students identify other noun phrases in the paragraph. (missionary work, American power) Then support students in creating some noun phrases of their own.
American Expansion in the PacificGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the term new markets.
Unpack the Text Read aloud this sentence from “Building a Modern Navy”:
However, it led some Americans to believe that the United States would be shut out of foreign markets if it did not build up its navy and acquire bases overseas.
Guide students in understanding the meaning of this sentence. Point out the first word, however, and remind students that it is a signal word; it tells us that what follows is going to be different from what has gone before. Guide students to look back in the paragraph to find out what had happened first. (The United States risked going to war with Germany over Samoa.) Ask students to explain what happened next, as signaled by the use of however. (Even though the crisis with Germany was averted, it had an important effect.)
Draw students’ attention to the pronoun it, the second word in the sentence. Ask what it means here. (the crisis between the United States and Germany that was just described) Make sure students understand that in this case it refers to a large, complex idea. Ask if the other instances of it in the sentence refer to the same thing. (No, they refer to the United States.) Point out that bases means navy bases— harbors where American ships could be located, or stationed. With students, restate the meaning of the sentence.
Text Structure: Sequence Read the second, third, and fourth paragraphs under “Annexing Samoa and Hawaii” together with students. Provide students with a graphic organizer. Work with students to identify and list the events that led to the American annexation of Hawaii.
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Lesson 1 51
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INQUIRY JOURNAL, pages 94, 96
LESSON 1 ANALYZE THE SOURCE
Transcript of Joint ResolutionBuild Meaning: Transcript Explain to students that a joint resolution is a decree or statement that is made by both houses of Congress, the Senate and the House of Representatives, acting as one. This primary source is the transcript of the joint resolution issued by Congress when the United States annexed Hawaii.
Explain that the joint resolution is a legal document, and because it is a legal document it must be very precise. When something is written in a very precise manner, it can be difficult to understand.
Read the first sentence with students, supporting their comprehension. Guide them in taking notes in list form, to help students understand the many items that are listed as being ceded to the United States (government lands, public buildings, etc.).
Students may find some difficulty with the words such as whereas, whatsoever, thereunto, therefore, and hereinbefore. Work with students to break up these words and analyze their components. For example, write hereinbefore on the board, adding long lines between here and in and in and before. Explain that this term means “mentioned earlier in this document.” Encourage students to work in teams to find these words in a dictionary and explain their meanings to the class.
Our Foreign PolicyBuild Meaning: Magazine Article Explain to students that magazine articles, unlike newspaper articles, often provide more thoughtful and in-depth analysis of events. Note that this article appeared in the magazine the Atlantic Monthly in 1900 and discussed American expansionism, which is the process of a country widening its territory or its economic influence.
Read the excerpt aloud to students, using a thoughtful tone so students will understand the objective of the article.
After the reading, discuss the first few sentences of the excerpt and the general feeling they express (that the United States is taking its place among the nations of the world, that progress and forward movement is a positive thing for both individual people and for countries).
Draw students’ attention to the word however and remind them that this is a word that signals a change in direction. Tell students that however is a word that they will encounter frequently as they read. Contrast the rest of the excerpt with the first part. Discuss with students the meaning of the idiom come out of its shell. Ask what it means literally and then figuratively. (a shy turtle coming out of its shell; a shy person coming out to socialize) Ask: Does the writer of this article think that American imperialism is a good thing? How do you know? Encourage students to share their thoughts, in phrases or complete sentences whenever possible.
Ask students to think about how expansionism can be good and bad. Remind them to consider the viewpoints of both the nation that is expanding and the areas into which it is expanding. Encourage them to share their thoughts with the group.
LEVELED SUPPORT EMERGING Encourage students to state their thoughts about the good and bad points of expansionism as words and phrases.
EXPANDING Encourage students to use complete sentences as they express their thoughts about how expansionism can be good and bad.
BRIDGING Encourage students to use more complex sentences to express their thoughts about how expansionism can be good and bad.
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Provide contexts for discussing the words with students:
At approximately what time do you go to bed during the week? What major event has influenced your life? What’s the first thing you remove from your backpack when you get to school? Who should the school contact in case of an emergency?
