Miami-Dade County Schools McDougal Littell Literature, Grades
Latin America - McDougal Littell · Copyright © McDougal Littell Inc. Latin America: Its Land and...
Transcript of Latin America - McDougal Littell · Copyright © McDougal Littell Inc. Latin America: Its Land and...
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
Latin America
Section 1 (pages 273–277)3 Daily Lesson PlansDaily Lesson Plans3
Latin America
Unit Atlas; Data File (pages 140–149)
31
ATLAS OBJECTIVES
1. Describe and locate physical features of Latin America
2. Compare data on the physical geography of Latin America
3. Identify political features of Latin America4. Compare city populations and languages
spoken in Latin America
DATA FILE OBJECTIVE
Examine and compare data on Latin America
Introduce the Unit
__ Before You Read ■■ TE, p. 140
__ Interpreting the Photograph: Machu Picchu ■■ PE, pp. 140–141■■ TE, p. 141
__ Unit Activities: Create a Mural; Conduct a Debate ■■ TE, p. 140
Focus & Motivate
__ Introduce the geography of Latin America ■■ TE, p. 142
Instruct
__ Discuss key questions ■■ TE, pp. 142–146
__ Maps: Latin America: Physical and Political ■■ PE, pp. 142, 144
__ Elevation Profile: South America ■■ PE, p. 143
__ Infographic: Latin America-United States Landmass ■■ PE, p. 143and Population
__ Maps: City Population of Latin America; Languages ■■ PE, p. 145of Latin America
__ Country Profiles: Argentina, Chile, Cuba ■■ TE, pp. 143, 145, 149
__ More About: Tsunamis, The Amazon River, European ■■ TE, pp. 55–57, 59–65Settlement, Native American Languages
Interdisciplinary Links
__ Popular Culture ■■ TE, p. 144
__ Mathematics ■■ TE, p. 146
__ Science/Health ■■ TE, p. 147
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.3
PPE: 1.6, 2.6, 2.7
SSPS: 2.2, 2.3
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 332
Lesson Plan for Latin America continued
Differentiating Instruction
__ Less Proficient Readers: Comparing and Contrasting ■■ TE, p. 148
Block Scheduling Options
__ Cooperative Learning: Creating an Elevation Profile ■■ TE, p. 142
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
Latin America: Its Land and History
Section 1 (pages 273–277)6 Daily Lesson PlansDaily Lesson Plans6
Latin America: Physical Geography
Section 1 (pages 150–159)
33
FOCUS ON GEOGRAPHY OBJECTIVES• To identify the important uses of the Amazon
rain forest• To explain the conflicts surrounding the uses
of natural resources in the Amazon rain forest
SECTION 1 OBJECTIVES
1. To identify Latin America as a culture region andshow the influence of physical geography on Mexico
2. To describe Central America and the formation of the Caribbean Islands
3. To describe important geographic features of South America
4. To explain climate variations in the region
Introduce the Chapter
__ Interpreting the Photograph: Chichén Itzá ■■ PE, pp. 150–151
__ Critical Thinking Activity: Recognizing Effects ■■ TE, p. 150
__ Focus on Geography ■■ PE, p. 151
__ Making Geographic Connections ■■ TE, p. 151
__ Reading Social Studies: Reading Strategy— ■■ PE, p. 152Comparing and Contrasting
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 153and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 153
Instruct
__ Read the section ■■ PE, pp. 153–159■■ Unit 3 In-Depth Resources: Guided Reading, p. 3
__ Discuss key questions ■■ TE, pp. 153, 156–158
__ Strange but True: Eruption Disruption ■■ PE, p. 154
__ Map: Physical Features of Mexico, Central ■■ PE, p. 155America, and the Caribbean
__ Map: The Tropical Zone ■■ PE, p. 158
__ Citizenship in Action ■■ PE, p. 21
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.3, 2.1, 2.4
PPE: 1.1, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8
PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 634
Lesson Plan for Latin America: Physical Geography continued
Instruct continued
__ Diagram: El Niño ■■ PE, p. 159
__ Critical Thinking Activity: Using Maps ■■ TE, p. 157
__ More About: Earthquakes, Atolls and Coral ■■ TE, pp. 154, 156, 158Islands, Amazon Rain Forest
__ Critical Thinking Activity: Forming and ■■ TE, p. 158Supporting Opinions
Interdisciplinary Links
__ Citizenship: Preparing a Speech ■■ TE, p. 154
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 42–43
