UNIT - Digital Learning & Online Textbooks – Cengage
WHY STUDY HISTORYUse the Student pages and the Why Study History video for an introduction into the relevance and importance of studying history.INTRODUCE THE UNITUNIT 1 Origins of Cultures and CivilizationsOn Location with Louise LeakeyWatch the Louise Leakey video and discuss.Time LineExplore and discuss the UNIT time line.UNIT Map: The Last Ice AgeExplore and discuss the UNIT map.CHAPTER 1, DAY 1CHAPTER 1 The Development of Human SocietiesTE OptionsIntroduce the Essential QuestionComplete a Roundtable activity to discuss factors of early human societies.Introduce the PhotographIntroduce and discuss the photograph of 8,000-year-old rock art in Algeria.Share BackgroundProvide additional information on the rock art.Key DatesREVIEW key dates in the development of human societies.Introduce the Reading StrategyBegin a Venn Diagram to compare and contrast Paleolithic and Neolithic people.Introduce CHAPTER VocabularyComplete a Word Wall for Key Vocabulary words.LESSON 1.1 Discovering PrehistoryTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: Richard LeakeyOn Your Feet: Inside-Outside Circle Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on archaeology.CHAPTER 1, DAY 1 continuedIntroduce & EngageHelp students visualize the formation of the Great Rift Valley.Guided DiscussionGuide a discussion on geologic techniques and the informational role of fossils.Analyze VisualsExamine and discuss the photograph of the Great Rift Valley.Active OptionsStudents ask and answer questions about artifacts and fossils.Active OptionsNG CHAPTER Gallery: Students perform research on one gallery image.Differentiate: English Language LearnersStudents REVIEW LESSON content.Differentiate: Gifted & TalentedStudents perform a play.LESSON 1.2 The Elements of CultureTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Four Corners Activity Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on anthropology.Introduce & EngageEngage in a class discussion about elements of culture.Guided DiscussionGuide a discussion on elements of culture and cultural behavior.Make ConnectionsConnect elements of culture in the UNITed States to cultures around the world.Active OptionsStudents find images that reflect elements of culture.Active OptionsNG CHAPTER Gallery: Students compare and contrast two images.Differentiate: English Language LearnersPairs write an outline of the LESSON.Differentiate: Striving ReadersStudents define and REVIEW LESSON vocabularyCHAPTER 1, DAY 2LESSON 1.3 Changing EnvironmentsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Three-Step Interview Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the Sahara.Introduce & EngageHelp students understand the broad definition of technology.Guided DiscussionGuide a discussion about the effects of drought and human-environment interaction.Analyze VisualsExamine and discuss the photographs of early tools.Active OptionsStudents discuss daily life for Paleolithic peoples.Active OptionsNG CHAPTER Gallery: Students brainstorm additional gallery images.Differentiate: English Language LearnersStudents create word charts to REVIEW vocabulary.Differentiate: Pre-APStudents write a comparison report on desert formation.LESSON 1.4 Moving into New EnvironmentsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesActive History: Compare Past and Present Land AreasNG Learning Framework: Research a Critical SpeciesTE OptionsBackground for the TeacherPresent the background information on the woolly mammoth.Introduce & EngageEngage in a class discussion about weather.Guided DiscussionGuide a discussion about the Ice Age and Paleolithic hunting.CHAPTER 1, DAY 2 continuedInterpret MapsStudy the map of early human migration.Active OptionsActive History: Students compare past and present land areas.Active OptionsNG Learning Framework: Students write an essay on megafauna.Differentiate: Striving ReadersStudents use a TASKS approach to better understand the map.Differentiate: InclusionStudents work with a partner to study a time line.LESSON 1.5 NG Explorer Jeffrey Rose: Tracking Migration Out of AfricaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Rotating DiscussionNG Learning Framework: Write a BiographyTE OptionsBackground for the TeacherPresent the background information on the Nile Valley.Introduce & EngagePREVIEW the map of early human migration out of Africa.Guided DiscussionGuide a discussion about Jeffery Rose’s motivations and discoveries.Make InferencesAnalyze a quotation from Jeffrey Rose.Active OptionsStudents examine Jeffery Rose’s work.Active OptionsNG Learning Framework: Students write a biography of Jeffrey Rose.Differentiate: Striving ReadersStudents complete sentence starters to set a purpose for reading.Differentiate: English Language LearnersStudents use flash cards to study vocabulary.CHAPTER 1, DAY 3LESSON 1.6 Cave ArtTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Question and Answer Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the Lascaux Cave.Introduce & EngageUse visuals to engage students with ancient cave art.Guided DiscussionGuide a discussion about the initial disbelief that cave paintings were created by Paleolithic peoples and what can be learned about Paleolithic peoples from their art.More InformationPresent the More Information material on Australia's Aborigines.Active OptionsStudents write and answer True-False questions to REVIEW the LESSON.Active OptionsNG CHAPTER Gallery: Students create a list of favorite images.Differentiate: English Language LearnersStudents complete a Main Idea Cluster to enhance comprehension.Differentiate: InclusionVisually impaired students work with partners to clarify text.LESSON 2.1 Nomadic Hunter-GatherersTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Word ChainNG Learning Framework: Hunting and GatheringTE OptionsBackground for the TeacherPresent the background information on the Iceman.Introduce & EngagePREVIEW vocabulary to enhance LESSON comprehension.Guided DiscussionGuide a discussion about nomadic hunting and human interaction.CHAPTER 1, DAY 3 continuedAnalyze VisualsStudy the graphic of the Iceman.Active OptionsStudents create a Word Chain to REVIEW vocabulary.Active OptionsNG Learning Framework: Students imagine they are hunter-gatherers.Differentiate: Striving ReadersStudents use sentence frames to monitor comprehension.Differentiate: Gifted & TalentedStudents create graphics to demonstrate and expand comprehension.LESSON 2.2 The Beginnings of DomesticationTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Turn and Talk on Topic Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on domestication.Introduce & EngageUse a K-W-L Chart to connect students with the content.Guided DiscussionGuide a discussion about land bridges and animal domestication.Analyze VisualsPREVIEW the LESSON content through the LESSON photograph.Active OptionsStudents turn and talk about the domestication of plants and animals.Active OptionsNG CHAPTER Gallery: Students become an expert on one gallery image.Differentiate: English Language LearnersStudents use a 5Ws Chart to help students pose and answer their own questions.Differentiate: InclusionPairs of students answer the LESSON questions.CHAPTER 1, DAY 4LESSON 2.3 The Agricultural RevolutionTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesBiography: Kathleen Kenyon On Your Feet: Numbered HeadsNG Learning Framework: Observe, Exchange, and DiscussTE OptionsBackground for the TeacherPresent the background information on clay in the Fertile Crescent.Introduce & EngageUse visuals to engage students with the development of agriculture.Guided DiscussionGuide a discussion comparing hunter-gatherers and settled farmers and the challenges of living in communities.Interpret MapsStudy the map of the domestication of plants and animals.Active OptionsStudents examine how the agricultural revolution changed people’s lives.Active OptionsNG Learning Framework: Students examine the effects of the agricultural revolution.Differentiate: Striving ReadersStudents complete Word Squares to study vocabulary.Differentiate: Pre-APGroups report on river valley civilizations.LESSON 2.4 Studying the PastTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Three CornersCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the Rosetta Stone.Introduce & EngageUse an observational skills activity to engage students with the LESSON.CHAPTER 1, DAY 4 continuedGuided DiscussionGuide a discussion on the connections between archaeologists, historians, and other sciences.Analyze VisualsExamine and discuss the Rosetta Stone.Active OptionsStudents discuss different sources of information.Active OptionsNG CHAPTER Gallery: Students choose an image that represents their understanding of the CHAPTER.Differentiate: Striving ReadersStudents use reciprocal teaching for LESSON REVIEW.Differentiate: InclusionGroups summarize LESSON content.CHAPTER 1, DAY 5REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 2, DAY 1CHAPTER 2 Origins of CivilizationTE OptionsIntroduce the Essential QuestionBrainstorm characteristics of civilizations.Introduce the PhotographIntroduce and discuss the photograph of Stonehenge.Share BackgroundProvide additional information on Stonehenge.Key DatesREVIEW key dates in the development of cultural hearths around the world.Introduce the Reading StrategyBegin a diagram to find main ideas and details about cultural hearths.Introduce CHAPTER VocabularyUse a Word Sort strategy to categorize Key Vocabulary words.LESSON 1.1 Centers of New IdeasTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesActive History: Analyze an Ancient CalendarOn Your Feet: Four CornersTE OptionsBackground for the TeacherPresent the background information on the sickle.Introduce & EngageHelp students locate the cultural hearths.Guided DiscussionGuide a discussion of cultural hearths.Interpret MapsExamine the map of cultural hearths.Active OptionsStudents analyze an ancient calendar.Active OptionsStudents ask and answer questions about cultural hearths.Differentiate: Striving ReadersStudents set a purpose for reading.Differentiate: Gifted & TalentedStudents research cultural hearths.LESSON 1.2 Southwest Asia: ?atalh?yükTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: James MellaartOn Your Feet: Inside-Outside Circle Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on ?atalh?yük.Introduce & EngageHelp students brainstorm elements needed for a settlement.Guided DiscussionGuide a discussion of food and religion in ?atalh?yük.Analyze VisualsExamine the diagram of ?atalh?yük.Active OptionsStudents ask and answer questions about ?atalh?yük.Active OptionsNG CHAPTER Gallery: Students perform additional research on one gallery image.Differentiate: English Language LearnersStudents use root words to clarify the meaning of unfamiliar words.Differentiate: Striving ReadersPartners read and summarize paragraphs.CHAPTER 2, DAY 2LESSON 1.3 China: BanpoTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Question and AnswerNG Learning Framework: Writing About CraftsmanshipTE OptionsBackground for the TeacherPresent the background information on the Huang He.Introduce & EngageHelp students understand the meaning of domesticate.Guided DiscussionGuide a discussion about the Yangshao culture.Analyze LocationHave groups describe the Huang He area.Active OptionsStudents write true-false questions about the Yangshao culture and Banpo.Active OptionsNG Learning Framework: Students write about craftsmanship.Differentiate: Gifted & TalentedStudents draw a vessel.Differentiate: InclusionStudents complete sentence frames.LESSON 1.4 Mesoamerica: OaxacaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Think, Pair, Share Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on teosinte.Introduce & EngagePredict LESSON content from visuals.Guided DiscussionGuide a discussion of plants in Mesoamerica.SynthesizePresent syntheses about food and life in Oaxaca and Mesoamerica.Active OptionsStudents invent a new food.Active OptionsNG CHAPTER Gallery: Students choose a gallery image and become an expert on it.Differentiate: Striving ReadersStudents use a Word Web to summarize the LESSON.Differentiate: Pre-APStudents investigate wild grains.LESSON 1.5 North Africa: FaiyumTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: One-on-One InterviewsNG Learning Framework: Teach Your MethodsTE OptionsBackground for the TeacherPresent the background information on the Nile River Valley.Introduce & EngageExamine the photograph of Faiyum.Guided DiscussionGuide a discussion about weather and farming in Faiyum.Build VocabularyLearn about cultural diffusion.Active OptionsStudents interview each other about their understanding of Faiyum.Active OptionsNG Learning Framework: Students share their methods for doing an everyday activity.Differentiate: Gifted & TalentedStudents connect cultural diffusion in the past and present.Differentiate: English Language LearnersPairs take notes on main ideas and details.CHAPTER 2, DAY 3LESSON 2.1 Paths to Civilization: G?bekli TepeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Living Flow ChartNG Learning Framework: Rewrite in Your Own WordsTE OptionsBackground for the TeacherPresent the background information on G?bekli Tepe.Introduce & EngageUse visuals to help students PREVIEW the LESSON.Guided DiscussionGuide a discussion about archaeologists’ beliefs about G?bekli Tepe.Monitor ComprehensionHelp students clarify understanding with questions about the LESSON.Active OptionsStudents make a living flow chart based on farmers and hunter-gatherers.Active OptionsNG Learning Framework: Students write to explain the flow chart in their own words.Differentiate: Gifted & TalentedStudents build a 3-D model of G?bekli Tepe.Differentiate: Striving ReadersStudents complete two Sequence Chains to understand the flow chart.LESSON 2.2 Traits of CivilizationTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Build a CivilizationNG Learning Framework: Rank the TraitsTE OptionsBackground for the TeacherPresent the background information on the word civilization.Introduce & EngageIdentify common characteristics of mammals to understand common characteristics of civilizations.Guided DiscussionGuide a discussion of cities and characteristics of civilizations.Analyze VisualsStudy the diagram of traits of civilization.Active OptionsGroups present their versions of different traits of civilizations.Active OptionsNG Learning Framework: Students rank the traits of civilization.Differentiate: InclusionStudents match text with visuals.Differentiate: Pre-APStudents present the five characteristics in different civilizations.LESSON 2.3 History Through Objects: New TechnologyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Make a ToolCritical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information on bronze.Introduce & EngageHave students think about tools they carry.Guided DiscussionGuide a discussion about tools used in a Neolithic cultural hearth.Analyze VisualsCategorize tools using a Venn Diagram.Active OptionsGroups create and present an original tool.Active OptionsNG Image Gallery: Students create a list of favorite images.Differentiate: InclusionStudents use a Three-Column Chart to give details about tools.Differentiate: Pre-APStudents research and orally report on metallurgy.CHAPTER 2, DAY 4REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.UNIT WRAP-UPUNIT 1 Origins of Cultures and CivilizationsOn Location with Louise LeakyLearn more about Louise Leakey and her work.National Geographic Article: Scotland’s Stone Age RuinsExplore and discuss the adapted National Geographic article.UNIT Inquiry: Create a Cultural SymbolComplete the UNIT-level project.INTRODUCE THE UNITUNIT 2 Early CivilizationsOn Location with Christopher ThorntonWatch the Christopher Thornton video and discuss.Time LineExplore and discuss the UNIT time line.UNIT Map: River Valley CivilizationsExplore and discuss the UNIT map.CHAPTER 3, DAY 1CHAPTER 3 Ancient MesopotamiaTE OptionsIntroduce the Essential QuestionComplete a Four Corner activity to discuss factors that allowed civilization to develop in Mesopotamia.Introduce the PhotographIntroduce and discuss the photograph of the Ishtar Gate.Share BackgroundProvide additional information on the Ishtar Gate.Key DatesREVIEW key dates in the history of ancient Mesopotamia.Introduce the Reading StrategyBegin a chart to make inferences about why civilization developed in Mesopotamia.Introduce CHAPTER VocabularyComplete a Word Web for Key Vocabulary words.LESSON 1.1 The Geography of Ancient MesopotamiaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Create a Map On Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information on the Tigris and Euphrates rivers.Introduce & EngageHelp students interpret the map of ancient Mesopotamia.Guided DiscussionGuide a discussion about the importance of the Tigris and Euphrates rivers.Interpret MapsExamine and discuss the map of ancient Mesopotamia.Active OptionsNG Learning Framework: Students map Mesopotamia.Active OptionsStudents use an Inside-Outside Circle to create questions about conditions leading to the civilization of ancient Mesopotamia.Differentiate: English Language LearnersStudents identify facts about Mesopotamia.Differentiate: Gifted & TalentedStudents host a talk show about Southwest Asia.LESSON 1.2 City-States DevelopTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Redesign the City of UrOn Your Feet: Create Trade NetworksTE OptionsBackground for the TeacherPresent the background information on farming in Mesopotamia.Introduce & EngageCreate a Word Map for the word civilization.Guided DiscussionGuide a discussion about the city of Ur.Analyze VisualsStudy the illustration of the city of Ur.Active OptionsNG Learning Framework: Students solve population growth problems in the city of Ur.Active OptionsStudents create trade networks.Differentiate: Striving ReadersStudents complete sentence starters.Differentiate: Pre-APStudents write an argument about merchants.LESSON 1.3 Religion in SumerTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Three-Step InterviewTE OptionsBackground for the TeacherPresent the background information on Sumerian religion.Introduce & EngageComplete a K-W-L Chart about religions around the world.Guided DiscussionGuide a discussion about the calendar and religion in Sumer.SummarizeSummarize the ritual offering to the Sumerian deity.Active OptionsNG CHAPTER Gallery: Students learn more about one gallery image.Active OptionsStudents interview a partner about the Sumerian temple tax.Differentiate: English Language LearnersStudents complete sentence frames.Differentiate: Pre-APStudents write a research paper on an ancient deity.CHAPTER 3, DAY 2LESSON 1.4 Document-Based Question: Sumerian WritingTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Compare Two Writing SystemsOn Your Feet: TelephoneTE OptionsBackground for the TeacherPresent the background information on Gilgamesh.Introduce & EngageHelp students prepare for the document-based question.Guided DiscussionGuide a discussion on the three documents.EvaluateHave students evaluate each other’s Synthesize and Write activity.Active OptionsNG Learning Framework: Students explore characteristics of past and present writing systems.Active OptionsStudents play telephone to understand the importance of written documents.Differentiate: InclusionStudents analyze the primary sources.Differentiate: Pre-APStudents write epic tales.CHAPTER 3, DAY 3LESSON 1.5 Sargon Captures MesopotamiaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: FishbowlTE OptionsBackground for the TeacherPresent the background information on Sargon the Great.Introduce & EngageStudents discuss government power.Guided DiscussionGuide a discussion about Sargon conquering Sumer.Interpret MapsCompare maps of the Akkadian Empire and ancient Mesopotamia.Active OptionsNG CHAPTER Gallery: Students brainstorm additional gallery images.Active OptionsStudents complete a Fishbowl activity in which they discuss the advantages Mesopotamians had under Sargon.Differentiate: InclusionStudents complete a 5Ws Chart about the text.Differentiate: Striving ReadersStudents summarize each paragraph.LESSON 2.1 Hammurabi’s Code of LawsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesActive History: Analyze Primary SourcesOn Your Feet: Code of Laws RoundtableTE OptionsBackground for the TeacherPresent the background information on Hammurabi’s Code of Laws.Introduce & EngageFill out a K-W-L Chart about justice and law.Guided DiscussionGuide a discussion about Hammurabi’s Code of Laws.Analyze VisualsStudents study the photograph of the stela.Active OptionsActive History: Students analyze excerpts from Hammurabi’s Code of Laws.Active OptionsStudents hold a roundtable discussion on Hammurabi’s Code of Laws.Differentiate: English Language LearnersStudents complete either/or statements to confirm an understanding of the LESSON’s main ideas.Differentiate: Pre-APStudents write Hammurabi’s profile.LESSON 2.2 The Assyrians and the ChaldeansTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Create a Time LineTE OptionsBackground for the TeacherPresent the background information on Nebuchadnezzar II.Introduce & EngageAnalyze characteristics of successful civilizations.Guided DiscussionGuide a discussion about the Assyrians.Active OptionsNG CHAPTER Gallery: Students become an expert on one gallery image.Active OptionsStudents create a time line.Differentiate: Striving ReadersStudents pose and answer questions about the LESSON.Differentiate: Gifted & TalentedStudents build a model of the Tower of Babel.CHAPTER 3, DAY 4LESSON 2.3 The PhoeniciansTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Create Your Own FigureheadOn Your Feet: Three-Step InterviewTE OptionsBackground for the TeacherPresent the background information on the Phoenicians.Introduce & EngageEngage students by using a map and discussing settlements and trade routes.Guided DiscussionGuide a discussion about the Phoenicians.Analyze VisualsStudy the illustration of the Phoenician ship.Active OptionsNG Learning Framework: Students create their own figurehead.Active OptionsStudents conduct a three-step interview about the Phoenicians as artists.Differentiate: Striving ReadersStudents summarize paragraphs of the LESSON.Differentiate: Gifted & TalentedStudents write travel blogs.LESSON 2.4 Persian LeadersTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesBiography: DariusNG Learning Framework: Learn More About Persian LeadersOn Your Feet: Create a Living Time LineTE OptionsBackground for the TeacherPresent the background information on Cyrus the Great.Introduce & EngageUse a Think, Pair, Share activity to talk about rulers.Guided DiscussionGuide a discussion about running an empire.Form and Support OpinionsDiscuss Cyrus’s policy of tolerance.Active OptionsNG Learning Framework: Students write a biography of a Persian leader.Active OptionsStudents create a living time line of events in the Persian Empire.Differentiate: Striving ReadersStudents use reciprocal teaching to understand the LESSON.Differentiate: English Language LearnersStudents make word cards about the Persian Empire.LESSON 2.5 The Legacy of MesopotamiaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Hold a DebateTE OptionsBackground for the TeacherPresent the background information on Mesopotamian time tracking.Introduce & EngageEngage students by talking about numbers in calendars, clocks, and so on.Guided DiscussionGuide a discussion about the Mesopotamian legacy.SynthesizeConnect Mesopotamian accomplishments to modern life.Active OptionsNG CHAPTER Gallery: Students choose an image that best represents the legacy of Mesopotamia.Active OptionsStudents debate about Mesopotamian cultural legacies.Differentiate: Striving ReadersStudents create a chart about Mesopotamian inventions.Differentiate: Gifted & TalentedStudents describe their own inventions.CHAPTER 3, DAY 5REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 4, DAY 1CHAPTER 4 Ancient EgyptTE OptionsIntroduce the Essential QuestionComplete a Four Corner activity to examine ancient Egypt’s success.Introduce the PhotographIntroduce and discuss the photograph of the temple at Abu Simbel.Share BackgroundProvide additional information on the temple.Key DatesREVIEW key dates in the history of ancient Egypt.Introduce the Reading StrategyDraw conclusions about ancient Egypt’s geographic features.