Encourage students to use the words in their own sentences, either written or spoken.
Explain the words in context by reading the following phrases from the text.
launched a guerrilla warSpain’s concessions enraged many loyalistsMcKinley sent the battleship USS Maine to Havanasafeguard its interests
Academic Vocabulary Introduce academic words found in the lesson. Explain that these words are used in many academic texts and settings.
LEVELED SUPPORT EMERGING Encourage students to participate with phrases.
EXPANDING Support students in producing complete sentences.
BRIDGING Have students participate with more complex sentences.
SPANISH COGNATESguerrillaconcesiónsalvaguardaraproximadamente
Introduce the LessonBuild Background Preview the lesson with students, discussing with them the lesson title, passage titles, subtitles, and other text features. Offer vocabulary support as needed.
Content Vocabulary Preview with students key content words from the lesson.
LANGUAGE OBJECTIVES• Explore the meanings of key content and academic words.• Understand cause-and-effect relationships• Recognize the suffix –ism• Identify and use –ly adverbs.• Write a summary.• Practice making inferences based on prior knowledge and primary sources.
ESSENTIAL QUESTION
How are empires built?
The Spanish- American War
STUDENT EDITION, pages 183–189
CULTIVATE MEANING and SUPPORT LANGUAGELESSON 2
guerrilla adjective related to a way of fighting that is not traditional
concession noun something done to end a conflict
battleship noun a very large warship
safeguard verb protect
Word Part of Speech Definition
approximately adverb a little more or less than a precise number
major adjective very important or large
remove verb take something from where it is
contact verb call or write to someone
Word Part of Speech Definition
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Lesson 2 53
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LEVELED WRITING SUPPORT EMERGING Support students in finding the main points of the section and then summarizing the points in phrases, in their own words.
EXPANDING Encourage students to write complete sentences to summarize the section.
BRIDGING Invite students to use complex sentences in their written summaries.
The Coming of WarGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Use a map to ensure comprehension of Cuba.
Text Structure: Cause-and-Effect Write this sentence on the board:
These economic ties created a crisis in 1894, when the United States imposed a new tariff on sugar that devastated Cuba’s economy.
Underline the cause (imposed a new tariff on sugar) and effect (devastated Cuba’s economy). Point out how the word that signals a cause-and-effect relationship between the events. Create a list of everyday cause-and-effect relationships with students, asking how one event leads to another.
Understand the Suffix -ism Draw students’ attention to the sentence Within the Republican Party, jingoism--aggressive nationalism--was very strong. Explain that jingoism is a belief that your country is always right. The word jingo comes from a British expression, “By jingo!” that was part of a song during the Russo-Turkish war in 1877; many Britons wanted to fight the Russians, and this belligerent attitude that the song expressed became a new word: jingoism. Explain that the suffix -ism often indicates a noun that describes a political stance, such as imperialism, nativism, or pacifism, but can also be a scientific concept (magnetism), a form of art (surrealism), or a religion (Buddhism). Encourage students to bring up for discussion any –ism words they encounter.
A War on Two FrontsGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the words fronts, blockade, squadron, and fleet.
Identify –ly Adverbs Draw students’ attention to the second sentence in the section “The Battle of Manila Bay,” pointing out the word quickly. Tell students that when they see –ly on the end of a word, that usually means the word is an adverb, which can describe a verb, an adjective, or another adverb. Ask students what the word quickly is describing here. (the verb destroyed) Ask students to explain what quickly destroyed means. Then have students scan the rest of the paragraph for another –ly word (hastily); if needed, explain that it means in a hurry. Have students work in teams to brainstorm –ly adverbs. Support students in writing simple sentences that could be expanded by inserting one of their adverbs. Then have them rewrite the sentence with the adverb included.
An American EmpireGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the word annexation.