__ Students Acquiring English/ESL: Compound Words ■■ TE, p. 156■■ Access for Students Acquiring English, pp. 39, 43■■ Spanish Reading Study Guide, pp. 42–43
__ Multiple Learning Styles: Logical; Visual/Spatial ■■ TE, pp. 155, 157
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 1 Quiz
__ The World’s Music CD ■■ Track 3: “La banderita”;Track 4: “Pasado-Presente”;Track 5: “La Bamba”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 1 Assessment ■■ PE, p. 159
__ Section 1 Quiz ■■ Formal Assessment, p. 79
__ Reteaching Activity ■■ TE, p. 159■■ Unit 3 In-Depth Resources, p. 9
Block Scheduling Options
__ Skillbuilder Mini-Lesson: Identifying ■■ TE, p. 158Cause and Effect
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
Latin America: Its Land and History
Section 1 (pages 273–277)6 Daily Lesson PlansDaily Lesson Plans6
Ancient Latin America
Section 2 (pages 160–167)
35
SECTION 2 OBJECTIVES
1. To identify major ancient civilizations in Latin America and explain the civilization and accomplishments of the ancient Maya
2. To describe the Aztec culture and religion3. To identify features of the Inca Empire4. To explain the effects of Spanish rule
in Latin America
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 160and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 160
Instruct
__ Read the section ■■ PE, pp. 160–167■■ Unit 3 In-Depth Resources: Guided Reading, p. 4
__ Discuss key questions ■■ TE, pp. 160, 162, 163, 166
__ The World’s Heritage: Colossal Olmec Heads ■■ PE, p. 162
__ Infographic: Aztec Chinampas ■■ PE, p. 163
__ Technology: 1400 Andean Agriculture ■■ PE, p. 164
__ Spotlight on Culture: Inca Weaving ■■ PE, p. 165
__ Skillbuilder: Finding and Summarizing ■■ PE, p. 167the Main Idea ■■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 7
__ Critical Thinking Activity: Drawing Conclusions ■■ TE, p. 163
__ More About: The Maya Calendar, John ■■ TE, pp. 161, 162, 164Lloyd Stephens, Aztec Gods, Inca Foods
__ Critical Thinking Activity: Using Maps ■■ TE, p. 165
Interdisciplinary Links
__ Math ■■ TE, p. 165
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.4, 2.1, 2.2, 2.4
PPE: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.3, 2.4, 2.5, 2.8
PAG: 1.4, 1.9, 2.6
SSPS: 1.1, 1.2, 2.1
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 636
Lesson Plan for Ancient Latin America continued
Differentiating Instruction
__ Less Proficient Readers: Recognizing ■■ TE, p. 161Important Details ■■ Reading Study Guide, pp. 44–45
__ Gifted and Talented Students: Design ■■ TE, p. 163a Travel Poster
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 40, 44■■ Spanish Reading Study Guide, pp. 44–45
__ Multiple Learning Styles: Visual/Kinesthetic ■■ TE, p. 162
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 2 Quiz■■ Chapter Tests
__ The World’s Music CD ■■ Track 3: “La banderita”;Track 4: “Pasado-Presente”;Track 5: “La Bamba”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 2 Assessment ■■ PE, p. 166
__ Section 2 Quiz ■■ Formal Assessment, p. 80
__ Reteaching Activity ■■ TE, p. 166■■ Unit 3 In-Depth Resources, p. 10
__ Chapter 6 Assessment ■■ PE, pp. 168–169
__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 81–92
Block Scheduling Options
__ Career Connection: Political Reporter ■■ TE, p. 167
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
Mexico Today
Section 1 (pages 273–277)7 Daily Lesson PlansDaily Lesson Plans7
The Roots of Modern Mexico
Section 1 (pages 170–178)
37
FOCUS ON GEOGRAPHY OBJECTIVES• To help students identify the relationship
between geography and economy• To identify and discuss challenges presented
by the land and climate
SECTION 1 OBJECTIVES
1. To explain when and how Spanish settlers arrived in Mexico and defeated the Aztec
2. To describe the changes in New Spain3. To identify the mestizos and other classes
of people living in New Spain4. To explain how Father Hidalgo began
a revolution for independence
Introduce the Chapter
__ Interpreting the Photograph: Mexico City’s Zócolo ■■ PE, pp. 170–171
__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 170
__ Focus on Geography ■■ PE, p. 171
__ Making Geographic Connections ■■ TE, p. 171
__ Reading Social Studies: ■■ PE, p. 172Reading Strategy—Organizing Information
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 173and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 173