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 The Geography of Ancient EgyptTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Team UpTE OptionsBackground for the TeacherPresent the background information on the Sahara and the Nile.Introduce & EngageBrainstorm how climate affects students’ lives.Guided DiscussionGuide a discussion about the effects of the Sahara and Nile River on Egypt.Analyze VisualsExamine and discuss the photograph of land along the Nile River.Active OptionsNG CHAPTER Gallery: Students learn more about a gallery image.Active OptionsStudents team up to compare answers to questions.Differentiate: Striving ReadersStudents agree or disagree with statements in an Anticipation Guide.Differentiate: Pre-APStudents perform a skit about Egyptians.LESSON 1.2 Agriculture DevelopsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Observe Upper and Lower EgyptOn Your Feet: Card ResponsesTE OptionsBackground for the TeacherPresent the background information on flax and papyrus.Introduce & EngageUse a Venn Diagram to compare farming methods in ancient Egypt and today.Guided DiscussionGuide a discussion about Egyptian crops and use of the Nile.Interpret MapsAnalyze the map of Upper Egypt and Lower Egypt.Active OptionsNG Learning Framework: Students use the map to compare Upper and Lower Egypt.Active OptionsStudents write true-false questions and respond using cards.Differentiate: InclusionStudents use echo reading for the Main Idea statement.Differentiate: Gifted & TalentedStudents create a travel brochure for Lower Egypt.CHAPTER 4, DAY 2LESSON 1.3 Egypt UNITesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information on Memphis.Introduce & EngageShare ideas about the authority of U.S. elected officials.CHAPTER 4, DAY 2 continuedGuided DiscussionGuide a discussion about the Egyptian pharaohs’ authority and ability.Analyze VisualsExamine the carving of the double crown of Egypt.Active OptionsNG CHAPTER Gallery: Students create a list of favorite images.Active OptionsStudents ask and answer questions about the pharaohs’ power and responsibilities.Differentiate: InclusionStudents expand the Main Idea statement.Differentiate: English Language LearnersStudents answer either/or questions about the LESSON content.LESSON 1.4 NG Explorer Sarah Parcak: Sensing Under the SurfaceTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Learn More About TanisOn Your Feet: Create a QuizTE OptionsBackground for the TeacherPresent the background information on Sarah Parcak.Introduce & EngageAsk and answer questions about ancient Egyptians.Guided DiscussionGuide a discussion about the modern scientific discovery of the ancient city of Tanis.Analyze VisualsExamine the satellite image of the Great Pyramid.Active OptionsNG Learning Framework: Students research the discovery of Tanis.Active OptionsStudents create a quiz about using satellite imagery for archaeology.Differentiate: Striving ReadersStudents use a 5Ws Chart to pose questions about the LESSON.Differentiate: Gifted & TalentedStudents write a documentary script about Sarah Parcak’s work.CHAPTER 4, DAY 3LESSON 2.1 The Old KingdomTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Discuss the Importance of PyramidsOn Your Feet: FishbowlTE OptionsBackground for the TeacherPresent the background information on the Great Pyramid.Introduce & EngageActivate prior knowledge about pyramids.Guided DiscussionGuide a discussion about the building of the pyramids at Giza.Analyze VisualsExamine the photograph of the pyramids.Active OptionsNG Learning Framework: Students discuss the importance of the pyramids.Active OptionsStudents discuss the pyramids.Differentiate: InclusionStudents build models of the pyramids.Differentiate: Gifted & TalentedStudents create a photo display of artifacts of Egypt.LESSON 2.2 Daily Life and ReligionTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Chart RelayTE OptionsBackground for the TeacherPresent the background information on mummies.Introduce & EngageWrite questions about aspects of life in ancient Egypt.Guided DiscussionGuide a discussion about Egyptian women and mummies.Analyze VisualsExamine the photograph of Anubis.CHAPTER 4, DAY 3 continuedActive OptionsNG CHAPTER Gallery: Students become an expert on one image from the gallery.Active OptionsStudents have a relay activity writing facts about Egyptian religion and hierarchy.Differentiate: Striving ReadersStudents answer questions on exit slips.Differentiate: Gifted & TalentedStudents write and illustrate a book about an Egyptian god.CHAPTER 4, DAY 4LESSON 2.3 Document-Based Question: Life, Death, and ReligionTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: REVIEW Information About the NileOn Your Feet: Three OptionsTE OptionsBackground for the TeacherPresent the background information on the Book of the Dead.Introduce & EngagePrepare students for the document-based question.Guided DiscussionGuide a discussion about the three documents.EvaluateHave students evaluate each other’s Synthesize and Write activity.Active OptionsNG Learning Framework: Students REVIEW information about the Nile.Active OptionsStudents choose the document that best supported their understanding or furthered their interest.Differentiate: InclusionStudents work with others to read the documents.Differentiate: Pre-APStudents hold a panel discussion about the most important Egyptian contributions.CHAPTER 4, DAY 5LESSON 2.4 The Middle KingdomTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Turn and Talk on TopicNG Learning Framework: REVIEW Information About the Middle KingdomTE OptionsBackground for the TeacherPresent the background information on the Middle Kingdom.Introduce & EngageDiscuss the importance of changes in the Nile flooding.Guided DiscussionGuide a discussion about trade and military power in the Middle Kingdom.Analyze VisualsExamine the depiction of Ahmose being purified by the gods.Active OptionsNG Learning Framework: Students examine the actions of King Mentuhotep and other kings of the Middle Kingdom.Active OptionsSmall groups talk on changes in Egypt after the Hyksos came.Differentiate: English Language LearnersStudents complete sentence starters about the LESSON.Differentiate: Gifted & TalentedStudents research and report on Egyptian artifacts, art, and buildings.LESSON 3.1 Hatshepsut Expands TradeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesBiography: HatshepsutCritical Viewing: NG CHAPTER GalleryOn Your Feet: Present a Period of Egyptian HistoryTE OptionsBackground for the TeacherPresent the background information on Hatshepsut.Introduce & EngageActivate students’ prior knowledge about trading goods.CHAPTER 4, DAY 5 continuedGuided DiscussionGuide a discussion about how Egypt’s army and trade made Egypt rich.More InformationPresent the More Information material on Egypt's female rulers.Active OptionsNG CHAPTER Gallery: Students compare and contrast two gallery images.Active OptionsStudents make presentations about a period of Egyptian history.Differentiate: English Language LearnersStudents use the PREP strategy to prepare for reading the LESSON.Differentiate: Pre-APStudents write a newspaper article comparing the reigns of Hatshepsut and Ahmose.LESSON 3.2 Biography: Ramses IITEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Compare the Reigns of Ramses II and HatshepsutOn Your Feet: Hold a Panel DiscussionTE OptionsBackground for the TeacherPresent the background information on Ramses II.Introduce & EngageUse the profile of Ramses II to make predictions about LESSON content.Guided DiscussionGuide a discussion about Ramses II’s accomplishments.Analyze VisualsDiscuss the photograph of the statue of Ramses II at the museum in Memphis, Egypt..Active OptionsNG Learning Framework: Students compare the reigns of Ramses II and Hatshepsut.Active OptionsStudents hold a panel discussion about Ramses’ greatness.Differentiate: Striving ReadersStudents complete sentence starters about the LESSON.Differentiate: Pre-APStudents act out a television interview with Ramses II.CHAPTER 4, DAY 6LESSON 3.3 History Through Objects: Tut’s TreasuresTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Three-Step InterviewTE OptionsBackground for the TeacherPresent the background information on Tutankhamen.Introduce & EngageBrainstorm a list of what would be in a pharaoh’s tomb.Guided DiscussionGuide a discussion about the items in the pharaoh’s tomb.Analyze VisualsStudents revise their lists of objects in a pharaoh’s tomb.Active OptionsNG CHAPTER Gallery: Students brainstorm additional images for the gallery.Active OptionsStudents interview each other about King Tut and his tomb.Differentiate: Pre-APStudents make magazine ads about a King Tut’s tomb exhibit.Differentiate: Gifted & TalentedStudents act as a talk show host interviewing an expert on King Tut.LESSON 3.4 The Rise of KushTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Learn More About Life in KushOn Your Feet: Create a Concept WebTE OptionsBackground for the TeacherPresent the background information on Kush.Introduce & EngageAsk questions about the kingdom of Kush.Guided DiscussionGuide a discussion about the kingdom of Kush.Create Graphic OrganizersStudents chart the sequence of events that led to the rise and fall of Kush.Active OptionsNG Learning Framework: Students perform research to answer questions about life in Kush.Active OptionsStudents create Concept Webs about the Nubian kingdom of Kush.Differentiate: InclusionStudents study the map of Kush to understand Kush’s growth.Differentiate: Pre-APGroups give presentations about life in Kush.CHAPTER 4, DAY 7LESSON 4.1 Hieroglyphs and PapyrusTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 4 QuizStudent ActivitiesActive History: Decipher Egyptian HieroglyphicsOn Your Feet: Talk and ShareTE OptionsBackground for the TeacherPresent the background information on scribes.Introduce & EngageBrainstorm forms of communication.Guided DiscussionGuide a discussion about hieroglyphs and the Rosetta Stone.More InformationPresent the More Information material on the Rosetta Stone.Active OptionsActive History: Students decipher Egyptian hieroglyphics.Active OptionsStudents discuss the importance of finding the Rosetta Stone.Differentiate: English Language LearnersStudents complete a Word Square for each of the Key Vocabulary words in the LESSON.Differentiate: Striving ReadersStudents complete a Word Splash to show how terms are related.LESSON 4.2 Medicine, Science, and MathematicsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 4 QuizStudent ActivitiesNG Learning Framework: Learn More About Medicine in Ancient EgyptOn Your Feet: Create a QuizTE OptionsBackground for the TeacherPresent the background information on Egyptian medical knowledge.Introduce & EngageUse a K-W-L Chart to brainstorm ideas about medicine, science, and math in Egypt.Guided DiscussionGuide a discussion about ancient Egyptians’ knowledge of anatomy and math.Create Graphic OrganizersStudents make a Concept Web about medicine, science, and math in ancient Egypt..Active OptionsNG Learning Framework: Students research medical practices used in ancient Egypt.Active OptionsStudents ask and answer true-false questions about ancient Egypt's contributions to medicine, science, and mathematics.Differentiate: Striving ReadersStudents summarize the LESSON using subheadings.Differentiate: Gifted & TalentedStudents research the practice of medicine in ancient Egypt.LESSON 4.3 Art and ArchitectureTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 4 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: FishbowlTE OptionsBackground for the TeacherPresent the background information on Egyptian artwork.Introduce & EngageCreate a Word Web about architecture in ancient Egypt.Guided DiscussionGuide a discussion about how ancient Egyptians designed architecture and art concerning the human body.Analyze VisualsAnalyze examples of frontalism in Egyptian art.Active OptionsNG CHAPTER Gallery: Students choose the image that best represents their understanding of the CHAPTER.Active OptionsStudents summarize a discussion of ancient Egyptian art.Differentiate: Striving ReadersStudents find details about Egyptian art and architecture.Differentiate: Pre-APStudents write feature articles about ancient Egyptian art and architecture.CHAPTER 4, DAY 8REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 5, DAY 1CHAPTER 5 Judaism and the Israelite KingdomsTE OptionsIntroduce the Essential QuestionComplete a Roundtable activity to discuss the elements of culture.Introduce the PhotographIntroduce and discuss the photograph of the Old City in Jerusalem.Share BackgroundProvide additional information on the Old City.Key DatesREVIEW key dates in the history of Judaism and the Israelite kingdoms.Introduce the Reading StrategyBegin a Main Idea Cluster to identify beliefs and practices of Judaism.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 Abraham and MosesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER GalleryNG Learning Framework: A Man Called MosesTE OptionsBackground for the TeacherPresent the background information on early Jewish history.Introduce & EngageHave students brainstorm a list of strong leaders.Guided DiscussionGuide a discussion about the Hebrew people and their return to Canaan.Interpret MapsExamine and discuss the map of journeys to the Promised Land.Active OptionsNG CHAPTER Gallery: Students compare and contrast images.Active OptionsNG Learning Framework: Students make a fact sheet about Moses.Differentiate: Striving ReadersStudents summarize each paragraph in the LESSON.Differentiate: English Language LearnersStudents write details for the main idea of the LESSON.LESSON 1.2 A Distinct CultureTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesActive History: Investigate Major Religious HolidaysOn Your Feet: Create a Concept WebTE OptionsBackground for the TeacherPresent the background information on Canaan.Introduce & EngageActivate students’ prior knowledge about tribes.Guided DiscussionGuide a discussion about Moses’ code of religious practices and on how Joshua brought the Israelites to Canaan.Analyze VisualsDiscuss the photograph of Mount Tabor.Active OptionsActive History: Students investigate major religious holidays.Active OptionsStudents create Concept Webs about the culture of the Israelites.Differentiate: English Language LearnersPairs read and summarize LESSON paragraphs.Differentiate: Pre-APStudents research the Twelve Tribes and orally report to the class.LESSON 1.3 Beliefs and Texts of JudaismTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information on keeping kosher.Introduce & EngageUse a Concept Web to have students discuss values.Guided DiscussionGuide a discussion about the values of Judaism and the Torah.More InformationPresent the More Information material on the Cervera Bible.Active OptionsNG CHAPTER Gallery: Students research an image.Active OptionsStudents use Inside-Outside Circles to discuss the LESSON.Differentiate: InclusionStudents fill in sentence frames to support their reading.Differentiate: Gifted & TalentedStudents make their own illuminated manuscripts.CHAPTER 5, DAY 2LESSON 1.4 Document-Based Question: Writings from the Hebrew BibleTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Two OptionsTE OptionsBackground for the TeacherPresent the background information on the Dead Sea Scrolls.Introduce & EngagePrepare students for the Document-Based Question.Guided DiscussionGuide a discussion about the two documents.EvaluateHave students evaluate each other’s Synthesize and Write activity.Active OptionsNG CHAPTER Gallery: Students become an expert on an image.Active OptionsStudents choose which document best supports the Hebrew Bible’s importance.Differentiate: InclusionStudents work in pairs to read and understand the documents.Differentiate: Pre-APStudents research the Dead Sea Scrolls.CHAPTER 5, DAY 3LESSON 2.1 Israel and JudahTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesBiography: SolomonNG Learning Framework: Write a BiographyOn Your Feet: Tell Me MoreTE OptionsBackground for the TeacherPresent the background information on King Solomon.Introduce & EngageDiscuss the illustration of Solomon’s Temple.Guided DiscussionGuide a discussion about the war between the tribes and the Assyrians’ conquering of Judah.Create Time LinesCreate a time line of events in the LESSON.Active OptionsNG Learning Framework: Students write a biography of someone living at this time.Active OptionsGroups assemble facts about people and places in the LESSON.Differentiate: English Language LearnersStudents work with sentence strips from the LESSON.Differentiate: Gifted & TalentedStudents create a model of Solomon’s Temple.LESSON 2.2 Exile and ReturnTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Card ResponsesTE OptionsBackground for the TeacherPresent the background information on Cyrus the Great.Introduce & EngageDiscuss the meaning of the word exile.Guided DiscussionGuide a discussion about the Babylonian Captivity and its effects.More InformationPresent the More Information material on the Western Wall.Active OptionsNG CHAPTER Gallery: Studentfind an additional image.Active OptionsStudents write true-false statements about the LESSON.Differentiate: Striving ReadersStudents pREVIEW the LESSON before reading it.Differentiate: Pre-APStudents research the life of Cyrus the Great and write a short biography.LESSON 2.3 The DiasporaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: One-on-One InterviewsTE OptionsBackground for the TeacherPresent the background information on Zealots.Introduce & EngageHave students make connections to people who move to a new area.Guided DiscussionGuide a discussion about Jews maintaining their identity and the Jewish legacy.Interpret MapsDiscuss the map of the Jewish Diaspora.Active OptionsNG CHAPTER Gallery: Students select a representative image.Active OptionsPairs interview each other about Syrian and Roman rule of Judah.Differentiate: InclusionStudents pair with well-sighted partners for reading.Differentiate: Gifted & TalentedStudents write journal entries that Jews in the Diaspora might have written.LESSON 2.4 National Geographic Explorer Beverly Goodman: Uncovering the Story of Caesarea’s PortTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Learn More About TsunamisOn Your Feet: Three-Step InterviewTE OptionsBackground for the TeacherPresent the background information on the harbor at Caesarea.Introduce & EngageActivate students’ prior knowledge about tsunamis.Guided DiscussionGuide a discussion about Beverly Goodman’s conclusions.Analyze VisualsDiscuss the photograph of Beverly Goodman.Active OptionsNG Learning Framework: Students research tsunamis.Active OptionsStudents interview each other about the work of geoarchaeologists.Differentiate: English Language LearnersStudents focus on compound words in the LESSON.Differentiate: Pre-APStudents prepare an interview with Beverly Goodman about her work.CHAPTER 5, DAY 4REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 6, DAY 1CHAPTER 6 Ancient IndiaTE OptionsIntroduce the Essential QuestionComplete a Think, Pair, Share activity to examine factors that led to the development of great civilizations in ancient India.Introduce the PhotographIntroduce and discuss the photograph of schoolgirls offering a prayer to Shiva.Share BackgroundProvide additional information on Hindu worship.Key DatesREVIEW key dates in the history of ancient India.Introduce the Reading StrategyBegin a Cause and Effect Web to identify effects of the Aryan migrations.Introduce CHAPTER VocabularyComplete study cards for Key Vocabulary words.LESSON 1.1 The Geography of Ancient IndiaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: FishbowlCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on Mount Everest.Introduce & EngageModel for students how the Himalaya was formed by folding paper.Guided DiscussionGuide a discussion about the countries of South Asia and the formation of the Himalaya.Interpret MapsPoint out features on the map of the Indian subcontinent.Active OptionsStudents discuss South Asia’s geography.Active OptionsNG CHAPTER Gallery: Students find additional images.Differentiate: Striving ReadersStudents pREVIEW the LESSON.Differentiate: Gifted & TalentedStudents create a presentation about monsoons.LESSON 1.2 Harappan CivilizationTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Card Responses Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the Harappan civilization.Introduce & EngageLead students to pREVIEW and predict the LESSON content.Guided DiscussionGuide a discussion about Harappan cities and trade.Analyze VisualsAnalyze the photograph of Mohenjo-Daro.Active OptionsStudents write true-false questions about the LESSON.Active OptionsNG CHAPTER Gallery: Students research an image.Differentiate: English Language LearnersStudents ask who? what? where? when? and how? about the LESSON.Differentiate: Striving ReadersStudents make a Concept Web about the Harappan civilization.CHAPTER 6, DAY 2LESSON 1.3 Aryan MigrationsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Create a QuizNG Learning Framework: Research BrahmanismTE OptionsBackground for the TeacherPresent the background information on the Aryan caste system.Introduce & EngageDiscuss factors that affect a civilization.Guided DiscussionGuide a discussion about the causes of Harappan decline and the relationship between Brahmans and kings.Create Graphic OrganizersCreate a visual representation of India’s ancient caste system.Active OptionsStudents write a quiz about Aryan migrations.Active OptionsNG Learning Framework: Students research Brahmanism.Differentiate: InclusionStudents pair up to do echo reading.Differentiate: Pre-APSmall groups write a report on the caste system.LESSON 1.4 Hindu Beliefs and PracticesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Numbered Heads Critical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information on Hinduism.Introduce & EngageElicit questions students have about Hinduism.Guided DiscussionGuide a discussion about Hinduism.More InformationPresent the More Information material on Hindu rituals.Active OptionsStudents compare and contrast Hindu and Aryan beliefs.Active OptionsNG Image Gallery: Students choose two images.Differentiate: English Language LearnersStudents create webs for vocabulary words.Differentiate: Striving ReadersStudents list things they learned about Hinduism.LESSON 1.5 Document-Based Question: Hindu Sacred TextsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Talk and ShareNG Learning Framework: Study Primary SourcesTE OptionsBackground for the TeacherPresent the background information on the Bhagavad Gita.Introduce & EngagePrepare students for the Document-Based Question.Guided DiscussionGuide a discussion about the three documents.EvaluateHave students evaluate each other’s Synthesize and Write activity.Active OptionsStudents talk and share ideas about Hindu texts and their impact.Active OptionsNG Learning Framework: Students write about the documents.Differentiate: Striving ReadersStudents tweet about the documents.Differentiate: Pre-APStudents give an oral report about Hindus’ view of nature.CHAPTER 6, DAY 3LESSON 1.6 Siddhartha and BuddhismTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesActive History: Map the Spread of BuddhismOn Your Feet: One-on-One InterviewsTE OptionsBackground for the TeacherPresent the background information on Buddhism.Introduce & EngageIntroduce a K-W-L Chart about religions in ancient India.Guided DiscussionGuide a discussion about the teachings of the Buddha.Analyze VisualsDiscuss the photograph of Buddhist monks.Active OptionsStudents interview each other about the three religions.Active OptionsActive History: Students map the spread of Buddhism.Differentiate: InclusionStudents fill out sentence frames to help comprehension.Differentiate: Gifted & TalentedStudents host a talk show about Siddhartha and his teachings.LESSON 2.1 The Maurya EmpireTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesBiography: AsokaOn Your Feet: Build a Paragraph Critical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information on the Maurya Empire.Introduce & EngageHave teams create Word Webs of characteristics of a successful civilization.Guided DiscussionGuide a discussion about the reigns of Chandragupta and Asoka.Active OptionsStudents build a paragraph about Asoka.Active OptionsNG Image Gallery: Students compare and contrast images.Differentiate: English Language LearnersStudents answer yes/no questions about the LESSON.Differentiate: Pre-APStudents create a travel brochure about India during Asoka’s reign.LESSON 2.2 The Gupta EmpireTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Present an EmpireNG Learning Framework: Write a BiographyTE OptionsBackground for the TeacherPresent the background information on the Gupta Empire.Introduce & EngageIntroduce a K-W-L Chart about the trading of goods and ideas.Guided DiscussionGuide a discussion to compare and contrast the Gupta and Maurya governments.Analyze VisualsDiscuss the photograph of Dashavatar Temple.Active OptionsGroups make presentations about the Gupta and Maurya empires.Active OptionsNG Learning Framework: Students write a biography of a LESSON figure.Differentiate: Striving ReadersStudents write main ideas and details about the Gupta Empire.Differentiate: InclusionStudents fill in cloze statements about the LESSON.LESSON 2.3 The Legacy of Ancient IndiaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Inside-Outside Circle Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on doctors in ancient India.Introduce & EngageDiscuss Hinduism and Buddhism.Guided DiscussionGuide a discussion about medical and astronomical discoveries in India.Active OptionsStudents use an Inside-Outside Circle to discuss the LESSON.Active OptionsNG CHAPTER Gallery: Students find an additional image.Differentiate: English Language LearnersStudents fill in sentence stems about the LESSONs.Differentiate: Pre-APStudents write a feature article about Angkor Wat.CHAPTER 6, DAY 4REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 7, DAY 1CHAPTER 7 Ancient ChinaTE OptionsIntroduce the Essential QuestionComplete a Roundtable activity to discuss factors of a successful civilization.Introduce the PhotographIntroduce and discuss the photograph of the lion’s dance.Share BackgroundProvide additional information on the lion’s dance.Key DatesREVIEW key dates in the history of ancient China.Introduce the Reading StrategyAnalyze language used to describe ancient Chinese philosophies.