Summarize Do a close read of the second paragraph in the section “The Debate Over Annexation” with students. Explain to students that they are going to create a summary of what they have read. Remind students that a summary is a restatement of the main points of a text in your own words. Guide students in identifying the most important points of the section. Model summarizing by sharing this summary of the second sentence: “Many people, including prominent Americans, were against imperialism.” Work with students as they produce summaries of the rest of the paragraph.
54 Chapter 4
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INQUIRY JOURNAL, pages 100, 102
EXTENDFor additional practice making inferences, create several scenarios and have students decide what some possible inferences might be. Write each scenario on the board or hand them out on slips of paper. For example: (1) The chemistry teacher is absent today. (2) There is no power in the cafeteria. (3) The principal wants to see you.
Proposed Intervention in Cuba (1875)Build Meaning: Letter Explain to students that this letter was written by Hamilton Fish, the Secretary of State, on behalf of President Ulysses S. Grant. The recipient of the letter was the U.S. minister to Spain, Caleb Cushing. Note that a minister is a type of diplomat, a person who represents his or her country’s interests within another nation. A minister is not quite as high-ranking as an ambassador is.
Read aloud the letter to students in a no-nonsense tone to help students grasp its overall purpose.
Guide students in discussing the letter and ask questions to ensure comprehension. Ask: What does the president want to happen in Cuba? Elicit he wants there to be peace. Ask: What does Fish say will have to happen in order for this to occur? (He says that other countries will have to intervene.) Ask: Why does Grant feel that this is necessary? (because the United States has suffered for six or seven years from the situation in Cuba) Ask: What action is the president prepared to take? (He is ready to go to Congress and recommend intervention.)
Discuss with students how Cushing might have felt upon reading Fish’s letter. Ask: What do you think Cushing’s next step will be? (Responses will vary; they may include “He’ll go talk to the rulers of Spain and tell them that Grant is considering taking action in Cuba,” or “He’ll write Fish back and tell him that intervening in Cuba is a bad idea.”) Elicit from students the observation that this letter was written 23 years before the Spanish-American War; ask them to infer what effect this letter may have had.
The Platt Amendment (1901)Build Meaning: Statute Explain that the word statute is a synonym for (means the same as) the word law. Ensure that students understand the word law and what laws do (they tell people what to do or how to behave). Ask: What is this statute about? (Cuba) Explain that we often use the word amendment when we are talking about the U.S. Constitution, but an amendment can be attached to any law to change it or to make it more clear.
Read aloud the statute to students in a declarative tone to help students grasp its overall purpose. Guide students in understanding that the first quotation in the statute is actually the title of a declaration that Congress made earlier. Ask when that was. That declaration required Spain to remove its military from the island; ask students to find the phrase that states this. (“withdraw its land and naval forces from Cuba and Cuban waters”)
Guide students to scan the text to the next quote. (“leave the government and control of the island of Cuba to its people”) Ask: Who is being directed to do this? Elicit “the president of the United States.” Ask: When is this action supposed to be taken? (as soon as a government and a constitution are set up)
Invite students to infer why this amendment was considered necessary. Encourage them to think about American expansionist goals and why the U.S. might want to keep Cuba as a territory.
ANALYZE THE SOURCELESSON 2
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Vendor: SPi-Global Grade: HS
Lesson 2 55
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SPANISH COGNATESestabilidadzonarégimeneliminar
LANGUAGE OBJECTIVES• Explore the meanings of key content and academic words.• Ask Wh- questions.• Explore figurative language.• Differentiate between a noun and verb with the same spelling.• Recognize would used to express a desired outcome.• Review speeches that support and oppose government policies.
LEVELED SUPPORT EMERGING Encourage students to participate with phrases.
EXPANDING Support students in producing complete sentences.
BRIDGING Have students participate with more complex sentences.
Provide contexts for discussing the words with students:
If you could eliminate one thing from your life, what would it be? What Academic Vocabulary word in Lesson 2 has a similar meaning to main? If you didn’t have homework, what would you do instead? What do family members expect of you?
Encourage students to use the words in their own sentences, either written or spoken.
Explain the words in context by reading the following phrases from the text.
create and maintain stability and order abroadacquired the Panama Canal zonenot to partition Chinamore democratic than the current regime
Academic Vocabulary Introduce academic words found in the lesson. Explain that these words are used in many academic texts and settings.