Instruct
__ Read the section ■■ PE, pp. 173–178■■ Unit 3 In-Depth Resources: Guided Reading, p. 11
__ Discuss key questions ■■ TE, pp. 173–176
__ Connections to Science: Invisible Weapons ■■ PE, p. 174
__ Focus on Visuals: Interpreting Photographs ■■ TE, p. 19and Maps
__ Graph: Population of Mexico in 1810 ■■ PE, p. 176
__ Biography: Father Hidalgo ■■ PE, p. 177
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4,
PPE: 1.1, 1.6, 2.3, 2.4, 2.5, 2.6, 2.7
PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
PAG: 2.4, 2.6
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 738
Lesson Plan for The Roots of Modern Mexico continued
Instruct continued
__ Map: Mexican Territory Lost to the ■■ PE, p. 178United States as of 1853
__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 175
__ Critical Thinking Activity: Comparing ■■ TE, p. 177
Interdisciplinary Links
__ Speech ■■ TE, p. 177
Differentiating Instruction
__ Less Proficient Readers: Comparing and Contrasting ■■ TE, p. 174■■ Reading Study Guide, pp. 48–49
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 45, 51■■ Spanish Reading Study Guide, pp. 48–49
__ Multiple Learning Styles: Visual/Interpersonal ■■ TE, p. 175
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 1 Quiz
__ The World’s Music CD ■■ Track 5: “La Bamba”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 1 Assessment ■■ PE, p. 178
__ Section 1 Quiz ■■ Formal Assessment, p. 93
__ Reteaching Activity ■■ TE, p. 178■■ Unit 3 In-Depth Resources, p. 19
Block Scheduling Options
__ Skillbuilder Mini-Lesson: Finding and Summarizing ■■ TE, p. 176the Main Idea
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
Mexico Today
Section 1 (pages 273–277)7 Daily Lesson PlansDaily Lesson Plans7
Government in Mexico: Revolution and Reform
Section 2 (pages 179–184)
39
SECTION 2 OBJECTIVES
1. To explain the need for reforms in Mexico andunderstand what events led to the end of reform
2. To identify the changes brought about by theMexican Revolution
3. To describe the government of Mexico
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 179and Terms & Names
__ Warm-Up: Identifying Problems ■■ TE, p. 179
Instruct
__ Read the section ■■ PE, pp. 179–184■■ Unit 3 In-Depth Resources: Guided Reading, p. 12
__ Discuss key questions ■■ TE, pp. 179, 181, 183
__ Connections to Citizenship: The Mexican Flag ■■ PE, p. 182
__ Map: Mexico’s 31 States ■■ PE, p. 183
__ Focus on Visuals: Interpreting the Map ■■ TE, p. 183
__ Critical Thinking Activity: Analyzing Motives ■■ TE, p. 180
__ A Voice from Mexico ■■ TE, p. 182
__ More About: Benito Juárez, Pancho Villa ■■ TE, p. 180, 181
Interdisciplinary Links
__ Speech/Language Arts ■■ TE, p. 181
__ Art/History ■■ TE, p. 182
Differentiating Instruction
__ Less Proficient Readers ■■ TE, p. 183■■ Reading Study Guide, pp. 50–51
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 46, 52■■ Spanish Reading Study Guide, pp. 50–51
__ Multiple Learning Styles: Interpersonal ■■ TE, p. 180
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7
PAG: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 1.9,2.1, 2.3, 2.4, 2.5, 2.6
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 740
Lesson Plan for Government in Mexico: Revolution and Reform continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 2 Quiz
__ The World’s Music CD ■■ Track 5: “La Bamba”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 2 Assessment ■■ PE, p. 184
__ Section 2 Quiz ■■ Formal Assessment, p. 94
__ Reteaching Activity ■■ TE, p. 184■■ Unit 3 In-Depth Resources, p. 20
Block Scheduling Options
__ Interdisciplinary Link: Speech/Language Arts ■■ TE, p. 181
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
Mexico Today
Section 1 (pages 273–277)7 Daily Lesson PlansDaily Lesson Plans7
Mexico’s Changing Economy
Section 3 (pages 185–189)
41
SECTION 3 OBJECTIVES
1. To describe farming systems in Mexico2. To identify the steps that the Mexican
government has taken to support business3. To explain the importance of Mexico’s
natural resources4. To recognize the importance of tourism
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 185and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 185
Instruct