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 The Geography of Ancient ChinaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: FishbowlTE OptionsBackground for the TeacherPresent the background information on the Gobi.Introduce & EngageFold paper to imitate landforms in China.Guided DiscussionGuide a discussion about the rivers and plains of China.Interpret MapsDiscuss the map of ancient China.Active OptionsNG CHAPTER Gallery: Students research an image.Active OptionsStudents discuss the rivers in China.Differentiate: Striving ReadersStudents make cluster diagrams about landforms.Differentiate: English Language LearnersStudents label a map using geographic terms.LESSON 1.2 Shang and Zhou DynastiesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Stage a Quiz ShowTE OptionsBackground for the TeacherPresent the background information on oracle bones.Introduce & EngageExplain and demonstrate a time line.Guided DiscussionGuide a discussion about the Shang and Zhou dynasties.Interpret DiagramsDiscuss the diagram of the dynastic cycle.Active OptionsNG CHAPTER Gallery: Students select favorite images.Active OptionsStudents stage a quiz show about the LESSON.Differentiate: Striving ReadersStudents fill out T-Charts about the two dynasties.Differentiate: Pre-APStudents create an e-zine article about the Zhou dynasty.LESSON 1.3 Chinese PhilosophiesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: ConfuciusCritical Viewing: NG CHAPTER GalleryOn Your Feet: Code of Conduct RoundtableTE OptionsBackground for the TeacherPresent the background information on Confucius and Confucianism.Introduce & EngageHave students analyze a moral saying of Confucius.Guided DiscussionGuide a discussion about Chinese society and its influence on philosophies.More InformationPresent the More Information material on yin and yang.Active OptionsNG CHAPTER Gallery: Students compare and contrast two images.Active OptionsStudents create a code of conduct for the classroom.Differentiate: English Language LearnersStudents find a classmate to answer questions about the LESSON.Differentiate: Striving ReadersStudents read in pairs and ask each other questions about the LESSON.CHAPTER 7, DAY 2LESSON 1.4 Document-Based Question: Contrasting Belief SystemsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Learn About Different Chinese PhilosophiesOn Your Feet: Use a Jigsaw StrategyTE OptionsBackground for the TeacherPresent the background information on Laozi.Introduce & EngagePrepare students for the Document-Based Question.Guided DiscussionGuide a discussion about the three documents.EvaluateHave students evaluate each other’s Synthesize and Write activity.Active OptionsNG Learning Framework: Students learn more about the three philosophies.Active OptionsStudents use a Jigsaw strategy to study the documents further.Differentiate: Striving ReadersStudents summarize each document.Differentiate: Gifted & TalentedStudents write a profile of each philosopher.CHAPTER 7, DAY 3LESSON 2.1 Biography: Shi HuangdiTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Learn About Shi HuangdiOn Your Feet: Hold a Panel DiscussionTE OptionsBackground for the TeacherPresent the background information on Shi Huangdi.Introduce & EngagePREVIEW the profile of Shi Huangdi.Guided DiscussionGuide a discussion about the decisions Shi Huangdi made during his rule.Interpret VisualsDiscuss the digital re-creation of the terra cotta warriors.Active OptionsNG Learning Framework: Students make decisions as Shi Huangdi.Active OptionsStudents have a panel discussion about Shi Huangdi’s accomplishments.Differentiate: Striving ReadersStudents use reciprocal teaching to understand the LESSON.Differentiate: InclusionStudents use a Concept Cluster to study Shi Huangdi.LESSON 2.2 The Great WallTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Learn About the Great WallOn Your Feet: Build a WallTE OptionsBackground for the TeacherPresent the background information on the Great Wall.Introduce & EngagePresent a K-W-L Chart for students about the Great Wall.Guided DiscussionGuide a discussion about the building of the Great Wall.Analyze VisualsDiscuss the photograph of the Great Wall.CHAPTER 7, DAY 3 continuedActive OptionsNG Learning Framework: Students write letters as workers on the Great Wall.Active OptionsStudents use chairs or blocks to build a wall.Differentiate: InclusionStudents summarize the paragraphs in the LESSON.Differentiate: Gifted & TalentedStudents draw the Great Wall.LESSON 2.3 Moments in History: Terra Cotta WarriorsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Learn About Shi Huangdi’s ArmyOn Your Feet: I See, I Read, And SoTE OptionsBackground for the TeacherPresent the background information on the terra cotta warriors.Introduce & EngageActivate students’ prior knowledge about the terra cotta warriors.Guided DiscussionGuide a discussion about the warriors shown in the photograph.More InformationPresent the More Information material on the terra cotta figures.Active OptionsNG Learning Framework: Students research Shi Huangdi’s army.Active OptionsStudents use a chart to record observations about the terra cotta warriors.Differentiate: English Language LearnersStudents connect the word terra cotta to Spanish words.Differentiate: Pre-APStudents create a Top Ten list of interesting facts about terra cotta warriors.CHAPTER 7, DAY 4LESSON 2.4 The Han DynastyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Stage a Quiz ShowTE OptionsBackground for the TeacherPresent the background information on Empress Lü.Introduce & EngageActivate students’ prior knowledge about Confucianism.Guided DiscussionGuide a discussion about the Han dynasty and Confucianism.Interpret MapsDiscuss the map of the Han dynasty.Active OptionsNG CHAPTER Gallery: Students choose a representative image.Active OptionsStudents stage a quiz show about the Han dynasty.Differentiate: English Language LearnersStudents complete a Word Chart about bureaucracy.Differentiate: Striving ReadersStudents answer either/or questions about main ideas.LESSON 2.5 The Legacy of Ancient ChinaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Inventions and IdeasTE OptionsBackground for the TeacherPresent the background information on the early compass.Introduce & EngageLead a discussion about Chinese inventions.Guided DiscussionGuide a discussion about Chinese techniques for paper and silk.Analyze VisualsDiscuss the visual showing the legacy of China’s early compass.CHAPTER 7, DAY 4 continuedActive OptionsNG CHAPTER Gallery: Students become an expert on an image.Active OptionsStudents choose the most significant invention.Differentiate: Striving ReadersStudents make an invention chart.Differentiate: Gifted & TalentedStudents describe their own inventions.LESSON 3.1 The Silk RoadsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Learn About the Silk RoadsOn Your Feet: Team Word WebbingTE OptionsBackground for the TeacherPresent the background information on the Silk Roads.Introduce & EngageActivate students’ prior knowledge about camels.Guided DiscussionGuide a discussion about the Silk Roads’ traders and the global economy.Interpret MapsDiscuss the map of the main route of the Silk Roads.Active OptionsNG Learning Framework: Students make a storyboard about a Silk Roads caravan.Active OptionsTeams make a Word Web about the Silk Roads.Differentiate: Striving ReadersStudents ask and answer questions about the Silk Roads.Differentiate: Pre-APStudents give an oral report about maritime routes of the Silk Roads.CHAPTER 7, DAY 5LESSON 3.2 Trade on the Silk RoadsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesActive History: Barter on the Silk RoadsOn Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information on silk.Introduce & EngageUse an Idea Web to discuss trade items on the Silk Roads.Guided DiscussionGuide a discussion about bartering and market towns on the Silk Roads.More InformationPresent the More Information material on Buddhism in East Asia.Active OptionsActive History: Students barter on the Silk Roads.Active OptionsStudents use an Inside-Outside Circle to discuss the LESSON.Differentiate: Striving ReadersStudents practice the concept of bartering.Differentiate: Gifted & TalentedStudents create a skit about a trading encounter on the Silk Roads.LESSON 3.3 History Through Objects: Goods from the Silk RoadsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Set Up a MarketTE OptionsBackground for the TeacherPresent the background information on ivory.Introduce & EngageDiscuss international trade today.Guided DiscussionGuide a discussion about the items traded on the Silk Roads.Analyze VisualsStudents classify the items featured in the LESSON.CHAPTER 5, DAY 5 continuedActive OptionsNG CHAPTER Gallery: Students look for additional images.Active OptionsSmall groups set up markets to sell items mentioned in the LESSON.Differentiate: InclusionWell-sighted students pair with visually impaired students to study the visuals.Differentiate: Pre-APStudents research and show images of other goods traded on the Silk Roads.LESSON 3.4 National Geographic Explorer Fredrik Hiebert: Excavating Along the Silk RoadsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Learn About Fredrik HiebertOn Your Feet: Tell Me MoreTE OptionsBackground for the TeacherPresent the background information on the Bactrian Hoard.Introduce & EngageDiscuss hiding a treasure.Guided DiscussionGuide a discussion about Fredrik Hiebert’s discoveries.Make InferencesGuide students to discuss Fredrik Hiebert’s quotation.Active OptionsNG Learning Framework: Students write a short biography of Fredrik Hiebert.Active OptionsTeams find facts about trade and hidden treasures on the Silk Roads.Differentiate: English Language LearnersStudents answer true-false questions about trade on the Silk Roads.Differentiate: Striving ReadersStudents use a 5Ws Chart to clarify their reading.CHAPTER 7, DAY 6REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.UNIT WRAP-UPUNIT 2 Early CivilizationsOn Location with Christopher ThorntonLearn more about Christopher Thornton and his work.National Geographic Article: China's Ancient LifelineExplore and discuss the adapted National Geographic article.UNIT Inquiry: Write a Creation MythComplete the UNIT-level project.INTRODUCE THE UNITUNIT 3 Greek CivilizationsOn Location with William ParkinsonWatch the William Parkinson video and discuss.Time LineExplore and discuss the UNIT time line.UNIT Map: Ancient GreeceExplore and discuss the UNIT map.CHAPTER 8, DAY 1CHAPTER 8 Ancient GreeceTE OptionsIntroduce the Essential QuestionComplete a Four Corner activity to examine ancient Greek civilization.Introduce the PhotographIntroduce and discuss the photograph of the Temple of Aphaia.Share BackgroundProvide additional information on the Temple of Aphaia.Key DatesREVIEW key dates in the history of ancient Greece.Introduce the Reading StrategyBegin a Y-Notes Chart to compare and contrast Sparta and Athens.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 Mysterious MinoansTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Card ResponsesTE OptionsBackground for the TeacherPresent the background information on Knossos.Introduce & EngageActivate students’ prior knowledge about the Mediterranean area.Guided DiscussionGuide a discussion about King Minos and the Minoan civilization.Analyze VisualsExamine the painting from the palace of Knossos.Active OptionsNG CHAPTER Gallery: Students compare two images.Active OptionsStudents write true-false questions about the LESSON.Differentiate: English Language LearnersStudents take notes and summarize the LESSON.Differentiate: Pre-APStudents research the myth of the labyrinth of Minos and the Minotaur and make an oral presentation.LESSON 1.2 Mycenaean CivilizationTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Learn More About Greek OriginsOn Your Feet: Chart RelayTE OptionsBackground for the TeacherPresent the background information on Mycenaean metalworking.Introduce & EngageBrainstorm features of a new civilization.Guided DiscussionGuide a discussion about the Mycenaean civilization.Interpret MapsDiscuss the map of Mycenaean trade routes.Active OptionsNG Learning Framework: Students write questions about Greek origins.Active OptionsStudents have a race to chart facts from the LESSON.Differentiate: Striving ReadersStudents complete sentence starters about the LESSON.Differentiate: Gifted & TalentedStudents research the Sea Peoples and present their findings.LESSON 1.3 The Age of HeroesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: HomerNG Learning Framework: Write an Epic PoemOn Your Feet: Conduct Talk Show InterviewsTE OptionsBackground for the TeacherPresent the background information on Homer.Introduce & EngagePREVIEW the art in the LESSON.Guided DiscussionGuide a discussion about oral and written stories and epic poetry.Make ConnectionsMake modern connections to Homer’s Trojan Horse.Active OptionsNG Learning Framework: Students write an epic poem.Active OptionsStudents act out a talk show with an expert on Homer and epic poems.Differentiate: InclusionStudents describe the Trojan Horse.Differentiate: Gifted & TalentedStudents write an epic poem dealing with a modern story.CHAPTER 8, DAY 2LESSON 1.4 City-StatesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Tell Me MoreTE OptionsBackground for the TeacherPresent the background information on ancient Greek cities.Introduce & EngageActivate students’ prior knowledge about cities and states.CHAPTER 8, DAY 2 continuedGuided DiscussionGuide a discussion about citizens of city-states and aristocracies and oligarchies.More InformationPresent the More Information material on the geography of Greece.Active OptionsNG CHAPTER Gallery: Students become an expert on an image.Active OptionsTeams gather facts about topics concerning ancient Greece.Differentiate: Striving ReadersStudents chart different forms of government.Differentiate: Pre-APStudents research a city-state and have a panel discussion.LESSON 1.5 Colonization and TradeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Advertise a New ColonyOn Your Feet: Create Trade NetworksTE OptionsBackground for the TeacherPresent the background information on colonization and trade in the ancient Mediterranean.Introduce & EngagePREVIEW LESSON content by using the map.Guided DiscussionGuide a discussion about population growth and cultural diffusion in ancient Greece.Interpret MapsDiscuss the map of Greek trade.Active OptionsNG Learning Framework: Students advertise a new colony by making a poster.Active OptionsStudents advertise and trade products with other groups.Differentiate: English Language LearnersStudents answer the 5Ws about colonization and trade in Greece.Differentiate: Gifted & TalentedStudents research what goods were actually traded in ancient Greece.CHAPTER 8, DAY 3LESSON 2.1 Sparta’s Military SocietyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Create a GovernmentOn Your Feet: In This CornerTE OptionsBackground for the TeacherPresent the background information on Spartan military culture.Introduce & EngageDiscuss the meaning of the word spartan.Guided DiscussionGuide a discussion about Sparta’s social classes and military pare and ContrastCompare and contrast King Leonidas with modern soldiers.Active OptionsNG Learning Framework: Students create a plan for a new government.Active OptionsStudents describe Spartan soldiers and helots.Differentiate: InclusionStudents work with a graphic organizer to identify main ideas and details.Differentiate: Gifted & TalentedStudents write journal entries as someone in Spartan society.LESSON 2.2 Athens’s Democratic SocietyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesActive History: Analyze Primary Sources: DemocracyOn Your Feet: Create a Concept WebTE OptionsBackground for the TeacherPresent the background information on Greek pottery.Introduce & EngagePresent a K-W-L Chart to pREVIEW the topics of Athens and democracy.Guided DiscussionGuide a discussion about citizenship in Athens and differences between boys in Athens and Sparta.Analyze VisualsDiscuss the images of Greek vases.Active OptionsActive History: Students analyze primary sources about democracy.Active OptionsStudents create a Concept Web on the topic of early Greece.Differentiate: English LearnersStudents teach word meanings to each other.Differentiate: Pre-APStudents create an exhibit of Greek art.CHAPTER 8, DAY 4LESSON 2.3 Uniting Against the PersiansTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Learn More About TriremesOn Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information on the Greeks’ defeat of the Persian Empire.Introduce & EngagePREVIEW the diagram of the trireme.Guided DiscussionGuide a discussion about the Greeks and the Persian Wars.Analyze VisualsExamine the diagram of the trireme.NG Learning Framework: More About TriremesStudents study more about the use of triremes.Active OptionsStudents take part in Inside-Outside Circles to discuss the Persian Wars.Differentiate: Striving ReadersStudents write purpose-setting questions about the LESSON.Differentiate: Pre-APStudents annotate a time line about the Persian Wars.CHAPTER 8, DAY 4 continuedLESSON 2.4 Moments in History: The Battle of ThermopylaeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: I See, I Read, And SoTE OptionsBackground for the TeacherPresent the background information on the Battle of Thermopylae.Introduce & EngagePREVIEW the movie still from the movie 300.Guided DiscussionGuide a discussion comparing the Battle of Thermopylae to later events.More InformationPresent the More Information material on King Leonidas.Active OptionsNG CHAPTER Gallery: Students select a representative image.Active OptionsStudents create a chart to draw conclusions about the movie still and the Battle of Thermopylae.Differentiate: Striving ReadersStudents answer questions about the movie still.Differentiate: Gifted & TalentedStudents imagine an alternative ending to the battle.CHAPTER 8, DAY 5REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 9, DAY 1CHAPTER 9 Classical GreeceTE OptionsIntroduce the Essential QuestionComplete a Jigsaw activity to introduce factors of modern culture influenced by classical Greece.Introduce the PhotographIntroduce and discuss the photograph of Cape Tainaron.Share BackgroundProvide additional information about Hades and the Greek underworld.Key DatesREVIEW key dates in the history of classical Greece.Introduce the Reading StrategyDetermine word meanings based on Greek roots.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 Pericles and DemocracyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: CleisthenesOn Your Feet: Small GroupsNG Learning Framework: Democracy in ActionTE OptionsBackground for the TeacherPresent the background information on democracy.Introduce & EngageActivate students’ prior knowledge about classical Greece and democracy.Guided DiscussionGuide a discussion about the decisions of Solon and Pericles.Analyze VisualsDiscuss the photograph of the statue of Pericles.Active OptionsGroups discuss democratic countries of today.Active OptionsNG Learning Framework: Students vote about an aspect of the day’s instruction.Differentiate: Striving ReadersStudents chart reforms of the three leaders mentioned in the LESSON.Differentiate: Pre-APStudents write a report on limited and unlimited democracies.LESSON 1.2 The Athenian EmpireTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: DebateNG Learning Framework: Research the AcropolisTE OptionsBackground for the TeacherPresent the background information on the Acropolis.Introduce & EngageCompare Athens’s actions regarding the Delian League to a modern situation.Guided DiscussionGuide a discussion about Athens’s actions regarding the Delian League.Analyze VisualsDiscuss the illustration of the Acropolis.Active OptionsStudents debate the arguments between Athens and Sparta.Active OptionsNG Learning Framework: Students research a building at the Acropolis.Differentiate: Striving ReadersStudents chart the conflict about the Delian League.Differentiate: Gifted & TalentedStudents create a three-dimensional model of the Acropolis.CHAPTER 9, DAY 2LESSON 1.3 Religion and the GodsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Play a Game of TelephoneNG Learning Framework: Retell a MythTE OptionsBackground for the TeacherPresent the background information about the Greek religion.Introduce & EngageActivate prior knowledge of Greek myths.Guided DiscussionGuide a discussion about gods and humans in Greek myths.More InformationShare the More Information material on Greek and Roman mythology.Active OptionsStudents play the game of telephone using a Greek myth.Active OptionsNG Learning Framework: Students research and retell a Greek myth.Differentiate: English Language LearnersStudents make vocabulary cards.Differentiate: Gifted & TalentedStudents rewrite a Greek myth for the modern day.LESSON 2.1 War Breaks OutTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Inside-Outside Circle Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on Thucydides' History of the Peloponnesian War.Introduce & EngageDiscuss why Sparta and Athens conflicted.Guided DiscussionGuide a discussion about the Peloponnesian War.Interpret MapsDiscuss the map of the Peloponnesian War.Active OptionsStudents discuss the LESSON in an Inside-Outside Circle.Active OptionsNG CHAPTER Gallery: Students research an image.Differentiate: InclusionStudents work with partners to understand the LESSON.Differentiate: Pre-APStudents hold a panel discussion about the plague’s effect on Greek society.LESSON 2.2 The Defeat of AthensTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Identifying Issues Critical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information about Athens’s failure.Introduce & EngageLead a discussion about Pericles’ strategy.Guided DiscussionGuide a discussion about predicting the future and identifying main ideas.More InformationShare the More Information material on Athens’s new war strategy.Active OptionsGroups identify challenges a democracy faces.Active OptionsNG Image Gallery: Students compare and contrast images.Differentiate: Striving ReadersStudents sequence events in the LESSON.Differentiate: Pre-APStudents research the Athenian siege of Syracuse.CHAPTER 9, DAY 3LESSON 2.3 Document-Based Question: Athenian DemocracyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: JigsawNG Learning Framework: Attitudes Toward DemocracyTE OptionsBackground for the TeacherPresent the background information on the practice of ostracism.Introduce & EngagePrepare students for the document-based question.Guided DiscussionGuide a discussion about the two documents.EvaluateHave students evaluate each other’s Synthesize and Write Activities.Active OptionsGroups use a Jigsaw strategy to share aspects of features of democracy in ancient Greece.Active OptionsNG Learning Framework: Students compare speeches about democracy.Differentiate: InclusionStudents work in pairs to understand the