Introduce the LessonBuild Background Preview the lesson with students, discussing with them the lesson title, passage titles, subtitles, and other text features. Offer vocabulary support as needed.
Content Vocabulary Preview with students key content words from the lesson.
New American Diplomacy
ESSENTIAL QUESTION
How are empires built?
STUDENT EDITION, pages 194–201
CULTIVATE MEANING and SUPPORT LANGUAGELESSON 3
stability noun a state of not changing very much
zone noun an area with a special purpose
partition verb divide a country into parts
regime noun a government that was not elected
Word Part of Speech Definition
eliminate verb get rid of something
main adjective more important or bigger
instead adverb in place of something or someone
expect verb think someone should do something because it is an obligation
Word Part of Speech Definition
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Vendor: SPi-Global Grade: HS
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GRAPHIC ORGANIZERProvide students with a table graphic organizer to complete this task.
Roosevelt and Taft’s DiplomacyGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the word eliminate and phrase spheres of influence.
Ask Wh- Questions Turn students’ attention to the section “The Open Door Policy.” Ask students if they have ever heard the expression “an open door policy,” and if so, what it means. Have them complete the chart as they read.
Understanding the Open Door PolicyWho issued the Open Door policy?
What did the Open Door Policy do?
When was the Open Door Policy issued?
Why was it issued? What was the motivation behind the policy?
Describing with Figurative Language Read out this sentence from the first paragraph of “The Panama Canal”:
He expressed this belief with a West African saying, “Speak softly and carry a big stick.”
Elicit the literal meaning of the phrase in quotes: Don’t raise your voice in argument, but make sure people know you will use force if you have to, in order to get your way. Point out that figurative language uses words with a meaning that is different from the literal meaning. The figurative meaning is that a country should not bully others with harsh words, but instead should talk reasonably; however, if talking reasonably does not get results, a country should display its military strength so it is easily seen by other nations. Ask how the figurative language of the West African saying is more effective. (It is short and memorable.)
Woodrow Wilson’s Diplomacy in MexicoGuiding Question Support students in understanding the meaning and purpose of the Guiding Question. Ensure comprehension of the words moral and shape.
Distinguishing Verbs and Nouns With students, read the last sentence of the first paragraph.
He hoped the United States would lead by moral example, but his first international crisis thwarted that hope.
First, make sure students realize that he means Woodrow Wilson. Then point out hoped and hope. Explain that in English, the same word might be a verb or a noun. Ask: Which is a verb? How do you know? (the first follows the subject pronoun “He” and ends in –ed) Then ask: How can we figure out that the other is a noun? (It follows the verb thwarted, so it’s an object; also, “that” is an adjective, and adjectives come before nouns.) Support students in identifying other verbs in the sentence. (would lead and thwarted)
Explain that would is used to talk about things that are imagined or hoped for, rather than true; ask what thing Wilson imagined or hoped for (the country leading by moral example). Ask students to use would with other verbs (would go, would try, and so on), and discuss the meaning of these verbs.
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Vendor: SPi-Global Grade: HS
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INQUIRY JOURNAL, pages 106–109
ANALYZE THE SOURCELESSON 3
GRAPHIC ORGANIZERProvide students with a web graphic organizer to complete this task.
“Second Annual Message” by President McKinleyBuild Meaning: Speech Tell students that every year, the American president gives a speech to the Congress. The president is required by the Constitution to deliver what is now known as the State of the Union address. Most of the time, the president delivers the speech in person, but sometimes it is delivered as a written document. This speech is an opportunity for the president to introduce important policies.
Explain that this primary source is an excerpt from the annual speech that President McKinley delivered on December 5, 1898. Like other presidents, he used the speech to introduce important policy: the Open Door policy in regard to China.
Read aloud the letter to students in an official tone, as if you were the president addressing Congress, to help students grasp its overall purpose.
With students, go through the speech, guiding them to briefly summarize each line. So, for example, ask: What is he saying about the United States in the first line? Were we just watching events? Who was taking control of Chinese coastal areas? Why was that important to the U.S.?