__ Read the section ■■ PE, pp. 185–189■■ Unit 3 In-Depth Resources: Guided Reading, p. 13
__ Discuss key questions ■■ TE, pp. 185, 186, 188, 189
__ Citizenship in Action: Na Bolom ■■ PE, p. 187
__ Map: Mexican Products, 2000 ■■ PE, p. 188
__ Critical Thinking Activity: Comparing ■■ TE, p. 186
__ More About: Maquiladoras, Rattleless Rattlesnakes ■■ TE, pp. 187, 189
__ Critical Thinking Activity: Summarizing ■■ TE, p. 188
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 52–53
__ Gifted and Talented Students: Presenting a Product ■■ TE, p. 187
__ Students Acquiring English/ESL: Word Usage ■■ TE, p. 188■■ Access for Students Acquiring English, pp. 47, 53■■ Spanish Reading Study Guide, pp. 52–53
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.6, 1.7, 2.5, 2.6, 2.7
PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
PAG: 1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 2.1, 2.3, 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 742
Lesson Plan for Mexico’s Changing Economy continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 3 Quiz
__ The World’s Music CD ■■ Track 5: “La Bamba”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 3 Assessment ■■ PE, p. 189
__ Section 3 Quiz ■■ Formal Assessment, p. 95
__ Reteaching Activity ■■ TE, p. 189■■ Unit 3 In-Depth Resources, p. 21
Block Scheduling Options
__ Skillbuilder Mini-Lesson: Finding and Summarizing ■■ TE, p. 186the Main Idea
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
Mexico Today
Section 1 (pages 273–277)7 Daily Lesson PlansDaily Lesson Plans7
Mexico’s Culture Today
Section 4 (pages 190–197)
43
SECTION 4 OBJECTIVES
1. To recognize that Mexico’s culture is a blend of many cultures
2. To explore the factors contributing to the growth of cities in Mexico
3. To describe life in the countryside of Mexico4. To explain the significance of holidays celebrated
in Mexico
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 190and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 190
Instruct
__ Read the section ■■ PE, pp. 190–197■■ Unit 3 In-Depth Resources: Guided Reading, p. 14
__ Discuss key questions ■■ TE, pp. 190, 191, 193, 194
__ Graph: Mexico’s Urban-Rural Population Distribution ■■ PE, p. 192
__ Spotlight on Culture: Mexican Muralist ■■ PE, pp. 192–193
__ Connections to History: Our Lady of Guadalupe ■■ PE, p. 194
__ Skillbuilder: Reading a Graph ■■ PE, p. 195■■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 17
__ Literature Connections: “How Quetzalcoatl Brought ■■ PE, pp. 196–197Music to the World”
__ More About: Architecture, Mexico City ■■ TE, p. 191
Interdisciplinary Links
__ Language Arts/Writing ■■ TE, p. 192
Differentiating Instruction
__ Less Proficient Readers: Building Language Skills ■■ TE, pp. 193, 196■■ Reading Study Guide, pp. 54–55
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 48, 54■■ Spanish Reading Study Guide, pp. 54–55
__ Multiple Learning Styles: Visual/Interpersonal ■■ TE, p. 191
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.4, 2.1, 2.2, 2.4
PPE: 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.4, 2.5
PAG: 1.4, 1.9, 2.4
SSPS: 1.1, 1.2, 2.1
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 744
Lesson Plan for Mexico’s Culture Today continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 4 Quiz■■ Chapter Tests
__ The World’s Music CD ■■ Track 5: “La Bamba”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 4 Assessment ■■ PE, p. 194
__ Section 4 Quiz ■■ Formal Assessment, p. 96
__ Reteaching Activity ■■ TE, p. 194■■ Unit 3 In-Depth Resources, p. 22
__ Chapter 7 Assessment ■■ PE, pp. 198–199
__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 97–108
Block Scheduling Options
__ Career Connection: Statistician ■■ TE, p. 195
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
Central America and the Caribbean Islands
Section 1 (pages 273–277)8 Daily Lesson PlansDaily Lesson Plans8
Establishing Independence
Section 1 (pages 200–207)
45
FOCUS ON GEOGRAPHY OBJECTIVES• To help students describe the climate and identify
some landforms in the Caribbean Islands• To help students recognize how climate, landforms,
and location affect the tourist industry
SECTION 1 OBJECTIVES
1. To explain the impact of colonization on Central America and the Caribbean