documents.Differentiate: Pre-APStudents research ostracism in ancient Greece.CHAPTER 9, DAY 4LESSON 3.1 Philip of MacedoniaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Tell Me MoreNG Learning Framework: Role-PlayTE OptionsBackground for the TeacherPresent the background information about Philip of Macedonia.Introduce & EngageActivate prior knowledge about Philip of Macedonia and Alexander the Great.Guided DiscussionGuide a discussion of main ideas, details, and predictions about the LESSON.Create Graphic OrganizersDirect students as they create a time line of Philip II’s reign.Active OptionsGroups gather facts on Philip II and Alexander the Great.Active OptionsNG Learning Framework: Students put themselves in Alexander’s place.Differentiate: English Language LearnersStudents create Word Squares for vocabulary words.Differentiate: Striving ReadersStudents create a Venn Diagram about Philip and Alexander.LESSON 3.2 Biography: Alexander the GreatTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Make Inferences About CharacterCritical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information on Macedonia.Introduce & EngageDiscuss the map of Alexander’s empire.Guided DiscussionGuide a discussion about Alexander’s conquest of Persia.More InformationShare the More Information material on Aristotle’s tutoring of Alexander.Active OptionsSmall groups discuss Alexander’s character.Active OptionsNG Image Gallery: Students choose a representative image.Differentiate: English Language LearnersStudents study the map of Alexander’s empire.Differentiate: Striving ReadersStudents summarize each paragraph of the LESSON.CHAPTER 9, DAY 5LESSON 3.3 The Spread of Hellenistic CultureTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Culture Roundtable Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on scholars at the Library of Alexandria.Introduce & EngageDiscuss cultures.CHAPTER 9, DAY 5 continuedGuided DiscussionGuide a discussion about the spread of Greek culture.Analyze VisualsDiscuss the photograph of Winged Victory.Active OptionsSmall groups discuss the meaning of culture.Active OptionsNG CHAPTER Gallery: Students become an expert on an image.Differentiate: Pre-APStudents research cities named Alexandria.Differentiate: Gifted & TalentedStudents list Greek cultural references in modern popular culture.LESSON 4.1 Philosophy and LiteratureTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 4 QuizStudent ActivitiesBiography: AristotleOn Your Feet: Understand Multiple PerspectivesCritical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information on Greek philosophy.Introduce & EngageLead a Thumbs Up, Thumbs Down discussion of Greek philosophers and writers.Guided DiscussionGuide a discussion about Socrates, Plato, and Aristotle.Analyze VisualsDiscuss the detail from Raphael’s School of Athens.Active OptionsNG Image Gallery: Students create a list of favorite images.Active OptionsStudents discuss topics from a philosophical and scientific perspective.Differentiate: Striving ReadersStudents make a chart about Greek philosophers.Differentiate: Pre-APStudents research a figure in Raphael’s School of Athens.CHAPTER 9, DAY 6LESSON 4.2 Arts and ArchitectureTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 4 QuizStudent ActivitiesOn Your Feet: Small GroupsNG Learning Framework: Write a PlayTE OptionsBackground for the TeacherPresent the background information on Greek architecture today.Introduce & EngageRemind students of what they know about Greek culture.Guided DiscussionGuide a discussion on Greek architecture and literature.Analyze VisualsStudy the photograph of the amphitheater.Active OptionsSmall groups read parts of a Greek play.Active OptionsNG Learning Framework: Students write a scene about an event in the CHAPTER.Differentiate: InclusionStudents describe the photograph of the amphitheater.Differentiate: Gifted & TalentedStudents write a short play.LESSON 4.3 Moments in History: The ParthenonTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 4 QuizStudent ActivitiesOn Your Feet: DebateCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the Parthenon.Introduce & EngageDiscuss ways countries rebound from bad times.Guided DiscussionGuide a discussion about the Parthenon.CHAPTER 9, DAY 6 continuedAnalyze VisualsDiscuss the construction of the Parthenon.Active OptionsStudents debate the rebuilding of Athens.Active OptionsNG CHAPTER Gallery: Students find additional images.Differentiate: Gifted & TalentedStudents draw a picture of the Parthenon.Differentiate: Pre-APStudents research visual symbols of abstract concepts.LESSON 4.4 Democracy and LawTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 4 QuizStudent ActivitiesActive History: Research Ancient Greek ContributionsOn Your Feet: Democracy from ScratchTE OptionsBackground for the TeacherPresent the background information on citizenship in Athens.Introduce & EngageHave students make a Venn Diagram comparing Athenian and U.S. democracy.Guided DiscussionGuide a discussion about democracy and law.Analyze VisualsDiscuss the photograph of immigration activists.Active OptionsActive History: Students research ancient Greek contributions.Active OptionsStudents discuss rights and responsibilities of democratic citizens.Differentiate: English Language LearnersStudents find similar words to the phrase representative democracy.Differentiate: InclusionStudents work in pairs to understand the LESSON.CHAPTER 9, DAY 7REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.UNIT WRAP-UPUNIT 3 Greek CivilizationOn Location with William ParkinsonLearn more about William Parkinson and his work.National Geographic Article: Greek Statues Sparkle Once AgainExplore and discuss the adapted National Geographic article.UNIT Inquiry: Define Good CitizenshipComplete the UNIT-level project.INTRODUCE THE UNITUNIT 4 The World of the RomansOn Location with Steven EllisWatch the Steven Ellis video and discuss.Time LineExplore and discuss the UNIT time line.UNIT Map: From Republic to EmpireExplore and discuss the UNIT map.CHAPTER 10, DAY 1CHAPTER 10 The Roman RepublicTE OptionsIntroduce the Essential QuestionComplete a Four Corner activity to examine factors that influenced Rome's success.Introduce the PhotographIntroduce and discuss the photograph of the model of Rome.Share BackgroundProvide additional information on the model of Rome.Key DatesREVIEW key dates in the history of the Roman Republic.Introduce the Reading StrategyBegin a Venn diagram to compare and contrast rich people and poor people in the Roman Republic.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 The Geography of Ancient RomeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Model Rome’s GeographyCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the seven hills of Rome.Introduce & EngageHelp students brainstorm characteristics of great cities.CHAPTER 10, DAY 1 continuedGuided DiscussionGuide a discussion of Rome’s geography and control of the Mediterranean.Analyze VisualsExamine and discuss the map of the hills of Rome.Active OptionsStudents physically model Rome’s geography.Active OptionsNG CHAPTER Gallery: Students learn more about a gallery image.Differentiate: English Language LearnersStudents use terms in sentences.Differentiate: Gifted & TalentedStudents build a 3-D topographical model of Rome.LESSON 1.2 The Founding of RomeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Create a Concept WebNG Learning Framework: Observe the EtruscansTE OptionsBackground for the TeacherPresent the background information on the Etruscans.Introduce & EngageHelp students vote on legends they know.Guided DiscussionGuide discussion of people from other cultures in Rome.Analyze VisualsDiscuss the photograph of Palatine Hill.Active OptionsNG Learning Framework: Students make observations about the Etruscans.Active OptionsStudents complete a Concept Web about the early Romans.Differentiate: Striving ReadersStudents chart influences on early Rome.Differentiate: Pre-APStudents compare three versions of the Romulus and Remus legend.CHAPTER 10, DAY 2LESSON 1.3 Republican GovernmentTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: CiceroActive History: Compare Greek and Roman GovernmentsOn Your Feet: Plebeians versus PatriciansTE OptionsBackground for the TeacherPresent the background information on Marcus Tullius Cicero.Introduce & EngageTalk about branches of the U.S. government.Guided DiscussionGuide a discussion about demands by the plebeians and today’s pare and ContrastCompare the U.S. government with that of Rome.Active OptionsActive History: Students compare Greek and Roman governments.Active OptionsGroups act as plebeians or patricians.Differentiate: Striving ReadersStudents analyze the painting of Cicero giving a speech.Differentiate: Gifted & TalentedStudents give speeches, striving for Cicero’s eloquence.LESSON 1.4 The Roman ForumTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Sequence of Events Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on gladiator battles in the Forum.Introduce & EngageIdentify important places in students’ commUNITy.Guided DiscussionGuide a discussion about the Forum in Rome.More InformationPresent the More Information material on the Arch of Titus.Active OptionsNG Image Gallery: Students compare and contrast two images.Active OptionsStudents sequence a number of events in early Roman history.Differentiate: InclusionStudents REVIEW the concepts of the LESSON.Differentiate: Pre-APStudents research and present buildings and structures of the Forum.CHAPTER 10, DAY 3LESSON 2.1 Men and WomenTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Tell Me MoreNG Learning Framework: Compare Roman Men and WomenTE OptionsBackground for the TeacherPresent the background information on the paterfamilias.Introduce & EngageLead a discussion about gender in the workplace.Guided DiscussionGuide a discussion about education and gender in early Rome.Create Graphic OrganizersUse a graphic organizers to understand important concepts.Active OptionsNG Learning Framework: Students compare gender roles in early Rome.Active OptionsTeams give more information about topics of Roman life.Differentiate: Striving ReadersStudents compare women’s roles in Roman times and today.Differentiate: Gifted & TalentedStudents write short narratives as a Roman girl or boy.LESSON 2.2 Rich and PoorTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Inside-Outside Circle Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on Spartacus.Introduce & EngageDiscuss slavery in the UNITed States.Guided DiscussionGuide a discussion of slaves in early Rome.Create Graphic OrganizersDescribe social classes in Rome.Active OptionsNG CHAPTER Gallery: Students become an expert on an image.Active OptionsStudents ask and answer questions about Roman social classes.Differentiate: Striving ReadersStudents use context clues to understand key words.Differentiate: Gifted & TalentedStudents research and present descriptions or models of Roman homes.CHAPTER 10, DAY 4LESSON 2.3 Gods and BeliefsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: One-on-One InterviewsNG Learning Framework: Investigate the Roman WayTE OptionsBackground for the TeacherPresent the background information on the Roman god Jupiter.Introduce & EngagePredict which personalities would be admired in Greece and Rome.Guided DiscussionGuide a discussion about Roman religious beliefs.CHAPTER 10, DAY 4 continuedSynthesizeMake Concept Webs about gravitas.Active OptionsNG Learning Framework: Students write about the Roman Way.Active OptionsPairs conduct interviews about Roman religion and culture.Differentiate: Striving ReadersStudents focus on Roman gods.Differentiate: Gifted & TalentedStudents present individual Roman gods.LESSON 3.1 The Roman ArmyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Think, Pair, Share Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on types of Roman soldiers.Introduce & EngageHave students march and act like soldiers.Guided DiscussionGuide a discussion about Roman legionaries.SynthesizeCreate a graphic organizer to show organization of Roman soldiers.Active OptionsNG CHAPTER Gallery: Students brainstorm additional images for the gallery.Active OptionsStudents discuss characteristics of those who served as Roman soldiers.Differentiate: English Language LearnersPairs summarize paragraphs.Differentiate: Pre-APStudents chart a comparison of the Roman legion and the U.S Army.CHAPTER 10, DAY 5LESSON 3.2 History Through Objects: Roman ArmorTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Try It OnNG Learning Framework: Compare Soldiers' GearTE OptionsBackground for the TeacherPresent the background information on Roman army equipment.Introduce & EngageBrainstorm a list of survival equipment.Guided DiscussionGuide a discussion about Roman army equipment.Analyze VisualsClassify artifacts from a Roman legionary.Active OptionsNG Learning Framework: Students compare Roman and modern army equipment.Active OptionsStudents try wearing equivalents for army equipment.Differentiate: InclusionStudents create a chart to study vocabulary.Differentiate: Pre-APStudents research Roman weapons.LESSON 3.3 Hannibal and the Punic WarsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Card Responses Critical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information on Hannibal's elephants.Introduce & EngageDiscuss how parents pass down values.Guided DiscussionGuide a discussion about military strategies of the Romans and Hannibal.Sequence EventsCreate a timeline about the Punic Wars.Active OptionsNG Image Gallery: Students create a list of favorite images.Active OptionsStudents ask and answer true-false card questions about the LESSON.Differentiate: Striving ReadersStudents write from the perspective of a Roman soldier.Differentiate: Pre-APStudents sequence events of the Punic Wars.CHAPTER 10, DAY 6LESSON 3.4 NG Explorer Patrick Hunt: Searching for Hannibal’s RouteTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Hold a Press ConferenceNG Learning Framework: Ask and AnswerTE OptionsBackground for the TeacherPresent the background information on Patrick Hunt.Introduce & EngageDiscuss the job of a geoarcheologist.Guided DiscussionGuide a discussion about the study of Hannibal’s route.Analyze VisualsStudy the photograph of Patrick Hunt.Active OptionsNG Learning Framework: Students write questions for Patrick Hunt.Active OptionsStudents act out a press conference with geoarcheologists.Differentiate: InclusionStudents watch the National Geographic documentary Hannibal v. Rome.Differentiate: Gifted & TalentedStudents chart information about types of archeology.LESSON 3.5 Rome ExpandsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Simulate a BattleNG Learning Framework: Geography and HistoryTE OptionsBackground for the TeacherPresent the background information on Macedonia.Introduce & EngageCompare maps of the Mediterranean region.Guided DiscussionGuide a discussion of Roman military victories: Carthage and Macedonia.Interpret MapsStudy the map of Roman expansion.Active OptionsNG Learning Framework: Students create a visual representation of geography and history.Active OptionsStudents simulate a battle with plastic soldiers.Differentiate: English Language LearnersStudents use terms in sentences.Differentiate: Pre-APStudents build a model of catapult activity.CHAPTER 10, DAY 7LESSON 4.1 The Republic in CrisisTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 4 QuizStudent ActivitiesOn Your Feet: JigsawNG Learning Framework: Research Civil WarsTE OptionsBackground for the TeacherPresent the background information on Sulla.Introduce & EngageCreate a K-W-L Chart about dictators.CHAPTER 10, DAY 7 continuedGuided DiscussionGuide a discussion of Tiberius Gracchus and military leaders.Analyze Cause and EffectChart the causes and effects of Rome’s crisis.Active OptionsNG Learning Framework: Students research civil wars.Active OptionsStudents discuss factors that weakened the Roman Republic.Differentiate: InclusionStudents match dates and events.Differentiate: Pre-APStudents create a chart of causes and effects of the Roman crisis.LESSON 4.2 Biography: Gaius Julius CaesarTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 4 QuizStudent ActivitiesBiography: Cleopatra VIIOn Your Feet: Create a PosterNG Learning Framework: Imagine You Were CaesarTE OptionsBackground for the TeacherPresent the background information on Julius Caesar.Introduce & EngageIdentify characteristics of powerful leaders.Guided DiscussionGuide a discussion about Caesar’s actions and compare him to other leaders.Form and Support OpinionsJudge Caesar as a leader.Active OptionsNG Learning Framework: Students imagine themselves in Caesar’s place.Active OptionsStudents create a poster about Caesar.Differentiate: Striving ReadersStudents create a Main Idea Diagram.Differentiate: Gifted & TalentedPairs write a biography of Caesar.CHAPTER 10, DAY 8LESSON 4.3 Document-Based Question: The Assassination of Julius CaesarTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 4 QuizStudent ActivitiesOn Your Feet: Three OptionsNG Learning Framework: Write a BiographyTE OptionsBackground for the TeacherPresent the background information on Shakespeare's Julius Caesar.Introduce & EngagePREVIEW the documents.Guided DiscussionGuide a discussion about the three documents.EvaluateHave students evaluate each other’s Synthesize and Write activity.Active OptionsNG Learning Framework: Students write a short biography of a person in the CHAPTER.Active OptionsStudents choose the most helpful document.Differentiate: InclusionStudents work in pairs to help them understand the documents.Differentiate: Pre-APStudents research the use of the “Et tu, Brute” phrase today.LESSON 4.4 Moments in History: The Ides of MarchTEACHER Resources & Assessment Reading and Note- Taking Vocabulary PracticeSection 4 QuizStudent ActivitiesOn Your Feet: I See, I Read, And So Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the Ides of March.Introduce & EngageAnalyze dates with connotations.Guided DiscussionGuide a discussion about the painting of Caesar's assassination and the Ides of March.CHAPTER 10, DAY 8 continuedMore InformationPresent the More Information material on the Roman calendar.Active OptionsNG Image Gallery: Students find other images of historic events.Active OptionsStudents chart observations about the painting of Caesar's assassination.Differentiate: Striving ReadersStudents answer specific questions about the painting.Differentiate: Gifted & TalentedStudents act out a scene from the play Julius Caesar.CHAPTER 10, DAY 9REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 11, DAY 1CHAPTER 11 The Roman Empire and ChristianityTE OptionsIntroduce the Essential QuestionComplete a Roundtable activity to categorize types of power and types of lasting influence.Introduce the PhotographIntroduce and discuss the photograph of the Roman Colosseum.Share BackgroundProvide additional information on the Colosseum.Key DatesREVIEW key dates in the history of the Roman Empire.Introduce the Reading StrategyBegin a time line of key people and events in the Roman Empire.Introduce CHAPTER VocabularyUse a Word Sort strategy to categorize Key Vocabulary words.LESSON 1.1 Augustus and the Pax RomanaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Numbered HeadsNG Learning Framework: Evaluate Augustus’ ReformsTE OptionsBackground for the TeacherPresent the background information on Augustus.Introduce & EngageDiscuss how long-term peace affects government.Guided DiscussionGuide a discussion about the reign and qualities of pare and ContrastCompare and contrast Caesar and Augustus.Active OptionsStudents discuss Augustus’ accomplishments.Active OptionsNG Learning Framework: Students evaluate Augustus’ reforms.Differentiate: English Language LearnersStudents organize sentence strips from a paragraph in the LESSON.Differentiate: Gifted & TalentedStudents research and compare emperors after Augustus.LESSON 1.2 Growth and TradeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: FishbowlCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on trade in the Roman Empire.Introduce & EngageConnect modern trade and transportation to Roman trade and transportation.Guided DiscussionGuide a discussion about trade in Rome, its benefits, and the army connection.Interpret MapsExamine the map of Roman trade.Active OptionsStudents discuss products imported to Rome.Active OptionsNG CHAPTER Gallery: Students become an expert on one image.Differentiate: Striving ReadersStudents summarize paragraphs in the LESSON.Differentiate: InclusionStudents pair with others to understand the map of Roman trade.CHAPTER 11, DAY 2LESSON 1.3 Roman EngineeringTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Three CornersNG Learning Framework: Research and CompareTE OptionsBackground for the TeacherPresent the background information on the Pantheon.Introduce & EngageBrainstorm elements of Roman architecture.CHAPTER 11, DAY 2 continuedGuided DiscussionGuide a discussion about Roman architecture and engineering.Analyze VisualsExamine the photograph of the interior of the Pantheon.Active OptionsStudents match architectural features with photographs.Active OptionsNG Learning Framework: Students compare modern and Roman architecture.Differentiate: English Language LearnersStudents pose questions using the 5Ws.Differentiate: Gifted & TalentedStudents create a multimedia presentation about Roman engineering.LESSON 1.4 The ColosseumTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Three-Step InterviewNG Learning Framework: Write a BrochureTE OptionsBackground for the TeacherPresent the background information on the construction of the Colosseum.Introduce & EngageStudy the illustration of the Colosseum.Guided DiscussionGuide a discussion about the use of the Colosseum in Roman society.More InformationPresent the More Information material on naval battles in the Colosseum.Active OptionsStudents discuss the use of entertainment to distract citizens.Active OptionsNG Learning Framework: Students write a brochure about the Colosseum.Differentiate: English Language LearnersStudents dictate main idea sentences to each other.Differentiate: Gifted & TalentedStudents prepare enhanced illustrations of the Colosseum.CHAPTER 11, DAY 3LESSON 1.5 Villas and FrescoesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Build a MosaicNG Learning Framework: Write a Travel GuideTE OptionsBackground for the TeacherPresent the background information on the Roman home.Introduce & EngageDiscuss art as history.Guided DiscussionGuide a discussion about Roman mosaics and frescoes.Analyze VisualsStudents examine the photograph of the "Gypsy Girl" mosaic.Active OptionsStudents build their own mosaic.Active OptionsNG Learning Framework: Students write a travel guide about Roman villas.Differentiate: English Language LearnersStudents pair up with native speakers to read.Differentiate: Pre-APStudents write dialogues between homeowners about mosaics.LESSON 1.6 PompeiiTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Card Responses Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on Pompeii.Introduce & EngageActivate students’ prior knowledge about Pompeii.Guided DiscussionGuide a discussion about Vesuvius and the importance of Pompeii today.Analyze VisualsShare sets of images of Pompeii’s ruins with students.Active OptionsStudents write true-false questions about the LESSON.Active OptionsNG CHAPTER Gallery: Students brainstorm additional gallery images.Differentiate: Striving ReadersStudents tell the story of Pompeii in their own words.Differentiate: Pre-APStudents research and write an essay about Pompeii’s culture.CHAPTER 11, DAY 4LESSON 2.1 The Origins of ChristianityTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: RoundtableNG Learning Framework: Write a BiographyTE OptionsBackground for the TeacherPresent the background information on Masada.Introduce & EngageActivate students’ prior knowledge about religious images.Guided DiscussionGuide a discussion about early Christianity.Analyze VisualsStudy Leonardo da Vinci's The Last Supper.Active OptionsStudents discuss why religions spread and endure.Active OptionsNG Learning Framework: Students write a biography of someone in The Last Supper.Differentiate: Striving ReadersPairs use a Main Idea and Details Chart to understand the LESSON.Differentiate: English Language LearnersStudents create vocabulary flash cards.LESSON 2.2 Christianity SpreadsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Numbered Heads Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on Paul.Introduce & EngagePREVIEW the map of the spread of Christianity.Guided DiscussionGuide a discussion