Encourage students to take notes on the answers to these questions and to later use these notes to formulate a response. Continue with the summarizing. Point out to students that they can become proficient at making their own questions to help them analyze this type of complex reading material.
Dollar Diplomacy and ImperialismBuild Meaning: Speech Ask a student to recall what dollar diplomacy was (Taft’s policy of helping Latin American countries financially). Tell students that this primary source is from a speech by Frederic C. Howe. Howe was the commissioner of immigration for the port of New York. He gave this speech to the National Conference on Foreign Relations of the United States in New York City. He was a well-known progressive.
Read aloud the excerpt to students in an increasingly passionate tone, to help students grasp its overall purpose.
After your dramatic reading, ask: Do you think Howe supported Taft’s policy of Dollar Diplomacy? (no) Ask: What did Howe feel the duty of the United States was? (to spread democracy and freedom) Ask: What line in the speech tells you that? (“our declarations and efforts should be toward establishing and securing freedom for all nations”)
Work with students to review the excerpt. Guide them as they complete a web graphic organizer with the ideas and words that Howe uses to criticize imperialism in general and Dollar Diplomacy in particular. Discuss which words of Howe’s they found especially powerful, and why.
58 Chapter 4
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Vendor: SPi-Global Grade: HS
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EXTENDSet up pairs of students. Explain to students that they are going to interview their partner to find out about their background. Students should ask at least seven questions. Provide sample questions, such as “What do you do after school?” and “What is your favorite class?” Encourage students to answer in complete sentences. The interviewer should ask questions and take note of the answers, and then the partners should switch roles. When the interviews are complete, have students share what they learned about their partner with the group.
Telegraph from the Commander of the USS Maine to the Secretary of the Navy, Feb. 15, 1898Build Meaning: Telegraph Remind students that the telegraph was a primary means of communication at this time. Like a modern Tweet, telegraphs were short. They were used to send urgent news that could not wait for the regular mail.Explain that in this excerpt, Captain Sigsbee, commander of the battleship USS Maine, tells of the explosion that destroyed the ship.Read Sigsbee’s words aloud to students in a tone that expresses both horror and professionalism, to help students grasp its overall purpose.
Excerpt from The [Washington] Evening Star, Published Feb. 18, 1898Build Meaning: Newspaper Article Explain to students that some newspaper articles attempt to explain why something happened. Note that this article excerpt is attempting to explain why the Maine exploded.Explain that magazine is a multiple-meaning word in English; it can mean a periodical that is published monthly or weekly, or it can mean a place in a ship where ammunition is kept. In this excerpt, the latter meaning is used. Point out improbable and unusual in the next to last line. Have students identify the negative prefixes (im- and un-) and then the meanings. Refer back to this as you discuss.Read aloud the excerpt in a tone such as a newscaster might use, to help students grasp its overall purpose.
Interview with Commander George Converse, Technical Expert, 1898Build Meaning: Interview Point out to students that this primary source is a transcript of an interview. Remind them that an interview is a conversation between two people in which one person is seeking information from the other.Remind students that English uses many compound words. Have students identify one in the first paragraph. (underwater) Then have them say what they think an underwater mine is.You may wish to have a student read aloud with you, perhaps taking the part of Converse. Support students as they unpack the second question Matrix asks.
H.G. Rickover Team’s Conclusion, 1976Build Meaning: Report Explain that for years, the cause of the explosion on the USS Maine remained a mystery. In 1976, Admiral H.G. Rickover led a team to try to determine the cause of the deadly explosion.
Before you read, tell students to be aware of two key words unlikely and likely. Read aloud the report excerpt in a matter-of-fact tone, to help students grasp its overall purpose. Ask: What was the conclusion that Admiral Rickover and his team reached about the explosion? Why do you think it was possible for them to reach that conclusion, which was so different from earlier findings?
STUDENT EDITION, pages 192–193
ANALYZING SOURCESCHAPTER 4
Who Sank The USS Maine?
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Vendor: SPi-Global Grade: HS
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