2. To explain how the countries of the region gained their independence
3. To identify ways in which the United States has shaped the region
4. To describe the persistence of dictatorships
Introduce the Chapter
__ Interpreting the Photograph: Community ■■ PE, pp. 200–201Market in Guatemala
__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 200
__ Focus on Geography ■■ PE, p. 201
__ Making Geographic Connections ■■ TE, p. 201
__ Reading Social Studies: Reading Strategy— ■■ PE, p. 202Identifying Problems and Solutions
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 203and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 203
Instruct
__ Read the section ■■ PE, pp. 203–207■■ Unit 3 In-Depth Resources: Guided Reading, p. 23
__ Discuss key questions ■■ TE, pp. 203, 205–207
__ Map: Political Map of Central America ■■ PE, p. 204and the Caribbean in 2001
__ The World’s Heritage: Reggae ■■ PE, p. 205
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.1, 1.6, 2.3, 2.4, 2.5, 2.6, 2.7
PAG: 1.1, 1.2, 1.3, 1.6, 1.8, 2.1, 2.3, 2.4, 2.5
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 846
Lesson Plan for Establishing Independence continued
Instruct continued
__ Critical Thinking Activity: Recognizing ■■ TE, p. 204Important Details
__ Critical Thinking Activity: Contrasting ■■ TE, p. 205
Interdisciplinary Links
__ World History/Government ■■ TE, p. 205
Differentiating Instruction
__ Less Proficient Readers: Sequencing ■■ TE, p. 206■■ Reading Study Guide, pp. 58–59
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 55, 61■■ Spanish Reading Study Guide, pp. 58–59
__ Multiple Learning Styles: Interpersonal ■■ TE, p. 204
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 1 Quiz
__ The World’s Music CD ■■ Track 4: “Pasado-Presente”;Track 5: “La Bamba”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 1 Assessment ■■ PE, p. 207
__ Section 1 Quiz ■■ Formal Assessment, p. 109
__ Reteaching Activity ■■ TE, p. 207■■ Unit 3 In-Depth Resources, p. 31
Block Scheduling Options
__ Interdisciplinary Link: World History/Government ■■ TE, p. 205
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
Central America and the Caribbean Islands
Section 1 (pages 273–277)8 Daily Lesson PlansDaily Lesson Plans8
Building Economics and Cultures
Section 2 (pages 208–214)
47
SECTION 2 OBJECTIVES1. To identify economic challenges faced by
Caribbean nations2. To explain how Central American countries
are attempting to diversify their economies3. To describe influences that have affected
languages, religions, and music of the Caribbean4. To explain the formation of a Central
American culture
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 208and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 208
Instruct
__ Read the section ■■ PE, pp. 208–214■■ Unit 3 In-Depth Resources: Guided Reading, p. 24
__ Discuss key questions ■■ TE, pp. 208, 210, 211, 213
__ Map: Percentage of Tourism in GDP, 1997–1999 ■■ PE, p. 210
__ Citizenship in Action ■■ PE, p. 210
__ Strange but True: A Language Lives On ■■ PE, p. 211
__ Spotlight on Culture: Merengue ■■ PE, p. 212
__ Skillbuilder: Reading a Political Map ■■ PE, p. 214■■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 29
__ Critical Thinking Activity: Recognizing ■■ TE, p. 209Important Details
__ Critical Thinking Activity: Comparing ■■ TE, p. 212
Interdisciplinary Links
__ Economics/Math ■■ TE, p. 209
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 2.5, 2.6, 2.7
PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
PAG: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8,1.9, 2.1, 2.3, 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 848
Lesson Plan for Building Economics and Cultures continued
Differentiating Instruction
__ Less Proficient Readers: Summarizing ■■ TE, p. 212■■ Reading Study Guide, pp. 60–61
__ Gifted and Talented Students ■■ TE, p. 210
__ Students Acquiring English/ESL ■■ TE, p. 211■■ Access for Students Acquiring English, pp. 56, 62■■ Spanish Reading Study Guide, pp. 60–61
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 2 Quiz
__ The World’s Music CD ■■ Track 4: “Pasado-Presente”;Track 5: “La Bamba”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 2 Assessment ■■ PE, p. 213
__ Section 2 Quiz ■■ Formal Assessment, p. 110
__ Reteaching Activity ■■ TE, p. 213■■ Unit 3 In-Depth Resources, p. 32
Block Scheduling Options