about the causes and effects of Christianity’s spread and predictions about its future.Interpret MapsStudents study the map of the spread of Christianity.Active OptionsStudents discuss Christianity’s appeal to women.Active OptionsNG CHAPTER Gallery: Students do additional research on an image.Differentiate: Striving ReadersStudents complete sentence starters about the LESSON.Differentiate: Pre-APStudents draw conclusions about Christianity’s appeal and threat to the Roman Empire.CHAPTER 11, DAY 5LESSON 2.3 Document-Based Question: New Testament LiteratureTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Think, Pair, ShareNG Learning Framework: Ask and AnswerTE OptionsBackground for the TeacherPresent the background information on the New Testament.Introduce & EngagePrepare students for the document-based question.Guided DiscussionGuide a discussion about the two documents.EvaluateHave students evaluate each other’s Synthesize and Write Activities.Active OptionsStudents discuss the most effective way to communicate ideas.Active OptionsNG Learning Framework: Students find another primary source document and write questions about it.Differentiate: InclusionStudents read photocopies of the documents and highlight important words.Differentiate: Pre-APStudents research the parable of the Prodigal Son.CHAPTER 11, DAY 6LESSON 2.4 The Early Christian ChurchTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Research and PresentNG Learning Framework: Multimedia PresentationTE OptionsBackground for the TeacherPresent the background information on the Council of Nicaea.Introduce & EngagePREVIEW problems of growing organizations.Guided DiscussionGuide a discussion about Constantine and Christianity in the Roman Empire.Interpret VisualsExamine the photograph of Saint Peter's Basilica.Active OptionsStudents research a part of Constantine’s life.Active OptionsNG Learning Framework: Students create a multimedia presentation about the Christian catacombs in Rome.Differentiate: English Language LearnersStudents respond to true-false questions.Differentiate: Pre-APStudents write a research paper about St. Peter’s Basilica.LESSON 3.1 The Third Century CrisisTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Four CornersNG Learning Framework: Support an ArgumentTE OptionsBackground for the TeacherPresent the background information on the fall of Rome.Introduce & EngagePREVIEW the feature on the decline of the Roman Empire.Guided DiscussionGuide a discussion about the causes of the decline of the Roman Empire.More InformationPresent the More Information material on Roman emperors in A.D. 238.Active OptionsStudents choose the most important reason for the decline of the empire. Active OptionsNG Learning Framework: Students argue about reasons for the empire’s decline.Differentiate: English Language LearnersStudents use vocabulary Word Maps.Differentiate: Gifted & TalentedStudents make posters showing reasons for the decline of the Roman Empire.CHAPTER 11, DAY 7LESSON 3.2 Eastern and Western Roman EmpiresTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Team Work Webbing Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the division of the Roman Empire.Introduce & EngageREVIEW the size and problems of the Roman Empire.Guided DiscussionGuide a discussion about the tetrarchy and Constantine.Interpret MapsExamine the map of the Eastern and Western Roman Empire.Active OptionsTeams make a web about the division of the Roman Empire.Active OptionsNG CHAPTER Gallery: Students compare and contrast two gallery images.Differentiate: Striving ReadersStudents pose and answer questions about the LESSON.Differentiate: Pre-APStudents research maps to find borders of the Roman Empire.LESSON 3.3 End of the Western Roman EmpireTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesBiography: AttilaOn Your Feet: FishbowlNG Learning Framework: Write a SpeechTE OptionsBackground for the TeacherPresent the background information on barbarian invasions.Introduce & EngageStudents study the painting of Attila the Hun.Guided DiscussionGuide a discussion about the attackers of the Western Empire and why the Eastern Empire did not help.Make PredictionsStudents predict how life changes after the fall of the Roman Empire.Active OptionsStudents discuss the fall of Rome.Active OptionsNG Learning Framework: Students write a speech from the viewpoint of an invading Germanic group of attackers.Differentiate: Striving ReadersStudents make a Sequence Chain of events leading to the fall of Rome.Differentiate: Gifted & TalentedStudents make a multimedia presentation about the fall of Rome.CHAPTER 11, DAY 8LESSON 4.1 Latin and LiteratureTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 4 QuizStudent ActivitiesActive History: Analyze the Roots of Modern LanguagesOn Your Feet: Word RaceTE OptionsBackground for the TeacherPresent the background information on Latin.Introduce & EngageActivate students' prior knowledge about Roman legacies.Guided DiscussionGuide a discussion about stoicism and the language legacy of Rome.Analyze VisualsExamine the feature on Latin and EnglishActive OptionsActive History: Students analyze the roots of modern languages..Active OptionsStudents have a race to make words with prefixes and suffixes.Differentiate: Striving ReadersStudents complete a Word Square for the word oratory.Differentiate: Pre-APStudents research Virgil’s Aeneid.LESSON 4.2 Art, Architecture, and LawTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 4 QuizStudent ActivitiesOn Your Feet: Legacy DebateNG Learning Framework: Compare ObservationsTE OptionsBackground for the TeacherPresent the background information on city planning.Introduce & EngageBrainstorm modern legacies of Rome.Guided DiscussionGuide a discussion about the importance of the legacies of legal concepts and city planning.Analyze VisualsStudy the photograph of the bas-relief.Active OptionsGroups debate the most important Roman legacy.Active OptionsNG Learning Framework: Students list legacies of Rome.Differentiate: InclusionStudents match words and phrases and sort them.Differentiate: Gifted & TalentedStudents describe Roman art.LESSON 4.3 Moments in History: The Roman AqueductTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 4 QuizStudent ActivitiesOn Your Feet: True-FalseCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on aqueducts.Introduce & EngageThink about the topography and water in the students' commUNITy.Guided DiscussionGuide a discussion about the aqueduct and its disadvantages.More InformationPresent the More Information materian on Roman engineering.Active OptionsStudents answer true-false questions about Roman engineering.Active OptionsNG CHAPTER Gallery: Students choose an image that best represents the CHAPTER.Differentiate: English Language LearnersStudents examine similar English and Spanish words.Differentiate: Gifted & TalentedStudents build a model of a Roman aqueduct.CHAPTER 11, DAY 9REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.UNIT WRAP-UPUNIT 4 The World of the RomansOn Location with Steven EllisLearn more about Steven Ellis and his work.National Geographic Article: Rethinking NeroExplore and discuss the adapted National Geographic article.UNIT Inquiry: Build an EmpireComplete the UNIT-level project.INTRODUCE THE UNITUNIT 5 Byzantine and Islamic CivilizationsOn Location with Jodi MagnessWatch the Jodi Magness video and discuss.Time LineExplore and discuss the UNIT time line.UNIT Map: Byzantine and Muslim EmpiresExplore and discuss the UNIT map.CHAPTER 12, DAY 1CHAPTER 12 The Byzantine EmpireTE OptionsIntroduce the Essential QuestionComplete a Jigsaw activity to pREVIEW the LESSON topics.Introduce the PhotographIntroduce and discuss the photograph of Istanbul and the Hagia Sophia.Share BackgroundProvide additional information on Istanbul.Key DatesREVIEW key dates in the history of the Byzantine Empire.Introduce the Reading StrategyBegin a Cause and Effect Diagram for the CHAPTER.Introduce CHAPTER VocabularyPlay a “Stump the Expert” game to define Key Vocabulary words.LESSON 1.1 The Geography of the Byzantine EmpireTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Inside-Outside CircleNG Learning Framework: List Geographic ImpactsTE OptionsBackground for the TeacherPresent the background information on the Bosporus.Introduce & EngageActivate prior knowledge about the location of ancient civilizations.Guided DiscussionGuide a discussion about Constantinople and the leadership of the Byzantine Empire.CHAPTER 12, DAY 1 continuedInterpret MapsExamine and discuss the map of the Byzantine Empire.Active OptionsStudents discuss the geography of the Byzantine Empire.Active OptionsNG Learning Framework: Pairs make geographic observations and discuss their effects on the empire.Differentiate: Striving ReadersStudents summarize each paragraph in the LESSON.Differentiate: English Language LearnersStudents put sentence strips in order.LESSON 1.2 Justinian and TheodoraTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: TheodoraNG Learning Framework: Write a BiographyOn Your Feet: Card ResponsesTE OptionsBackground for the TeacherPresent the background information on Theodora.Introduce & EngageBegin a K-W-L Chart on Justinian and Theodora.Guided DiscussionGuide a discussion about the achievements of Justinian and Theodora.More InformationShare the More Information material on the mosaic of Justinian.Active OptionsStudents write true-false questions about the LESSON.Active OptionsNG Learning Framework: Students write a biography of someone in the CHAPTER.Differentiate: InclusionStudents complete sentence frames about the LESSON.Differentiate: Pre-APStudents research more about Justinian or Theodora.CHAPTER 12, DAY 2LESSON 1.3 Moments in History: The Hagia SophiaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Descriptive Words Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the Hagia Sophia.Introduce & EngageConnect modern buildings with the Hagia Sophia.Guided DiscussionGuide a discussion about the Hagia Sophia when it was built and now.Analyze VisualsDiscuss the photograph of the Hagia Sophia.Active OptionsStudents write words that describe the Hagia Sophia.Active OptionsNG CHAPTER Gallery: Students become experts on an image.Differentiate: InclusionStudents pair with well-sighted students to describe the photograph.Differentiate: Gifted & TalentedStudents make a poster to advertise the blessing of the Hagia Sophia.LESSON 1.4 Life in ConstantinopleTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Three-Step Interview Critical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information on the Hippodrome.Introduce & EngageLead students to plan a city using an Idea Web.Guided DiscussionGuide a discussion about the city of Constantinople.Analyze VisualsDiscuss the illustration of Constantinople.Active OptionsStudents compare Constantinople to ancient Rome.Active OptionsNG CHAPTER Gallery: Students create a list of favorite images.Differentiate: Striving ReadersStudents outline and take notes on the LESSON.Differentiate: Gifted & TalentedStudents find examples of Roman and Byzantine architecture to compare and present.CHAPTER 12, DAY 3LESSON 2.1 The Church DividesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesActive History: Compare Two Branches of ChristianityOn Your Feet: Thumbs Up/Thumbs DownTE OptionsBackground for the TeacherPresent the background information on the split in Christianity.Introduce & EngageActivate prior knowledge about historic splits, such as the Civil War.Guided DiscussionGuide a discussion about the separation of the Christian Church into two churches.Interpret MapsDiscuss the map of the church schism.Active OptionsActive History: Students compare two branches of Christianity.Active OptionsStudents write true-false statements about the LESSON.Differentiate: English Language LearnersStudents match words and definitions.Differentiate: Pre-APStudents write a report comparing the beliefs of the Eastern Orthodox and Roman Catholic churches.LESSON 2.2 History Through Objects: Byzantine MosaicsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Four CornersCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the Basilica of Sant’ Apollinare in Classe.Introduce & EngageCompare creating mosaics to putting together a jigsaw puzzle.Guided DiscussionGuide a discussion about creating mosaics.Analyze VisualsDiscuss the photograph of the Basilica of Sant’ Apollinare in Classe.Active OptionsStudents describe their opinion of the mosaic.Active OptionsNG CHAPTER Gallery: Students find additional images.Differentiate: InclusionVisually-impaired students pair with well-sighted students to describe the mosaic.Differentiate: Gifted & TalentedStudents create their own mosaics.LESSON 2.3 The End of an EmpireTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Turn and Talk on Topic Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the bubonic plague’s effect.Introduce & EngageDiscuss the meaning of the word decline.Guided DiscussionGuide a discussion about the invasion of the Byzantine Empire and the plague.Analyze VisualsDiscuss the painting of the invasion of Constantinople.Active OptionsStudents write sentences about the decline of the Byzantine Empire.Active OptionsNG CHAPTER Gallery: Students choose a representative image.Differentiate: English Language LearnersStudents summarize each paragraph in the LESSON.Differentiate: Striving ReadersStudents create a time line of events in the LESSON.CHAPTER 12, DAY 4REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 13, DAY 1CHAPTER 13 The Islamic WorldTE OptionsIntroduce the Essential QuestionComplete a Cause-and-Effect Chain about factors that influenced early Arabian civilization.Introduce the PhotographIntroduce and discuss the photograph of the Great Mosque of Córdoba.Share BackgroundProvide additional information on the Great Mosque of Córdoba.Key DatesREVIEW key dates in the history of the Islamic world.Introduce the Reading StrategyBegin a Main Idea Cluster to list details of the Islamic legacy.Introduce CHAPTER VocabularyUse the VOC strategy for each vocabulary word.LESSON 1.1 Trading CrossroadsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Think, Pair, ShareNG Learning Framework: List ObservationsTE OptionsBackground for the TeacherPresent the background information on oases in the desert.Introduce & EngageHelp teams brainstorm the effects of climate on people.Guided DiscussionGuide a discussion about Arabs in the 600s and the importance of Mecca.Analyze VisualsExamine and discuss the photograph of sand dunes in the Arabian Peninsula.Active OptionsStudents ask questions about the geography and Resources of the Arabian Peninsula.Active OptionsNG Learning Framework: Students make observations about life in oases.Differentiate: English Language LearnersStudents write phrases about the vocabulary words in the LESSON.Differentiate: Pre-APStudents research and report on the Bedouin in the 600s.LESSON 1.2 The Prophet of IslamTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: KhadijahOn Your Feet: Card ResponsesNG Learning Framework: Discuss the Umma’s InfluenceTE OptionsBackground for the TeacherPresent the background information on Muhammad.Introduce & EngageActivate students’ prior knowledge about the influence of religion.Guided DiscussionGuide a discussion about the Hijrah and loyalty to the umma.Analyze VisualsDiscuss the photograph of the Ka’aba.Active OptionsStudents write true-false questions about the LESSON.Active OptionsNG Learning Framework: Students compare loyalty to the umma and to tribes.Differentiate: Striving ReadersStudents complete sentence starters about the LESSON.Differentiate: Gifted & TalentedStudents role-play interviews with early followers of Muhammad.LESSON 1.3 Beliefs and LawsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Give Examples Critical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information on the Qur’an’s importance to Muslims.Introduce & EngageHave teams list questions about Islam.Guided DiscussionGuide a discussion about shari’a and the Five Pillars of Islam.Analyze VisualsHave students fill out a 5Ws Chart about the photograph of the Bedouin.Active OptionsStudents give examples of how Muslims apply religion to daily life.Active OptionsNG Image Gallery: Students choose two photographs to compare and contrast.Differentiate: English Language LearnersStudents ask others to answer questions about the Muslims.Differentiate: Gifted & TalentedStudents create a booklet about Ramadan.CHAPTER 13, DAY 2LESSON 1.4 Document-Based Question: The Qur’an and HadithTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Three CornersCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on hadith.Introduce & EngagePrepare students for the document-based question.Guided DiscussionGuide a discussion about the three documents.EvaluateHave students evaluate each other’s Synthesize and Write activity.Active OptionsStudents choose the document that helped them best understand Islam.Active OptionsNG CHAPTER Gallery: Students become experts on one image.Differentiate: InclusionStudents work with partners to read and understand the documents.Differentiate: Pre-APStudents present an oral report on the Qur’an, the Sunna, and hadith.CHAPTER 13, DAY 3LESSON 1.5 After MuhammadTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Three-Step InterviewNG Learning Framework: Discuss the CaliphsTE OptionsBackground for the TeacherPresent the background information on Abu Bakr and later caliphs.Introduce & EngageHelp students begin a K-W-L Chart about Muhammad’s leadership.Guided DiscussionGuide a discussion about Abu Bakr and conquering caliphs.Interpret MapsExamine and discuss the Spread of Islam map in the CHAPTER REVIEW.Active OptionsStudents pair to interview each other about the Reading Check question.Active OptionsNG Learning Framework: Students discuss the role of caliphs.Differentiate: Striving ReadersStudents use a 5Ws Chart to ask and answer questions about the LESSON.Differentiate: Gifted & TalentedStudents write a speech about Abu Bakr.LESSON 2.1 The Umayyads and the AbbasidsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: FishbowlCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the Umayyads.Introduce & EngageLead students to discuss the split in the Muslim empire.Guided DiscussionGuide a discussion about the Umayyads and the Abbasids.Interpret MapsStudy the borders of the Umayyad and Abbasid empires.CHAPTER 13, DAY 3 continuedActive OptionsStudents discuss groups in the Muslim empire.Active OptionsNG CHAPTER Gallery: Students find additional images to add to the gallery.Differentiate: Striving ReadersStudents answer questions about the LESSON.Differentiate: InclusionStudents complete sentence frames about the LESSON.LESSON 2.2 Muslim SpainTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Create a Concept Cluster Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on Abd al-Rahman.Introduce & EngageLead groups to discuss the characteristics that make cities great.Guided DiscussionGuide a discussion about the Great Mosque in Córdoba and the Umayyads’ rule.Analyze VisualsStudy the photograph of the Great Mosque.Active OptionsStudents make Concept Clusters about Córdoba, Spain.Active OptionsNG CHAPTER Gallery: Students find out more about one image.Differentiate: InclusionStudents pair with proficient readers for echo reading.Differentiate: Gifted & TalentedStudents create a travel poster for Córdoba at the time of Abd al-Rahman III.CHAPTER 13, DAY 4LESSON 2.3 Moments in History: The AlhambraTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Inside-Outside CircleNG Learning Framework: Write About an Architectural ExampleTE OptionsBackground for the TeacherPresent the background information on the Alhambra.Introduce & EngageLead students to discuss features in buildings and structures.Guided DiscussionGuide a discussion about Granada in 1492 and the Alhambra.More InformationShare the More Information material on Granada.Active OptionsStudents use Inside-Outside Circles to discuss the LESSON.Active OptionsNG Learning Framework: Students write about another Islamic structure.Differentiate: InclusionStudents fill in cloze statements about the LESSON.Differentiate: Pre-APStudents present a report about the Alhambra.LESSON 2.4 The Ottoman EmpireTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesBiography: Suleyman IActive History: Build a Time Line of Suleyman’s ReignOn Your Feet: Turn and Talk on TopicTE OptionsBackground for the TeacherPresent the background information on the decline of the Ottoman Empire.Introduce & EngagePREVIEW the map of the Ottoman Empire.Guided DiscussionGuide a discussion about the capital and janissaries of the Ottoman empire.CHAPTER 13, DAY 4 continuedAnalyze Cause and EffectAnalyze effects of the Ottoman Empire.Active OptionsActive History: Students build a time line of Suleyman’s reign.Active OptionsStudents discuss how the Ottoman Empire changed the area.Differentiate: English Language LearnersStudents answer either/or questions about the LESSON.Differentiate: Gifted & TalentedStudents create annotated maps about the control of Turkey.LESSON 2.5 The Safavid and Mughal EmpiresTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Present a SkitNG Learning Framework: Give a PresentationTE OptionsBackground for the TeacherPresent the background information on the Taj Mahal.Introduce & EngageGuide a panel discussion about what made the empires powerful.Guided DiscussionGuide a discussion about accomplishments of the Safavid and Mughal empires.Interpret MapsAnalyze borders of the Safavid and Mughal empires.Active OptionsGroups present skits about the Safavid and Mughal empires.Active OptionsNG Learning Framework: Groups compare and contrast the Safavid and Mughal empires.Differentiate: Striving ReadersStudents write main ideas and details about the two empires.Differentiate: Pre-APStudents role-play interviews with Akbar the Great.CHAPTER 13, DAY 5LESSON 3.1 Science and PhilosophyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesBiography: al-ZahrawiOn Your Feet: Stage a Quiz ShowNG Learning Framework: Research Medieval Medical PracticesTE OptionsBackground for the TeacherPresent the background information on Muslim achievements in science and medicine.Introduce & EngageDiscuss the topics of mathematics, astronomy, and medicine.Guided DiscussionGuide a discussion about the medieval times and medicine.Analyze VisualsStudy the engraving of al-Zahrawi.Active OptionsStudents have a quiz show about scientific advances made by Muslims.Active OptionsNG Learning Framework: Students research medical practices of medieval Muslims.Differentiate: Striving ReadersStudents record and compare facts from the LESSON.Differentiate: Gifted & TalentedStudents write an e-zine article about advances in math and science made by medieval Muslims.LESSON 3.2 NG Explorer Hayat Sindi: Aiding People Through ScienceTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Play “Ready, Set, Recall” Critical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information on Sindi’s medical invention.Introduce & EngageDiscuss how scientists contribute to society.Guided DiscussionGuide a discussion about Sindi’s medical invention.Analyze Cause and EffectAnalyze possible effects of Sindi’s medical invention.Active OptionsStudents play a game to REVIEW the LESSON content.Active OptionsNG Image Gallery: Students make list of favorite images.Differentiate: English Language LearnersStudents respond to true-false statements about the LESSON.Differentiate: Striving ReadersStudents write three sentences about the LESSON.CHAPTER 13, DAY 6LESSON 3.3 Architecture, the Arts, and LiteratureTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Team Word Webbing Critical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information on Omar Khyyám.Introduce & EngageDirect students to write a poem about Muslim contributions.Guided DiscussionGuide a discussion about arabesque and Muslim literature.More InformationPresent the More Information material on The Thousand and One Nights.Active OptionsTeams make Word Webs about Muslim literature.Active OptionsNG Image Gallery: Students choose a representative image for the CHAPTER.Differentiate: Striving ReadersPairs use reciprocal teaching to study the LESSON.Differentiate: Gifted & TalentedStudents rewrite a tale from The Arabian Nights with a modern-day setting.CHAPTER 13, DAY 6 continuedLESSON 3.4 History Through Objects: Islamic ArtTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Question and Answer ChainNG Learning Framework: Give a PresentationTE OptionsBackground for the TeacherPresent the background information on the Blue Mosque.Introduce & EngageLead a brainstorming discussion about different forms of art.Guided DiscussionGuide a discussion about calligraphy and the caftan.Analyze VisualsHave students describe the art pieces in the LESSON.Active OptionsStudents in a chain ask each other questions about the art objects.Active OptionsNG Learning Framework: Students research and present an Islamic art object.Differentiate: InclusionStudents partner with proficient readers to read the captions.Differentiate: Gifted & TalentedStudents design a Web site about the Blue Mosque.CHAPTER 13, DAY 7REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.UNIT WRAP-UPUNIT 5 Byzantine and Islamic CivilizationsOn Location with Jodi MagnessLearn more about Jodi Magness and her work.National Geographic Article: The Stolen PastExplore and discuss the adapted National Geographic article.UNIT Inquiry: Make an Idea MapComplete the UNIT-level project.INTRODUCE THE UNITUNIT 6 African CivilizationsOn Location with Christopher DeCorseWatch the Christopher DeCorse video and discuss.Time LineExplore and discuss the UNIT time line.UNIT Map: Africa—Land Use and ResourcesExplore and discuss the UNIT map.CHAPTER 14, DAY 1CHAPTER 14 North and West AfricaTE OptionsIntroduce the Essential QuestionComplete a Four Corner activity to examine effects of trade and technology on North Africa.Introduce the PhotographIntroduce and discuss the photograph of the West African headdress and necklace.Share BackgroundProvide additional information on West African beadwork.Key DatesREVIEW key dates in the history of North and West Africa.Introduce the Reading StrategyBegin a Language Chart to analyze the impact of language in the CHAPTER.