__ Career Connection: Cartographer ■■ TE, p. 214
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
Central America and the Caribbean Islands
Section 1 (pages 273–277)8 Daily Lesson PlansDaily Lesson Plans8
Cuba Today
Section 3 (pages 215–220)
49
SECTION 3 OBJECTIVES
1. To describe Cuba’s history and its relationship with the United States
2. To identify the effects of communism on Cuba’s economy
3. To describe life in Cuba since the revolution
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 215and Terms & Names
__ Warm-Up: Analyzing Motives ■■ TE, p. 215
Instruct
__ Read the section ■■ PE, pp. 215–220■■ Unit 3 In-Depth Resources: Guided Reading, p. 25
__ Discuss key questions ■■ TE, pp. 215, 218, 219
__ Connections to Science: Partners Against Disease ■■ PE, p. 216
__ Map: Cuba and Its Capital ■■ PE, p. 219
__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 217
__ More About: Castro’s Speeches, Cuba’s Economy ■■ TE, pp. 217, 218
__ Critical Thinking Activity: Synthesizing ■■ TE, p. 220
__ Skillbuilder Mini-Lesson: Reading a Graph ■■ TE, p. 218
Interdisciplinary Links
__ Science/Health ■■ TE, p. 216
__ History ■■ TE, p. 217
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 62–63
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 57, 63■■ Spanish Reading Study Guide, pp. 62–63
__ Multiple Learning Styles: Intrapersonal ■■ TE, p. 219
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7
PAG: 1.4, 1.9, 2.4, 2.6
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 850
Lesson Plan for Cuba Today continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 3 Quiz
__ The World’s Music CD ■■ Track 4: “Pasado-Presente”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 3 Assessment ■■ PE, p. 220
__ Section 3 Quiz ■■ Formal Assessment, p. 111■■ TE, p. 220
__ Reteaching Activity ■■ Unit 3 In-Depth Resources, p. 33
Block Scheduling Options
__ Interdisciplinary Link: Science/Health ■■ TE, p. 216
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
Central America and the Caribbean Islands
Section 1 (pages 273–277)8 Daily Lesson PlansDaily Lesson Plans8
Guatemala Today
Section 4 (pages 221–225)
51
SECTION 4 OBJECTIVES
1. To identify key events and figures in Guatemala’s history
2. To describe Guatemala’s government today3. To identify important aspects of
Guatemala’s economy4. To describe life in Guatemala today
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 221and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 221
Instruct
__ Read the section ■■ PE, pp. 221–225■■ Unit 3 In-Depth Resources: Guided Reading, p. 26
__ Discuss key questions ■■ TE, pp. 221, 223, 224
__ Dateline: Guatemala City, Guatemala ■■ PE, p. 221
__ Focus on Visuals: Interpreting the Photograph: ■■ PE, TE, p. 222Guatemalan Soldiers
__ Critical Thinking Activity: Comparing ■■ TE, p. 223and Contrasting
__ More About: Jacobo Arbenz Guzmán, ■■ TE, pp. 222, 224Poverty in Guatemala
Differentiating Instruction
__ Less Proficient Readers: Taking Notes ■■ TE, p. 223■■ Reading Study Guide, pp. 64–65
__ Gifted and Talented Students: Advising ■■ TE, p. 222the President
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 58, 64■■ Spanish Reading Study Guide, pp. 64–65
__ Multiple Learning Styles: Spatial ■■ TE, p. 224
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.6, 2.5, 2.6, 2.7
PAG: 1.1, 1.2, 1.3, 1.6, 1.8, 2.1, 2.3, 2.4, 2.5
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 852
Lesson Plan for Guatemala Today continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 4 Quiz■■ Chapter Tests
__ The World’s Music CD ■■ Track 4: “Pasado-Presente”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 4 Assessment ■■ PE, p. 225
__ Section 4 Quiz ■■ Formal Assessment, p. 112
__ Reteaching Activity ■■ TE, p. 225■■ Unit 3 In-Depth Resources, p. 34
__ Chapter 8 Assessment ■■ PE, pp. 226–227
__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 113–124
Block Scheduling Options
__ Gifted and Talented Students: Advising ■■ TE, p. 222the President
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
South America
Section 1 (pages 273–277)9 Daily Lesson PlansDaily Lesson Plans9
Establishing Independence
Section 1 (pages 228–235)
53
FOCUS ON GEOGRAPHY OBJECTIVES• To help students identify movement of people
as an important issue in South America today• To help students explain the impact of the
rural-to-urban population shift
SECTION 1 OBJECTIVES
1. To examine the impact of European settlement on South America
2. To identify key events in the fight for independence3. To describe governments and population in South
America today
Introduce the Chapter
__ Interpreting the Photograph: Amazon River ■■ PE, pp. 228–229and rain forest
__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 228
__ Focus on Geography ■■ PE, p. 229
__ Making Geographic Connections ■■ TE, p. 229
__ Reading Social Studies: Reading Strategy— ■■ PE, p. 230Making Generalizations
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 231and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 231
Instruct
__ Read the section ■■ PE, pp. 231–235■■ Unit 3 In-Depth Resources: Guided Reading, p. 35
__ Discuss key questions ■■ TE, pp. 231, 233, 234
__ Map: European Colonizers of South America, 1500s ■■ PE, p. 232
__ Time Line ■■ PE, p. 233
__ Biography: Simón Bolívar ■■ PE, p. 233
__ Critical Thinking Activity: Distinguishing Fact ■■ PE, p. 232from Opinion
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.1, 1.6, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8
PAG: 2.4, 2.6
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 954
Lesson Plan for Establishing Independence continued
Instruct continued
__ Critical Thinking Activity: Evaluating Decisions ■■ TE, p. 234
__ Interdisciplinary Challenge: Explore the Mysteries ■■ TE, p. 236–237of Chichén Itzá
Interdisciplinary Links
__ Language Arts/Writing ■■ TE, p. 232
__ Speech ■■ TE, p. 234
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 68–69
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 65, 71■■ Spanish Reading Study Guide, pp. 68–69
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 1 Quiz
__ The World’s Music CD ■■ Track 3: “La banderita”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 1 Assessment ■■ PE, p. 235
__ Section 1 Quiz ■■ Formal Assessment, p. 125
__ Reteaching Activity ■■ TE, p. 235■■ Unit 3 In-Depth Resources, p. 43
Block Scheduling Options
__ Skillbuilder Mini-Lesson: Reading a Political Map ■■ TE, p. 233
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
South America
Section 1 (pages 273–277)9 Daily Lesson PlansDaily Lesson Plans9
Building Economies and Cultures
Section 2 (pages 238–242)
55
SECTION 2 OBJECTIVES
1. To explain how geography affects the economy of a region
2. To identify South America’s natural resources and industries
3. To describe daily life and the arts in South America
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 238and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 238
Instruct
__ Read the section ■■ PE, pp. 238–242■■ Unit 3 In-Depth Resources: Guided Reading, p. 36
__ Discuss key questions ■■ TE, pp. 238, 240, 241
__ Spotlight on Culture: Gabriela Mistral ■■ PE, p. 239
__ Map: South American Agriculture, 2001 ■■ PE, p. 240
__ Table: Literacy Rate and Life Expectancy ■■ PE, p. 241
__ Critical Thinking Activity: Recognizing Effects ■■ TE, p. 239
__ More About: Gabriel Garcia Márquez ■■ TE, p. 242
Interdisciplinary Links
__ Economics ■■ TE, p. 241
Differentiating Instruction
__ Less Proficient Readers: Categorizing ■■ TE, p. 240■■ Reading Study Guide, pp. 70–71
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 66, 72■■ Spanish Reading Study Guide, pp. 70–71
__ Multiple Learning Styles: Linguistic ■■ TE, p. 239
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.2, 1.3, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7
PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
PAG: 1.4, 1.9, 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 956
Lesson Plan for Building Economies and Cultures continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 2 Quiz
__ The World’s Music CD ■■ Track 3: “La banderita”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 2 Assessment ■■ PE, p. 242
__ Section 2 Quiz ■■ Formal Assessment, p. 126
__ Reteaching Activity ■■ TE, p. 242■■ Unit 3 In-Depth Resources, p. 44
Block Scheduling Options
__ Interdisciplinary Link: Economics ■■ TE, p. 241
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