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 A Vast and Varied LandTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ResourcesCritical Viewing: NG CHAPTER Gallery On Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information on the geography and climate of North Africa.Introduce & EngageActivate students’ prior knowledge of North Africa’s geography.Guided DiscussionGuide a discussion about North Africa’s climate and desertification.More InformationShare the More Information material on Gao, Mali.Active OptionsNG CHAPTER Gallery: Students choose an image and learn more about it.Active OptionsStudents use an Inside-Outside Circle to discuss North African landforms.Differentiate: Gifted & TalentedStudents research and report on another desert’s formation.Differentiate: English Language LearnersStudents summarize each paragraph in the LESSON.LESSON 1.2 Trans-Saharan TradeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ResourcesActive History: Map Historic Trade RoutesOn Your Feet: Create a Concept WebTE OptionsBackground for the TeacherPresent the background information on ancient Carthage.Introduce & EngageLead students to profile a Saharan trade route.Guided DiscussionGuide a discussion on the development of trade routes and the Berbers’ contribution.Interpret MapsExamine and discuss the map of trade routes.Active OptionsActive History: Students map historic trade routes.Active OptionsTeams create a Concept Web about trans-Saharan trade.Differentiate: Striving ReadersStudents complete sentence starters about the LESSON.Differentiate: InclusionStudents identify compass points and directions.LESSON 1.3 Gold, Salt, and SlavesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ResourcesCritical Viewing: NG CHAPTER Gallery On Your Feet: Card ResponseTE OptionsBackground for the TeacherPresent the background information on trade and the value of gold.Introduce & EngageLead students to brainstorm the uses of salt.Guided DiscussionGuide a discussion about the economics of trade in North and West Africa.Make PredictionsDiscuss the traditional methods of extracting salt.Active OptionsNG CHAPTER Gallery: Students make a list of favorite images.Active OptionsStudents write true-false statements about the LESSON.Differentiate: Striving ReadersStudents summarize the text using a 5Ws Chart.Differentiate: Pre-APStudents research the slave trade.CHAPTER 14, DAY 2LESSON 1.4 Islam Spreads to AfricaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ResourcesCritical Viewing: NG CHAPTER GalleryOn Your Feet: Traveling Around the WorldTE OptionsBackground for the TeacherPresent the background information on the Great Mosque of Djenné.Introduce & EngageDiscuss reasons that people change their religion.CHAPTER 14, DAY 2 continuedGuided DiscussionGuide a discussion about the influence of outsiders on the culture of North and West Africa.Analyze VisualsExamine and discuss the photograph of the Great Mosque of Djenné.Active OptionsNG CHAPTER Gallery: Students compare and contrast two images.Active OptionsStudents play a game, answering questions about the LESSON.Differentiate: English Language LearnersStudents complete a chart to list main ideas and details from the LESSON.Differentiate: Gifted & TalentedStudents create a model of a mosque.LESSON 2.1 Nok Culture and Iron TechnologyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ResourcesCritical Viewing: NG CHAPTER Gallery On Your Feet: One-on-One InterviewsTE OptionsBackground for the TeacherPresent the background information on the archeological finds of Nok terra cotta sculpture.Introduce & EngageLead a discussion about farming technology and its effects.Guided DiscussionGuide a discussion about Nok technology.Sequence EventsSequence events to show the effects of iron technology.Active OptionsNG CHAPTER Gallery: Students compare and contrast two images.Active OptionsStudents interview each other about Nok culture and technology.Differentiate: Striving ReadersStudents complete Word Squares for vocabulary words.Differentiate: Pre-APStudents give presentations about finding Nok sculptures.CHAPTER 14, DAY 3LESSON 2.2 The Kingdom of GhanaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ResourcesNG Learning Framework: Learn About the Nok and the BerbersOn Your Feet: Stage a Quiz ShowTE OptionsBackground for the TeacherPresent the background information on ancient Ghana.Introduce & EngageDiscuss advantages and disadvantages of a religious army invading a wealthy kingdom.Guided DiscussionGuide a discussion about Ghana’s wealth and changing culture.Interpret MapsExamine and discuss the map of West African empires.Active OptionsNG Learning Framework: Students learn about the Nok and the Berbers.Active OptionsStudents stage a quiz show about the kingdom of Ghana.Differentiate: InclusionStudents pair with proficient readers to understand the LESSON.Differentiate: Striving ReadersStudents pose and answer questions about the LESSON.LESSON 2.3 The Empire of MaliTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ResourcesBiography: Mansa MusaCritical Viewing: NG CHAPTER Gallery On Your Feet: FishbowlTE OptionsBackground for the TeacherPresent the background information on Timbuktu.Introduce & EngageIdentify structures that would be found in an ancient desert city.Guided DiscussionGuide a discussion about Mali leaders and the dangers Mali faced.CHAPTER 14, DAY 3 continuedAnalyze VisualsExamine and discuss the diagram of Timbuktu.Active OptionsNG CHAPTER Gallery: Students choose a photo that represents the CHAPTER.Active OptionsStudents use a Fishbowl activity to discuss the Empire of Mali.Differentiate: English Language LearnersStudents create a Main Idea Cluster about the LESSON.Differentiate: Pre-APStudents present information about gold mining today in West Africa.LESSON 2.4 The Oral TraditionTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ResourcesBiography: Sundiata KeitaNG Learning Framework: Think About SundiataOn Your Feet: Create a Concept WebTE OptionsBackground for the TeacherPresent the background information about the role of griots.Introduce & EngageActivate prior knowledge about African music.Guided DiscussionGuide a discussion about oral tradition and griots.Analyze VisualsNG Learning Framework: Students read An Epic of Old Mali.Active OptionsNG CHAPTER Gallery: Students brainstorm additional images for the gallery.Active OptionsGroups make Concept Webs about the oral tradition.Differentiate: Striving ReadersStudents finish sentence starters about the LESSON.Differentiate: English Language LearnersStudents create an oral history about their own family or commUNITy.CHAPTER 14, DAY 4LESSON 2.5 Document-Based Question: Trans-Saharan TravelersTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ResourcesBiography: Ibn BattutaCritical Viewing: NG CHAPTER Gallery On Your Feet: Two OptionsTE OptionsBackground for the TeacherPresent the background information on Mansa Musa.Introduce & EngagePrepare students for the document-based question.Guided DiscussionGuide a discussion about the two documents.EvaluateStudents evaluate each other’s Synthesize and Write Activities.Active OptionsNG CHAPTER Gallery: Students find other images to add to the gallery.Active OptionsStudents choose which document helped their understanding more.Differentiate: InclusionStudents pair with proficient readers to understand the documents.Differentiate: Pre-APStudents write a brief character analysis of Mansa Musa.CHAPTER 14, DAY 5REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 15, DAY 1CHAPTER 15 East, Central, and Southern AfricaTE OptionsIntroduce the Essential QuestionComplete a Think, Pair, Share activity to examine the influence of trade on the region.Introduce the PhotographIntroduce and discuss the photograph of the Kenyan produce market.Share BackgroundProvide additional information on the modern volatility of Sub-Saharan Africa.Key DatesREVIEW key dates in the history of Sub-Saharan Africa.Introduce the Reading StrategyBegin a Cause and Effect Web about the effects of the Bantu migrations.Introduce CHAPTER VocabularyUse a VOC strategy to analyze each Key Vocabulary word.LESSON 1.1 The Kingdom of AksumTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ResourcesCritical Viewing: NG CHAPTER Gallery On Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information on Aksum.Introduce & EngageDiscuss whether governments should regulate trade.Guided DiscussionGuide a discussion about the effects of trade on Aksum and Aksum’s history.Interpret MapsExamine and discuss the East African Trade map.Active OptionsNG CHAPTER Gallery: Students compare and contrast two images.Active OptionsStudents use Inside-Outside Circles to discuss the LESSON.Differentiate: InclusionStudents answer questions about the map.Differentiate: Gifted & TalentedStudents write feature articles about Aksum.LESSON 1.2 Indian Ocean TradeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ResourcesNG Learning Framework: Learn About Indian Ocean TradeOn Your Feet: Which Way the Wind BlowsTE OptionsBackground for the TeacherPresent the background information on lateen sails used in Indian Ocean trade.Introduce & EngagePREVIEW the Indian Ocean Trade map.Guided DiscussionGuide a discussion about wind patterns, ocean currents, merchants, and sailors in the Indian Ocean trade.Interpret MapsExamine and discuss the Indian Ocean Trade map.Active OptionsNG Learning Framework: Students write a paper about one group involved in the Indian Ocean trade.Active OptionsStudents do a physical activity mirroring the winds in the Indian Ocean.Differentiate: InclusionStudents identify compass points and directions.Differentiate: Gifted & TalentedStudents write a travel log as a sailor on the Indian Ocean.LESSON 1.3 East African City-StatesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ResourcesActive History: Map the Swahili LanguageOn Your Feet: Pick a SideTE OptionsBackground for the TeacherPresent the background information on Kilwa in East Africa.Introduce & EngageDiscuss factors needed for the success of an East African city-state.Guided DiscussionGuide a discussion about the East African city-states.Make GeneralizationsDetermine common features of East African city-states.Active OptionsActive History: Students map the Swahili language.Active OptionsStudents choose what factor bound the East African city-states together.Differentiate: InclusionVisually-impaired students pair with sighted students to understand the LESSON.Differentiate: Gifted & TalentedStudents draw a map of East Africa, focusing on Kilwa.CHAPTER 15, DAY 2LESSON 2.1 Bantu MigrationsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ResourcesCritical Viewing: NG CHAPTER Gallery On Your Feet: Rotating DiscussionTE OptionsBackground for the TeacherPresent the background information on Bantu speakers.Introduce & EngageTalk about reasons for migration.Guided DiscussionGuide a discussion about reasons the Bantu commUNITy grew.Interpret MapsExamine and discuss the Bantu Migrations map.Active OptionsNG CHAPTER Gallery: Students become an expert on one image.Active OptionsStudents ask questions of each other about the LESSON.Differentiate: InclusionStudents complete a 5Ws Chart about the LESSON.Differentiate: Pre-APStudents write about how the Bantu homeland was located using linguistics.LESSON 2.2 Great ZimbabweTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ResourcesNG Learning Framework: Learn About Peoples from Across AfricaOn Your Feet: Think, Pair, ShareTE OptionsBackground for the TeacherPresent the background information on Great Zimbabwe.Introduce & EngageLead a discussion about the main economic Activities in the students’ commUNITy.Guided DiscussionGuide a discussion about classes and taxes in Zimbabwe.Analyze VisualsExamine and discuss the image of Great Zimbabwe.Active OptionsNG Learning Framework: Students compare and contrast different peoples living in Africa.Active OptionsStudents discuss the effect of the Great Enclosure.Differentiate: Striving ReadersStudents create a Word Square for a vocabulary word.Differentiate: Pre-APStudents research dry-stone building in different areas.LESSON 2.3 The Kingdom of KongoTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ResourcesBiography: Afonso ICritical Viewing: NG CHAPTER Gallery On Your Feet: Numbered HeadsTE OptionsBackground for the TeacherPresent the background information on the kingdom of Kongo.Introduce & EngageLead students to ask questions about what they will learn.Guided DiscussionGuide a discussion of Kongo’s success and relations with Europeans.Analyze VisualsExamine and discuss the Portuguese map of Africa.Active OptionsNG CHAPTER Gallery: Students choose an image that best represents the CHAPTER.Active OptionsGroups discuss what makes a good leader.Differentiate: InclusionStudents pair with proficient readers to make an Idea Web about traits of Kongo.Differentiate: Pre-APStudents write a feature article comparing Kongo to an east African city-state.CHAPTER 15, DAY 3REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.UNIT WRAP-UPUNIT 6 African CivilizationsOn Location with Christopher DeCorseLearn more about Christopher DeCorse and his work.National Geographic Article: The Telltale Scribes of TimbuktuExplore and discuss the adapted National Geographic article.UNIT Inquiry: Create a Local Trade ExchangeComplete the UNIT-level project.INTRODUCE The UNITUNIT 7 American CivilizationsOn Location with Francisco Estrada-BelliWatch the Francisco Estrada-Belli video and discuss.Time LineExplore and discuss the UNIT time line.UNIT Map: American CivilizationsExplore and discuss the UNIT map.CHAPTER 16, DAY 1CHAPTER 16 MesoamericaTE OptionsIntroduce the Essential QuestionComplete a Four Corner activity about the ways culture spreads.Introduce the PhotographIntroduce and discuss the photograph of the Temple of the Great Jaguar.Share BackgroundProvide additional information on the Temple of the Great Jaguar.Key DatesREVIEW key dates in the history of Mesoamerica.Introduce the Reading StrategyBegin a Main Idea and Details List using LESSON 1.1 as a model.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 The Geography of MesoamericaTeacher Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Team Word WebbingTE OptionsBackground for the TeacherPresent the background information on corn and maize grown in Mesoamerica.Introduce & EngageExamine and discuss the diagram of slash-and-burn agriculture.Guided DiscussionGuide a discussion about climate and farming in Mesoamerica.Interpret MapsExamine and discuss the map of early Mesoamerican civilizations.Active OptionsNG CHAPTER Gallery: Students research a gallery image.Active OptionsTeams make Word Webs about highlands, lowlands, climates, and slash-and- burn agriculture.Differentiate: Striving ReadersStudents work with main ideas and summarize the paragraphs.Differentiate: English Language LearnersStudents make vocabulary cards.LESSON 1.2 Olmec CultureTeacher Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Learn About Olmec ArtistsOn Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information about Olmec heads.Introduce & EngageDiscuss the meaning of the word culture.Guided DiscussionGuide a discussion about the rise and culture of the Olmec.Interpret VisualsDiscuss the photograph of the Olmec head.Active OptionsNG Learning Framework: Students write journal entries about making Olmec heads.Active OptionsStudents ask and answer questions about the Olmec.Differentiate: Striving ReadersStudents ask and answer questions about each paragraph in the LESSON.Differentiate: Gifted & TalentedStudents role-play interviews with an Olmec.LESSON 1.3 The Zapotec and Monte AlbánTeacher Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Question and AnswerTE OptionsBackground for the TeacherPresent the background information on Monte Albán.Introduce & EngageHave students make plans for building a city.Guided DiscussionGuide a discussion about Monte Albán and the Zapotec.Analyze VisualsHave students examine the people pictured in the mural.Active OptionsNG CHAPTER Gallery: Students become experts on an image.Active OptionsStudents write true-false questions about the LESSON.Differentiate: InclusionStudents identify and discuss key events in the LESSON.Differentiate: Pre-APStudents compare and contrast the Olmec and the Zapotec.CHAPTER 16, DAY 2LESSON 2.1 Maya Social StructureTeacher Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Learn About Maya GodsOn Your Feet: Model Maya SocietyTE OptionsBackground for the TeacherPresent the background information on Chac, the Maya god of rain and lightning.Introduce & EngageHave students PREVIEW the LESSON using the photo of the maize god.Guided DiscussionGuide a discussion about Maya priests and gods.Interpret MapsExamine and discuss the map of the Maya civilization.Active OptionsNG Learning Framework: Students research and present a Maya god.Active OptionsStudents form a pyramid to model Maya society.Differentiate: Striving ReadersStudents take notes about positions in Maya society.Differentiate: English Language LearnersStudents pair with native English speakers to read the LESSON.LESSON 2.2 Maya CitiesTeacher Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Learn About Maya Daily LifeOn Your Feet: Numbered HeadsTE OptionsBackground for the TeacherPresent the background information on the Mesoamerican ballgame.Introduce & EngageActivate students’ prior knowledge about Egyptian pyramids.Guided DiscussionGuide discussion about the Maya market and the abandonment of Maya cities.Interpret VisualsExamine and discuss the Mesoamerican ballgame.Active OptionsNG Learning Framework: Students learn more about Maya daily life.Active OptionsTeams discuss elements of Maya civilization.Differentiate: Striving ReadersStudents use a graphic organizer to summarize the LESSON.Differentiate: Pre-APStudents create a multimedia presentation about an aspect of Maya culture.LESSON 2.3 NG Explorer William Saturno: Uncovering Maya MuralsTeacher Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Learn About William SaturnoOn Your Feet: Three-Step InterviewTE OptionsBackground for the TeacherPresent the background information about Maya mural artists.Introduce & EngageLead students to discuss discoveries about history.Guided DiscussionGuide a discussion of what the murals revealed about the Maya.SynthesizeLead students to synthesize information from the discoveries.Active OptionsNG Learning Framework: Students write a biography of William Saturno.Active OptionsStudents interview each other about the Maya mind-set.Differentiate: InclusionVisually impaired students study the LESSON with well-sighted students.Differentiate: Gifted & TalentedStudents write an explorer blog.CHAPTER 16, DAY 3LESSON 2.4 Legacy of the MayaTeacher Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Turn and Talk on TopicTE OptionsBackground for the TeacherPresent the background information on what was learned from Maya writing.Introduce & EngageLead students to discuss and use the Maya numbers.Guided DiscussionGuide a discussion about Maya glyphs and records.CHAPTER 16, DAY 3 continuedMore InformationShare the More Information material about the end of the Maya calendar.Active OptionsNG CHAPTER Gallery: Students become experts on one image.Active OptionsStudents talk about the legacy of the Maya.Differentiate: Striving ReadersStudents fill out a chart about Maya achievements.Differentiate: English Language LearnersStudents complete sentence strips about paragraphs in the LESSON.LESSON 2.5 Document-Based Question: Creation StoriesTeacher Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Jigsaw StrategyTE OptionsBackground for the TeacherPresent the background information from the Popol Vuh.Introduce & EngagePrepare students for the document-based question.Guided DiscussionGuide a discussion about the three documents.EvaluateStudents evaluate each other’s Synthesize and Write Activities.Active OptionsNG CHAPTER Gallery: Students find additional images for the CHAPTER.Active OptionsStudents use a Jigsaw strategy to analyze one of the documents.Differentiate: InclusionStudents study all the documents on one sheet of paper.Differentiate: Pre-APStudents research and report on creation stories of other cultures.CHAPTER 16, DAY 4LESSON 3.1 Tenochtitlán: an Aztec CityTeacher Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesActive History: Create a Sketch Map of TenochtitlánOn Your Feet: Tell Me MoreTE OptionsBackground for the TeacherPresent the background information on Tenochtitlán.Introduce & EngageLead a discussion about empires.Guided DiscussionGuide a discussion about Aztec cities and empire building.Interpret MapsExamine and discuss the map of the Aztec Empire.Active OptionsActive History: Students create a sketch map of Tenochtitlán.Active OptionsTeams share facts about a topic of Aztec life.Differentiate: Striving ReadersStudents complete sentence starters about the LESSON.Differentiate: Gifted & TalentedStudents create models of a chinampa.LESSON 3.2 Aztec CultureTeacher Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Word ChainTE OptionsBackground for the TeacherPresent the background information on temples in Aztec pyramids.Introduce & EngageLead students to fill out a K-W-L Chart about the Aztec.Guided DiscussionGuide a discussion about Aztec society.Analyze VisualsExamine and discuss the photograph of the skulls.CHAPTER 16, DAY 4 continuedActive OptionsNG CHAPTER Gallery: Students compare two images.Active OptionsStudents create a Word Chain about the Aztec culture.Differentiate: English Language LearnersStudents analyze the word commUNITy.Differentiate: Pre-APStudents make posters showing Aztec pyramids.LESSON 3.3 Aztec Defeat and LegacyTeacher Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent Activities Biography: Hernán Cortés Biography: Moctezuma IICritical Viewing: NG CHAPTER Gallery On Your Feet: Prepare a ScriptTE OptionsBackground for the TeacherPresent the background information on the Aztec god Quetzalcoatl and Cortés.Introduce & EngageDiscuss disadvantages of acquiring an empire through military conquest.Guided DiscussionGuide a discussion about the rebellion against Moctezuma II and the conquistadors’ attitudes toward the Aztec.Make ConnectionsGuide a discussion comparing the Aztec and Maya.Active OptionsNG CHAPTER Gallery: Students choose a representative image for the CHAPTER.Active OptionsStudents prepare a script about the defeat and legacy of the Aztec.Differentiate: Striving ReadersStudents sequence the events of the LESSON.Differentiate: Gifted & TalentedStudents write dialogue about a meeting between Moctezuma and Cortés.CHAPTER 16, DAY 5REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 17, DAY 1CHAPTER 17 South and North AmericaTE OptionsIntroduce the Essential QuestionComplete a Roundtable activity to describe environments of the Americas.Introduce the PhotographIntroduce and discuss the photograph of the Moche stirrup vessel.Share BackgroundProvide additional information on the Moche and their vessels.Key DatesREVIEW key dates in the history of South and North American cultures.Introduce the Reading StrategyBegin a time line of events in South and North America.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 Pre-Inca CulturesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Four CornersNG Learning Framework: Think Like an ArchaeologistTE OptionsBackground for the TeacherPresent the background information on protecting cultural heritage.Introduce & EngageDiscuss how artisans make jewelry.Guided DiscussionGuide a discussion about Pre-Inca farming and artistry.More InformationShare the More Information material on Nasca geoglyphs.Active OptionsTeams become experts on the four Pre-Inca cultures.Active OptionsNG Learning Framework: Teams list rules for an archaeological digging crew.Differentiate: Striving ReadersStudents make a culture chart to take notes.Differentiate: Gifted & TalentedStudents make a visual display of geoglyphs.LESSON 1.2 History Through Objects: Peruvian GoldTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Create an Exhibition Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on gold mining in ancient Peru.Introduce & EngageExamine and PREVIEW the golden artifacts in the LESSON.Guided DiscussionGuide a discussion about the artifacts and how they were made.Analyze VisualsExamine and discuss the El Tocado.Active OptionsStudents create a museum exhibition.Active OptionsNG CHAPTER Gallery: Students become an expert on one image.Differentiate: InclusionStudents pair with partners to read captions and describe artifacts.Differentiate: Gifted & TalentedStudents contrast Egyptian and Peruvian jewelry.LESSON 1.3 Inca Society and GovernmentTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: PachacutiOn Your Feet: Running an EmpireNG Learning Framework: Farming in the EmpireTE OptionsBackground for the TeacherPresent the background information on the Inca.Introduce & EngageLead students to consider necessary qualities of the leader of an empire.Guided DiscussionDraw ConclusionsDiscuss why roads were so important to the Inca.Active OptionsTeams appoint officials to run an empire.Active OptionsNG Learning Framework: Pairs observe difficulties of farming in the empire.Differentiate: Striving ReadersStudents pREVIEW LESSON content.Differentiate: Pre-APStudents write a biography of Pachacuti.CHAPTER 17, DAY 2LESSON 1.4 Inca ArchitectureTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesActive History: Create a Sketch Map of Machu PicchuOn Your Feet: Compare Engineering FeatsTE OptionsBackground for the TeacherPresent the background information on Machu Picchu.Introduce & EngageBrainstorm knowledge about the Inca’s engineering and building skills.Guided DiscussionGuide a discussion about the difficulties of building Machu Picchu and its climate.Analyze VisualsExamine and discuss the photograph of Machu Picchu.Active OptionsActive History: Students create a sketch map of Machu Picchu.Active OptionsStudents compare the engineering feats of the Inca with those of the Egyptians, Greeks, or Romans.Differentiate: English Language LearnersStudents find details in the text.Differentiate: Gifted & TalentedStudents make a 3-D model of Machu Picchu.LESSON 1.5 Moments in History: The Inca and Spanish MeetTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: AtahualpaOn Your Feet: Team Word WebbingNG Learning Framework: Research ConquistadorsTE OptionsBackground for the TeacherPresent the background information on Pizarro.Introduce & EngageDiscuss the reasons that empires fall.Guided DiscussionGuide a discussion about the mural of Pizarro and Atahualpa and the advantages the Spanish had over the Inca.Sequence EventsDirect students to make a Sequence Chain about the defeat of the Inca.Active OptionsStudents come up with reasons why Pizarro captured Atahualpa.Active OptionsNG Learning Framework: Students research and compare two conquistadors.Differentiate: Striving ReadersStudents make a list of top five facts about the LESSON.Differentiate: Gifted & TalentedStudents present a skit about the defeat of the Inca.CHAPTER 17, DAY 3LESSON 2.1 Northwest Coast CulturesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: FishbowlCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the Tlingit.Introduce & EngageAccess students’ prior knowledge about the climate and geography of the Northwest Coast.Guided DiscussionGuide a discussion about the Northwest Coast tribes.More InformationShare the More Information material on totem poles.Active OptionsStudents ask and answer questions about the Northwest Coast tribes.Active OptionsNG CHAPTER Gallery: Students find additional images to add to the gallery.Differentiate: Gifted & TalentedStudents design a totem.Differentiate: InclusionStudents complete sentence frames about the LESSON.LESSON 2.2 The Ancient PuebloTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Choose Your Home Critical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on where the ancient Pueblo lived.Introduce & EngageDiscuss the characteristics of deserts.Guided DiscussionGuide a discussion about Pueblo cliff homes and artisanship.Analyze VisualsExamine and discuss the photograph of Mesa Verde.Active OptionsStudents choose between living in Mesa Verde or Pueblo Bonito.Active OptionsNG CHAPTER Gallery: Students become experts on one image in the CHAPTER Gallery.Differentiate: English Language LearnersStudents make vocabulary cards using words from the LESSON.Differentiate: Gifted & TalentedStudents create a poster about Mesa Verde.LESSON 2.3 Peoples of the Great PlainsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Inside-Outside CircleNG Learning Framework: Buffalo in TroubleTE OptionsBackground for the TeacherPresent the background information on hunting buffalo.Introduce & EngageDiscuss Native American hunting.Guided DiscussionGuide a discussion about hunting buffalo and the homes of the Plains people.More InformationShare the More Information material about vision quests.Active OptionsStudents ask and answer questions about Plains people’s hunters and hunting.Active OptionsNG Learning Framework: Students research the restoration of buffalo herds.Differentiate: Striving ReadersStudents take brief notes about each paragraph.Differentiate: Pre-APStudents visually display the history of horses from the Spanish to the Plains people.CHAPTER 17, DAY 4LESSON 2.4 The Mound Builders and CahokiaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Cahokia Roundtable Critical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information on Cahokia.Introduce & EngageIntroduce the physical geography of where the mound builders lived.Guided DiscussionGuide a discussion about the mound builders.Analyze VisualsExamine and discuss the model of Cahokia.Active OptionsGroups discuss the Cahokia Mounds.Active OptionsNG Image Gallery: Students compare and contrast two images.Differentiate: InclusionStudents answer questions to help them describe the model.Differentiate: Gifted & TalentedStudents make 3-D model of Cahokia.LESSON 2.5 Cultures in the East and the SoutheastTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Four CornersCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the Iroquois League.Introduce & EngageActivate students’ prior knowledge about the differences in the ancient American groups they have studied.Guided DiscussionGuide a discussion about the Native American cultures in the East and Southeast.Analyze VisualsExamine and discuss the photograph of a longhouse.Active OptionsStudents become experts on the Cherokee, Creek, Algonquin, or Iroquois.Active OptionsNG CHAPTER Gallery: Students find additional images for this CHAPTER.Differentiate: English Language LearnersStudents make a summary chart about Native American tribes.Differentiate: Pre-APStudents have a panel discussion about the tribes in the Iroquois League.CHAPTER 17, DAY 5REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.UNIT WRAP-UPUNIT 7 American CivilizationsOn Location with Francisco Estrada-BelliLearn more about Francisco Estrada-Belli and his work.National Geographic Article: Unburying the AztecExplore and discuss the adapted National Geographic article.UNIT Inquiry: Design an Adaptation StrategyComplete the UNIT-level project.WHY STUDY HISTORYUse the Student pages and the Why Study History video to REVIEW the relevance and importance of studying history.INTRODUCE THE UNITUNIT 8 Empires of AsiaOn Location with Albert LinWatch the Albert Lin video and discuss.Time LineExplore and discuss the UNIT time line.UNIT Map: Empires of AsiaExplore and discuss the UNIT map.CHAPTER 18, DAY 1CHAPTER 18 Dynasties of ChinaTE OptionsIntroduce the Essential QuestionUse a Roundtable activity to discuss China’s legacy.Introduce the PhotographIntroduce and discuss the photograph of the Gate of Divine Prowess.Share BackgroundProvide additional information on the Forbidden City.Key DatesREVIEW key dates in the history of Chinese dynasties.Introduce the Reading StrategyModel drawing conclusions by using a paragraph in LESSON 1.3.Introduce CHAPTER VocabularyComplete a Definition Map for Key Vocabulary words.LESSON 1.1 Reunification Under the Sui DynastyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Learn About the Construction of the Grand CanalOn Your Feet: Compare CanalsTE OptionsBackground for the TeacherPresent the background information on Wendi and his son Yangdi.Introduce & EngageExamine and discuss possible consequences of civil war.Guided DiscussionGuide a discussion about Wendi’s reign and the Grand Canal.CHAPTER 18, DAY 1 continuedInterpret MapsExamine and discuss the map of the Sui and Tang dynasties.Active OptionsNG Learning Framework: Students write a story as a peasant working on the Grand Canal.Active OptionsTeams research and compare four historic canals.Differentiate: Striving ReadersStudents visualize a dynastic cycle.Differentiate: Gifted & TalentedStudents map the building of the Great Wall.LESSON 1.2 The Spread of BuddhismTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG Image Gallery On Your Feet: Team Word WebsTE OptionsBackground for the TeacherPresent the background information on Buddhism and Confucianism.Introduce & EngageActivate students’ prior knowledge about major religions of the world.Guided DiscussionGuide a discussion about how the Chinese embraced both Buddhism and Confucianism.More InformationShare the More Information material on Chinese Buddhism.Active OptionsNG Image Gallery: Students find images concerning Asian religions.Active OptionsTeams make Word Webs about Buddhism and Confucianism.Differentiate: English Language LearnersStudents examine the word parts of the names of major religions.Differentiate: Gifted & TalentedStudents create a graph of the followers of different religions in China.CHAPTER 18, DAY 2LESSON 1.3 Tang and Song DynastiesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Write a BiographyOn Your Feet: Create a Time LineTE OptionsBackground for the TeacherPresent the background information on the Tang and Song dynasties.Introduce & EngageLead students to brainstorm ways in which people are creative.Guided DiscussionGuide a discussion about the creativity and achievements of the Tang and Song dynasties.Draw ConclusionsDiscuss how using Confucianism led to prosperity.Active OptionsNG Learning Framework: Students write a biography of someone in the CHAPTER.Active OptionsTeams create a time line of dynasties and the accomplishments of each.Differentiate: Striving ReadersStudents take notes about each dynasty.Differentiate: Gifted & TalentedStudents map out Taizong’s empire.LESSON 1.4 The Legacy of Chinese InventionsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesActive History: Evaluate China’s InventionsOn Your Feet: Explore Movable TypeTE OptionsBackground for the TeacherPresent the background information on porcelain.Introduce & EngageShow students how paper money is easier to use than coins.CHAPTER 18, DAY 2 continuedGuided DiscussionGuide a discussion about the invention of printing and modern replacements for Chinese inventions.EvaluateDiscuss positive and negative effects of the invention of gunpowder.Active OptionsActive History: Students evaluate China’s inventions.Active OptionsStudents use tiles to mimic the use of movable type.Differentiate: Striving ReadersStudents make a chart to take notes on the Chinese inventions.Differentiate: Gifted & TalentedStudents imagine and describe their own inventions.LESSON 2.1 Biography: Genghis KhanTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesBiography: Kublai KhanNG Learning Framework: Learn About Genghis KhanOn Your Feet: Conduct an InterviewTE OptionsBackground for the TeacherPresent the background information on Genghis Khan.Introduce & EngagePREVIEW the map of the Yuan Empire, comparing it to today’s countries.Guided DiscussionGuide a discussion about Genghis Khan and Kublai Khan.Interpret MapsExamine and discuss the map of the Yuan Empire.Active OptionsNG Learning Framework: Students evaluate Genghis Khan’s actions and say what they would do.Active OptionsTeams act out interviews with one of the emperors.Differentiate: English LearnersStudents REVIEW the meanings of descriptive adjectives.Differentiate: Gifted & TalentedStudents research the Mongolian army and present their findings.CHAPTER 18, DAY 3LESSON 2.2 Life in Yuan ChinaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesBiography: Marco PoloCritical Viewing: NG CHAPTER GalleryOn Your Feet: Role-Play Different Social ClassesTE OptionsBackground for the TeacherPresent the background information on the Yuan Dynasty.Introduce & EngageDiscuss what would happen if another country took over the UNITed States.Guided DiscussionGuide a discussion about Kublai Khan’s rule and the Yuan legacy for China.Analyze Cause and EffectLead students to discuss the effects of the Yuan rule on the Chinese.Active OptionsNG CHAPTER Gallery: Students find another image for the CHAPTER Gallery.Active OptionsStudents role-play people in different social classes in Yuan China.Differentiate: Striving ReadersStudents chart the different social classes.Differentiate: Gifted & TalentedStudents research the life and works of Marco Polo and create a poster.LESSON 2.3 Document-Based Question: Travels on the Silk RoadsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER GalleryOn Your Feet: Create a Passport MedallionTE OptionsBackground for the TeacherPresent the background information on the Silk Roads under the Mongols.Introduce & EngagePrepare students for the document-based question.Guided DiscussionGuide a discussion about the three documents.EvaluateHelp students evaluate each other's work.CHAPTER 18, DAY 3 continuedActive OptionsNG CHAPTER Gallery: Students become experts on one image.Active OptionsStudents create their own passport medallions.Differentiate: InclusionStudents partner with others who can read the documents to them.Differentiate: Pre-APStudents research and report on Polo’s book, The Travels of Marco Polo.LESSON 3.1 Return to Chinese RuleTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesCritical Viewing: NG Image Gallery On Your Feet: Design a PalaceTE OptionsBackground for the TeacherPresent the background information on the Ming Dynasty.Introduce & EngageContrast the White House with emperors’ palaces.Guided DiscussionGuide a discussion about Hongwu, Yongle, and peasants during the Ming dynasty.Interpret VisualsExamine and discuss the diagram of the Forbidden City.Active OptionsNG CHAPTER Gallery: Students compare and contrast two images.Active OptionsStudents design their own dream palace.Differentiate: Striving ReadersStudents write clues and play a game about Hongwu and Yongle.Differentiate: Gifted & TalentedStudents research parts of the Forbidden City and visually present them.CHAPTER 18, DAY 4LESSON 3.2 Zheng He’s ExplorationsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Learn About Zheng HeOn Your Feet: Role-Play ExplorationTE OptionsBackground for the TeacherPresent the background information on Zheng He’s ships.Introduce & EngageLead a discussion about European explorers.Guided DiscussionGuide a discussion about Zheng He’s accomplishments.Interpret MapsExamine and discuss the map of Zheng He’s voyages.Active OptionsNG Learning Framework: Students write journal entries about Zheng He’s destinations.Active OptionsStudents role-play Zheng He’s visits to various destinations.Differentiate: InclusionStudents study the map and captions about Zheng He’s voyages.Differentiate: Gifted & TalentedStudents write tweets about Zheng He’s travels.LESSON 3.3 China Turns InwardTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Learn About Different DynastiesOn Your Feet: Name That DynastyTE OptionsBackground for the TeacherPresent the background information about the Ming and Qing dynasties.Introduce & EngageDiscuss the Statue of Liberty and the Great Wall as symbols.Guided DiscussionGuide a discussion about the fall of the dynasties and isolationism.More InformationShare the More Information material on the Opium Wars.CHAPTER 18, DAY 4 continuedActive OptionsNG Learning Framework: Pairs make a pie chart to show the percentage of time each dynasty took.Active OptionsStudents play a game, “Name That Dynasty,” with clues about dynasties.Differentiate: English Language LearnersStudents analyze the roots of the word isolationism.Differentiate: Pre-APStudents present a TV news report about the Opium Wars.LESSON 3.4 NG Explorer Christine Lee: Exploring China’s Diverse CulturesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Learn About ArchaeologyOn Your Feet: Guess the CultureTE OptionsBackground for the TeacherPresent the background information on bioarchaeology.Introduce & EngageLead students to discuss ethnic groups here and in China.Guided DiscussionGuide a discussion about Chinese ethnic groups and the curse on the burial site.Ask QuestionsLead students to ask questions about the burial site.Active OptionsNG Learning Framework: Students research the career fields of archaeology and science.Active OptionsGroups prepare clues about the two ethnic groups for a third group to guess.Differentiate: Striving ReadersStudents build a Word Web about a section of the LESSON.Differentiate: Gifted & TalentedStudents research recent archaeological finds in China.CHAPTER 18, DAY 5REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 19, DAY 1CHAPTER 19 Japanese CivilizationTE OptionsIntroduce the Essential QuestionUse a Four Corner activity to discuss factors that influenced Japan’s early history.Introduce the PhotographIntroduce and discuss the photograph of Mount Fuji.Share BackgroundProvide additional information on Mount Fuji.Key DatesREVIEW key dates in the early history of Japan.Introduce the Reading StrategyDiscuss and model how to make inferences.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 The Geography of JapanTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Team Word WebbingNG Learning Framework: Team Island ExpertsTE OptionsBackground for the TeacherPresent the background information on the Ring of Fire.Introduce & EngagePREVIEW the map of Japan to discuss its geography.Guided DiscussionGuide a discussion about Japan’s culture and dangers due to geography.Interpret MapsExamine and discuss the map of the Ring of Fire.Active OptionsTeams make Word Webs about the Ring of Fire.Active OptionsNG Learning Framework: Teams become experts on each of Japan’s islands.Differentiate: English Language LearnersStudents complete sentence frames about Japan’s geography.Differentiate: Pre-APStudents research and make fact sheets about Japan’s physical disasters.LESSON 1.2 Early Beliefs and CulturesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Three-Step InterviewTE OptionsBackground for the TeacherPresent the background information on Shinto.Introduce & EngageLead a discussion about what religions have in common.Guided DiscussionGuide a discussion about the Yayoi and the Shinto religion.Create Graphic OrganizersDirect students in creating a graphic organizer about Shinto beliefs.Active OptionsNG CHAPTER Gallery: Students become experts on one image.Active OptionsStudents interview each other about the clan system in early Japan.Differentiate: Striving ReadersStudents make Word Webs about Shinto and clans.Differentiate: Gifted & TalentedStudents compare Japanese Kofun tombs to Egyptian tombs.CHAPTER 19, DAY 2LESSON 1.3 Prince ShotokuTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: Prince ShotokuCritical Viewing: NG Image Gallery On Your Feet: Create a Character MapTE OptionsBackground for the TeacherPresent the background information on Prince Shotoku.Introduce & EngageLead students to discuss qualities needed for a strong leader.Guided DiscussionGuide a discussion about the Yamato and Prince Shotoku’s governing ideas.Analyze VisualsExamine and discuss the photograph of the bronze statue.Active OptionsNG Image Gallery: Students compare images related to Shinto and another religion.Active OptionsTeams consider positive and negative qualities of Prince Shotoku’s character.Differentiate: English Language LearnersStudents categorize relevant words from the LESSON.Differentiate: Gifted & TalentedStudents act out a speech by Prince Shotoku.LESSON 1.4 Influences from ChinaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Tell a Story On Your Feet: Write in CalligraphyTE OptionsBackground for the TeacherPresent the background information on the Japanese written language.Introduce & EngageDirect students to choose other countries they would like to visit and explain why.Guided DiscussionGuide a discussion about Japan’s attitude toward China and China's influence on Japan.Analyze VisualsExamine and discuss the photograph of the calligraphy contest.Active OptionsNG Learning Framework: Students write about a visit to Japan.Active OptionsStudents write using calligraphy.Differentiate: English Language LearnersStudents complete sentence frames about the LESSON.Differentiate: Gifted & TalentedStudents research Japanese words and copy and translate them.LESSON 2.1 Literature and the ArtsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesBiography: Murasaki ShikibuCritical Viewing: NG CHAPTER Gallery On Your Feet: Write a HaikuTE OptionsBackground for the TeacherPresent the background information on noh and kabuki theater.Introduce & EngageAccess students’ prior knowledge about poetry.Guided DiscussionGuide a discussion about Japanese theater and gardening.Active OptionsNG CHAPTER Gallery: Students find other images for the CHAPTER Gallery.Active OptionsStudents write their own haiku.Differentiate: Striving ReadersStudents classify terms and names from the LESSON.Differentiate: Gifted & TalentedStudents draw their own suibuko paintings.CHAPTER 19, DAY 3LESSON 2.2 Document-Based Question: Poetry and ProseTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Write a BiographyOn Your Feet: Three OptionsTE OptionsBackground for the TeacherPresent the background information on The Tale of Genji.Introduce & EngagePrepare students for the document-based question.Guided DiscussionGuide a discussion about the three documents.EvaluateStudents evaluate each other’s Synthesize and Write Activities.Active OptionsNG Learning Framework: Students write a biography of someone in the CHAPTER.Active OptionsStudents choose which document appealed to them most.Differentiate: InclusionVisually impaired students pair with well-sighted students to read the documents.Differentiate: Gifted & TalentedStudents create a photo gallery of Japanese art.LESSON 2.3 Zen BuddhismTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG Image Gallery On Your Feet: FishbowlTE OptionsBackground for the TeacherPresent the background information on Zen Buddhism.Introduce & EngageLead students to discuss meditation.Guided DiscussionGuide a discussion about the influence of Zen Buddhism.Analyze VisualsExamine and discuss the photograph of the Buddhist monk meditating.Active OptionsNG Image Gallery: Students choose an image that represents the CHAPTER.Active OptionsStudents do a Fishbowl activity to contrast Zen Buddhism with other religions.Differentiate: Striving ReadersStudents summarize each paragraph in the LESSON.Differentiate: Pre-APStudents write about why the Japanese embraced Zen Buddhism.LESSON 3.1 Samurai and ShogunsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesActive History: Solve a Puzzle About Feudal JapanOn Your Feet: Warrior ComparisonTE OptionsBackground for the TeacherPresent the background information on samurai warriors.Introduce & EngageAccess students’ prior knowledge about medieval knights.Guided DiscussionGuide a discussion about the code of bushido and the shogun’s power.Analyze VisualsExamine and discuss the film still from The Last Samurai.Active OptionsActive History: Students solve a puzzle about feudal Japan.Active OptionsStudents make a display contrasting the samurai warriors and medieval knights.Differentiate: English Language LearnersStudents answer true-false questions about the LESSON.Differentiate: Pre-APStudents write a blog as a samurai warrior.CHAPTER 19, DAY 4LESSON 3.2 History Through Objects: Tools of the SamuraiTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Weapons of War Critical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information on samurai weapons.Introduce & EngageHave students predict samurai weapons before starting the LESSON.Guided DiscussionGuide a discussion about the materials of samurai weapons and protection for pare and ContrastCompare the outfits of samurai warriors with those of medieval knights.Active OptionsTeams compare weapons of the samurai with weapons of modern soldiers.Active OptionsNG Image Gallery: Students compare and contrast two images.Differentiate: InclusionVisually challenged students pair with well-sighted students to describe the weapons.Differentiate: Pre-APStudents research samurai swords of old and of today.LESSON 3.3 Unification and IsolationTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Geographic EffectsOn Your Feet: Two CornersTE OptionsBackground for the TeacherPresent the background information on Edo, now Tokyo.Introduce & EngageHave students make Word Squares for unification and isolation.Guided DiscussionGuide a discussion about the defeat of the Mongol fleets and also the shogun Ieyasu.Analyze VisualsExamine and discuss the print of Edo.Active OptionsNG Learning Framework: Teams summarize acts of nature on Japan’s history.Active OptionsStudents chart positives and negatives about Japan’s isolation policy.Differentiate: Striving ReadersStudents chart events in the LESSON by dates.Differentiate: Pre-APStudents write a biography of Tokugawa Ieyasu.CHAPTER 19, DAY 5REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 20, DAY 1CHAPTER 20 Korea and Southeast AsiaTE OptionsIntroduce the Essential QuestionComplete a Roundtable activity about the types of influence one country can have over another.Introduce the PhotographIntroduce and discuss the photograph of Sokkuram.Share BackgroundProvide additional information on Sokkuram.Key DatesREVIEW key dates in the history of Korea and Southeast Asia.Introduce the Reading StrategyExplain how students can use context clues to determine word meanings.