South America
Section 1 (pages 273–277)9 Daily Lesson PlansDaily Lesson Plans9
Brazil Today
Section 3 (pages 243–249)
57
SECTION 3 OBJECTIVES
1. To identify the regional importance of Brazil’s size and its government
2. To examine Brazil’s economy3. To describe Brazil’s people and culture
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 243and Terms & Names
__ Warm-Up: Making Predictions ■■ TE, p. 243
Instruct
__ Read the section ■■ PE, pp. 243–249■■ Unit 3 In-Depth Resources: Guided Reading, p. 37
__ Discuss key questions ■■ TE, pp. 243, 244, 246, 249
__ Graph: Key Economies in Latin America ■■ PE, p. 244
__ Strange but True: Can Cars Run on Sugar? ■■ PE, p. 245
__ Map: Population Density of Brazil, 2000 ■■ PE, p. 246
__ Linking Past and Present: The Legacy ■■ PE, pp. 248–249of Latin America
__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 245
__ More About: Food, Natural Rubber, Cowboys, ■■ TE, p. 248, 249Life-Saving Medicines
__ Critical Thinking Activity: Distinguishing Fact ■■ TE, p. 247from Opinion
__ More to Think About: Making Personal Connections ■■ TE, p. 249
Interdisciplinary Links
__ Music ■■ TE, p. 248
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.6, 2.5, 2.6, 2.7
PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
PAG: 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 958
Lesson Plan for Brazil Today continued
Differentiating Instruction
__ Less Proficient Readers: Interpreting a Graph ■■ TE, p. 244■■ Reading Study Guide, pp. 72–73
__ Gifted and Talented Students: Identifying Problems ■■ TE, p. 246and Solutions
__ Students Acquiring English/ESL: Understanding ■■ TE, p. 245Word Meaning ■■ Access for Students Acquiring English, pp. 67, 73
■■ Spanish Reading Study Guide, pp. 72–73
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 3 Quiz
__ The World’s Music CD
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 3 Assessment ■■ PE, p. 247
__ Section 3 Quiz ■■ Formal Assessment, p. 127
__ Reteaching Activity ■■ TE, p. 247■■ Unit 3 In-Depth Resources, p. 45
Block Scheduling Options
__ Gifted and Talented Students: Identifying Problems ■■ TE, p. 246and Solutions
Homework Assignments Other Teaching Materials
RESOURCES
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
South America
Section 1 (pages 273–277)9 Daily Lesson PlansDaily Lesson Plans9
Peru Today
Section 4 (pages 250–255)
59
SECTION 4 OBJECTIVES
1. To identify Peru’s major landforms2. To examine Peru’s struggle for a stable
economy and government3. To describe Peru’s people, daily life,
and culture
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 250and Terms & Names
__ Warm-Up: Hypothesizing ■■ TE, p. 250
Instruct
__ Read the section ■■ PE, pp. 250–255■■ Unit 3 In-Depth Resources: Guided Reading, p. 38
__ Discuss key questions ■■ TE, pp. 250, 252, 253
__ Map: Physical Features of Peru ■■ PE, p. 251
__ Citizenship in Action: Committee to ■■ PE, p. 253Protect Journalists
__ Skillbuilder: Reading a Time Line ■■ PE, p. 255■■ Unit 3 In-Depth Resources: Skillbuilder Practice, p. 41
__ Critical Thinking Activity: Comparing ■■ TE, p. 251
__ Critical Thinking Activity: Summarizing ■■ TE, p. 252
Interdisciplinary Links
__ Current Events ■■ TE, p. 253
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 74–75
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 68, 74■■ Spanish Reading Study Guide, pp. 74–75
__ Multiple Learning Styles: Spatial/Visual ■■ TE, p. 252
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.6, 1.7, 2.5, 2.6, 2.7
PAG: 1.1, 1.2, 1.3, 1.6, 1.7, 1.8, 2.1, 2.3, 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
Co
pyr
igh
t ©
McD
ou
gal
Lit
tell
Inc.
UNIT 3 CHAPTER 960
Lesson Plan for Peru Today continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 4 Quiz■■ Chapter Tests
__ The World’s Music CD
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 4 Assessment ■■ PE, p. 254
__ Section 4 Quiz ■■ Formal Assessment, p. 128
__ Reteaching Activity ■■ TE, p. 254■■ Unit 3 In-Depth Resources, p. 46
__ Chapter 9 Assessment ■■ PE, pp. 256–257
__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 129–140
Block Scheduling Options
__ Skillbuilder Mini-Lesson: Reading a Political Map ■■ TE, p. 251
Homework Assignments Other Teaching Materials
RESOURCES