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 The Three KingdomsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Question and AnswerTE OptionsBackground for the TeacherPresent the background information on the Three Kingdoms.Introduce & EngageDiscuss influences from other countries in your commUNITy.Guided DiscussionGuide a discussion about the three kingdoms of Silla, Koguryo, and Paekche.Sequence EventsDirect students to sequence the events that gave Silla control of Korea.Active OptionsNG CHAPTER Gallery: Students become experts on one image.Active OptionsStudents write and answer true-false questions about the LESSON.Differentiate: Striving ReadersStudents summarize each paragraph in the LESSON.Differentiate: English Language LearnersStudents list details for the main idea of the LESSON.LESSON 1.2 History Through Objects: Korean ArtifactsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Descriptive WordsTE OptionsBackground for the TeacherPresent the background information on Silla artifacts.Introduce & EngageHelp students recall artifacts from different ancient cultures.Guided DiscussionGuide a discussion about the artifacts and the materials from which they were made.Analyze VisualsExamine and discuss the pictures of Korean artifacts.Active OptionsNG CHAPTER Gallery: Students find other images to add to the gallery.Active OptionsStudents think of descriptive words to label the artifacts.Differentiate: InclusionVisually impaired students pair with well-sighted partners to describe artifacts.Differentiate: Gifted & TalentedStudents create an advertisement for a museum exhibit of Korean artifacts.LESSON 1.3 Koryo and Choson DynastiesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information on the class system in the Choson dynasty.Introduce & EngageDiscuss the meaning of the word adapt.Guided DiscussionGuide a discussion about how the Japanese took over Korea.More InformationPresent the More Information material on art during the Choson dynasty.Active OptionsNG CHAPTER Gallery: Students research the background of one image.Active OptionsStudents question each other about the LESSON using an Inside-Outside circle format.Differentiate: InclusionStudents complete sentence frames about the LESSON.Differentiate: Pre-APStudents give an oral report about the Koryo or Choson dynasty.LESSON 1.4 Korean CultureTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesActive History: Categorize Korea’s Society LevelsOn Your Feet: Turn and Talk on TopicTE OptionsBackground for the TeacherPresent the background information on the Tripitaka Koreana.Introduce & EngageDirect students to make a K-W-L Chart about Korean culture.Guided DiscussionGuide a discussion about the Tripitaka Koreana and other Korean achievements.Make ConnectionsCompare the modern preservation of manuscripts with the preservation of the Tripitaka Koreana.Active OptionsActive History: Students categorize Korea’s society levels.Active OptionsStudents build paragraphs about Korean culture and achievements.Differentiate: Striving ReadersTeams read the LESSON and make notes on it together.Differentiate: Gifted & TalentedStudents investigate the Haeinsa Temple.CHAPTER 20, DAY 2LESSON 2.1 Vietnamese KingdomsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG Image Gallery On Your Feet: Card ResponsesTE OptionsBackground for the TeacherPresent the background information on the Trung sisters of Vietnam.Introduce & EngageExamine and discuss the map of early Chinese influence in Asia.Guided DiscussionGuide a discussion about the Vietnamese uprisings and the Ly dynasty.Create Time LinesDirect students to create a time line of events in the history of Vietnam.Active OptionsNG Image Gallery: Students compare and contrast two images.Active OptionsStudents create quizzes about the LESSON and exchange them.Differentiate: Striving ReadersStudents create a Main Idea Diagram for the LESSON.Differentiate: English Language LearnersStudents summarize each paragraph in the LESSON.LESSON 2.2 The Khmer EmpireTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Tell Me MoreNG Learning Framework: Make ObservationsTE OptionsBackground for the TeacherPresent the background information on the Khmer Empire.Introduce & EngageDiscuss the use and value of rice.Guided DiscussionGuide a discussion about rice cultivation in the Khmer Empire and Jayavarman VII.CHAPTER 20, DAY 2 continuedAnalyze VisualsExamine and discuss the photograph of the Cambodian farmer.Active OptionsStudents discuss the topics of Chenla, the Khmer economy, or Jayavarman VII.Active OptionsNG Learning Framework: Students make observations about rice cultivation.Differentiate: InclusionVisually impaired students pair with well-sighted students to clarify text.Differentiate: Pre-APStudents report on the road system in the Khmer Empire.LESSON 2.3 Angkor WatTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG Image Gallery On Your Feet: One-on-One InterviewsTE OptionsBackground for the TeacherPresent the background information on Angkor Wat.Introduce & EngageAccess students’ prior knowledge about Angkor Wat.Guided DiscussionGuide a discussion about Angkor Wat.Analyze VisualsExamine and discuss the photograph of Angkor Wat.Active OptionsNG Image Gallery: Students choose an image that they think best represents the CHAPTER.Active OptionsStudents interview partners about Angkor Wat.Differentiate: Striving ReadersStudents pREVIEW the text using headings and features.Differentiate: Gifted & TalentedStudents artistically portray features of Angkor Wat.CHAPTER 20, DAY 3REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.UNIT WRAP-UPUNIT 8 Empires of AsiaOn Location with Albert LinLearn more about Albert Lin and his work.National Geographic Article: Divining AngkorExplore and discuss the adapted National Geographic article.UNIT Inquiry: Leave a Legacy of InnovationComplete the UNIT-level project.INTRODUCE THE UNITUNIT 9 Medieval and Renaissance EuropeOn Location with Maurizio SeraciniWatch the Maurizio Seracini video and discuss.Time LineExplore and discuss the UNIT time line.UNIT Map: Europe, c. 1600Explore and discuss the UNIT map.CHAPTER 21, DAY 1CHAPTER 21 Feudalism and the Middle AgesTE OptionsIntroduce the Essential QuestionComplete a Four Corners activity to examine the factors that impacted Europeans during the Middle Ages.Introduce the PhotographIntroduce and discuss the photograph of the castle.Share BackgroundProvide additional information on castles.Key DatesREVIEW key dates in Europe during the Middle Ages.Introduce the Reading StrategyBegin a Conclusions Chart to model drawing conclusions.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 Medieval EuropeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Create a KingdomTE OptionsBackground for the TeacherPresent the background information about Germanic tribes.Introduce & EngageLead students to predict what happened when the Western Roman Empire fell.Guided DiscussionGuide a discussion about the Germanic kingdoms.CHAPTER 21, DAY 1 continuedAnalyze CausesDiscuss the causes of the disappearance of cities during the Middle Ages.Active OptionsNG CHAPTER Gallery: Students research one image.Active OptionsTeams create their own kingdoms.Differentiate: Striving ReadersStudents chart comparisons between Roman and medieval Europe.Differentiate: Gifted & TalentedStudents write a biography of Clovis.LESSON 1.2 Biography: CharlemagneTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Write a BiographyOn Your Feet: Fishbowl DiscussionTE OptionsBackground for the TeacherPresent the background information on Charlemagne.Introduce & EngageLead students to define qualities of great leaders today and in the Middle Ages.Guided DiscussionGuide a discussion about the achievements of Charlemagne.Analyze VisualsExamine and discuss the painting of the crowning of Charlemagne.Active OptionsNG Learning Framework: Students write a biography of someone in the CHAPTER.Active OptionsStudents use a Fishbowl method to discuss Charlemagne.Differentiate: English Language LearnersStudents complete sentence frames about the LESSON.Differentiate: Gifted & TalentedStudents draw parallels between today’s world and Charlemagne’s world.CHAPTER 21, DAY 2LESSON 1.3 NG Writer Caroline Alexander: Investigating a Mysterious TreasureTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Evaluate TreasureOn Your Feet: Bury a Time CapsuleTE OptionsBackground for the TeacherPresent the background information on the Angles, Saxons, and Jutes.Introduce & EngageAccess students’ prior knowledge and thoughts about superstitions.Guided DiscussionGuide a discussion about the Anglo-Saxon treasure.Analyze VisualsExamine and discuss the gold sword hilt.Active OptionsNG Learning Framework: Students evaluate the contents of the treasure.Active OptionsStudents discuss what they would include in a time capsule.Differentiate: Striving ReadersStudents answer questions about the LESSON.Differentiate: Gifted & TalentedStudents research the magic and superstitions of the Anglo-Saxons.LESSON 1.4 Feudal SocietyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Write a DescriptionOn Your Feet: Four CornersTE OptionsBackground for the TeacherPresent the background information on feudalism.Introduce & EngageExamine and discuss the diagram of feudal society.Guided DiscussionGuide a discussion about the different levels of feudal society.Analyze Cause and EffectDiscuss the causes and effects of feudalism.Active OptionsNG Learning Framework: Students write a description of one class of feudal society.Active OptionsStudents describe the life of one class of feudal society.Differentiate: Striving ReadersStudents describe each class of feudal society.Differentiate: Gifted & TalentedStudents read legends about King Arthur.CHAPTER 21, DAY 3LESSON 1.5 History Through Objects: Medieval KnightsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: NG Image GalleryOn Your Feet: Weapons ExpertsTE OptionsBackground for the TeacherPresent the background information on the armor that knights wore.Introduce & EngageActivate students’ prior knowledge of knights.Guided DiscussionGuide a discussion about knights’ weapons and armor.More InformationShare the More Information material on armor during the Middle Ages.Active OptionsNG Image Gallery: Students compare and contrast two images.Active OptionsTeams research and illustrate weapons used by knights.Differentiate: InclusionVisually impaired students pair with well-sighted students to study the armor and weapons pictures.Differentiate: Gifted & TalentedStudents give an oral report about the knights’ code of chivalry.LESSON 1.6 The Manor SystemTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Castles and Manor HousesOn Your Feet: Three-Step InterviewTE OptionsBackground for the TeacherPresent the background information on medieval manors.Introduce & EngageDiscuss the ways that modern families protect their homes.Guided DiscussionGuide a discussion contrasting the lives of serfs and lords and describing the self-sufficiency of a manor.Analyze VisualsExamine and discuss the diagram of a manor.Active OptionsNG Learning Framework: Students research manor houses and castles.Active OptionsStudents interview each other about living in the Middle Ages.Differentiate: English Language LearnersStudents answer true-false questions about the LESSON.Differentiate: Gifted & TalentedStudents make a model of a castle.CHAPTER 21, DAY 4LESSON 2.1 Church and CrownTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Write a BiographyOn Your Feet: Think, Pair, ShareTE OptionsBackground for the TeacherPresent the background information on the power struggle between King Henry IV and Pope Gregory VII.Introduce & EngageDiscuss the relationship between church and state in the UNITed States.Guided DiscussionGuide a discussion about the power of the church and kings and Notre Dame pare and ContrastCompare and contrast life today with life in the Middle Ages.Active OptionsNG Learning Framework: Students write a biography of a person in this CHAPTER.Active OptionsPartners act as King Henry or Pope Gregory and discuss their differences over who has more power.Differentiate: English Language LearnersStudents discuss word origins of cathedral and monastery.Differentiate: Pre-APStudents research and present information about Notre Dame Cathedral.LESSON 2.2 King John and the Magna CartaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Role-Play On Your Feet: Numbered HeadsTE OptionsBackground for the TeacherPresent the background information on King John.Introduce & EngageDiscuss Britain’s government today.Guided DiscussionGuide a discussion about the power struggle between the barons and the kings and the Magna Carta.Create Time LinesDirect students to make a time line of events in the LESSON.Active OptionsNG Learning Framework: Students role-play the signing of the Magna Carta.Active OptionsStudents discuss changes in England’s government during this time period.Differentiate: Striving ReadersStudents play “Who Am I?” about rulers in this LESSON.Differentiate: Gifted & TalentedStudents research and study the Bayeaux Tapestry.LESSON 2.3 Document-Based Question: Charters of FreedomTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG Image Gallery On Your Feet: Three OptionsTE OptionsBackground for the TeacherPresent the background information on the rights listed in the three documents.Introduce & EngagePrepare students for the document-based question.Guided DiscussionGuide a discussion about the three documents.EvaluateHelp students evaluate each other’s Synthesize and Write Activities.Active OptionsNG Image Gallery: Students choose an image that best represents the CHAPTER.Active OptionsStudents choose the document that is most important to them.Differentiate: Striving ReadersStudents complete sentence frames about the LESSON.Differentiate: Pre-APStudents research civil rights violations in current events.CHAPTER 21, DAY 5LESSON 2.4 The CrusadesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesActive History: Categorize Effects of the CrusadesOn Your Feet: JigsawTE OptionsBackground for the TeacherPresent the background information on the Crusades.Introduce & EngageExamine and discuss the map of the Crusades.CHAPTER 21, DAY 5 continuedGuided DiscussionGuide a discussion about the events of the Crusades.More InformationShare the More Information material on the Children’s Crusade.Active OptionsActive History: Students categorize the effects of the Crusades.Active OptionsGroups become experts on the Crusades, the Reconquista, or the Inquisition.Differentiate: Striving ReadersStudents make webs about the Crusades, the Reconquista, and the Inquisition.Differentiate: Pre-APStudents read and discuss Edgar Allen Poe’s story, “The Pit and the Pendulum.”LESSON 2.5 War and PlagueTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesBiography: Joan of ArcNG Learning Framework: Make ObservationsOn Your Feet: Role-PlayTE OptionsBackground for the TeacherPresent the background information on the bubonic plague.Introduce & EngagePredict how war and plague affected people in the Middle Ages.Guided DiscussionGuide a discussion about Joan of Arc, the plague, and the end of feudalism.Create Time LinesDirect students to create time lines to sequence the events in the LESSON.Active OptionsNG Learning Framework: Students list their observations about the effects of the bubonic plague.Active OptionsStudents role-play people’s reactions to the threat of the bubonic plague.Differentiate: Striving ReadersStudents make notes about key phrases from the LESSON.Differentiate: Gifted & TalentedStudents research facts about the bubonic plague.CHAPTER 21, DAY 6LESSON 2.6 Moments in History: The Bubonic PlagueTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Interpret a PaintingTE OptionsBackground for the TeacherPresent the background information on the painting The Triumph of Death.Introduce & EngageDiscuss the spread of contagious diseases today.Guided DiscussionGuide a discussion about the painting The Triumph of Death and its meaning.More InformationShare the More Information material on how the plague spread.Active OptionsNG CHAPTER Gallery: Students research an image from the CHAPTER.Active OptionsStudents interpret details of the painting.Differentiate: Striving ReadersStudents answer concrete questions about the painting.Differentiate: Gifted & TalentedStudents research other paintings by Pieter Bruegel the Elder.LESSON 2.7 Growth of TownsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG Image Gallery On Your Feet: Create a Concept WebTE OptionsBackground for the TeacherPresent the background information on medieval guilds.Introduce & EngageDiscuss places (city, suburbs, or country) where students would choose to live.Guided DiscussionGuide a discussion that contrasts living on manors with living in towns.Analyze VisualsExamine and discuss the photo of All Souls College.CHAPTER 21, DAY 6 continuedActive OptionsNG Image Gallery: Students choose an image that best represents the CHAPTER.Active OptionsGroups make Concept Webs about the Middle Ages.Differentiate: Striving ReadersStudents make a chart to outline causes and effects in the LESSON.Differentiate: Gifted & TalentedStudents research one aspect of medieval art.CHAPTER 21, DAY 7REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 22, DAY 1CHAPTER 22 Renaissance and ReformationTE OptionsIntroduce the Essential QuestionDiscuss influences that inspire people to change society.Introduce the PhotographIntroduce and discuss the photograph of the Duomo in Florence, Italy.Share BackgroundProvide additional information on the Duomo.Key DatesREVIEW key dates in Europe during the Renaissance and Reformation.Introduce the Reading StrategyExplain and model idioms and other types of figurative language.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 Rise of the IndividualTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Learn More About Marco PoloOn Your Feet: Three Step InterviewTE OptionsBackground for the TeacherPresent the background information on the city of Florence.Introduce & EngageLead students to discuss how literature and art reflect culture.Guided DiscussionGuide a discussion about humanism and the rebirth of classical learning.Analyze VisualsDiscuss the woman in the fresco from the Sistine Chapel.Active OptionsNG Learning Framework: Students perform a skit about Marco Polo.Active OptionsStudents interview each other about living during the time of humanism.Differentiate: English Language LearnersStudents put sentence strips together to read a paragraph from the LESSON.Differentiate: Pre-APStudents write a journal about life in Italy during the Renaissance.LESSON 1.2 New Styles and TechniquesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Research Renaissance BuildingsOn Your Feet: Renaissance RoundtableTE OptionsBackground for the TeacherPresent the background information on Dante and The Divine Comedy.Introduce & EngageHave students discuss what they want to learn about the arts during the time of the Renaissance.Guided DiscussionGuide a discussion about engineering in buildings and The Divine Comedy.Interpret VisualsExamine and discuss the painting by Piero della Francesca.Active OptionsNG Learning Framework: Students research buildings of the Renaissance.Active OptionsStudents discuss how the Renaissance influenced the arts and architecture.Differentiate: Striving ReadersStudents write and compare facts from the LESSON.Differentiate: Gifted & TalentedStudents draw perspective lines on Renaissance art.CHAPTER 22, DAY 2LESSON 1.3 Moments in History: Raphael’s School of AthensTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information on Raphael.Introduce & EngageLead students to start an Idea Web about School of Athens.Guided DiscussionGuide discussion about School of Athens.More InformationShare the More Information material on Raphael’s tapestries.Active OptionsNG CHAPTER Gallery: Students choose and research one image.Active OptionsStudents ask each other questions about School of Athens.Differentiate: Striving ReadersStudents answer specific questions about School of Athens.Differentiate: Pre-APStudents write a biography of Raphael.LESSON 1.4 The Medici and the BorgiasTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Learn More About the BorgiasOn Your Feet: Tell Me MoreTE OptionsBackground for the TeacherPresent the background information on the Medici.Introduce & EngageLead students to pREVIEW and predict the LESSON content.Guided DiscussionGuide a discussion about Lorenzo de Medici and Italian pare and ContrastCompare and contrast the Medici and Borgia families.Active OptionsNG Learning Framework: Students learn more about Cesare Borgia.Active OptionsTeams write facts about Florence and Rome.Differentiate: InclusionStudents pose and answer questions about the LESSON.Differentiate: English Language LearnersStudents respond to true-false questions about the LESSON.LESSON 1.5 Biography: Leonardo da VinciTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG Image Gallery On Your Feet: Create a PosterTE OptionsBackground for the TeacherPresent the background information on Leonardo da Vinci.Introduce & EngageLead students to ask questions about Leonardo da Vinci.Guided DiscussionGuide a discussion about The Last Supper and da Vinci’s other paintings.CategorizeCategorize da Vinci’s accomplishments.Active OptionsNG CHAPTER Gallery: Students make a Top Five list of images.Active OptionsStudents make a poster about Leonardo da Vinci.Differentiate: Striving ReadersStudents list facts about Leonardo da Vinci.Differentiate: Gifted & TalentedStudents simulate an interview with Leonardo da Vinci.CHAPTER 22, DAY 3LESSON 1.6 NG Photographer Dave Yoder: Searching for a Lost da VinciTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Learn More About the PaintingOn Your Feet: FishbowlTE OptionsBackground for the TeacherPresent the background information on Dave Yoder and his search.Introduce & EngageAccess students’ prior knowledge about da Vinci with a K-W-L Chart.Guided DiscussionGuide a discussion about The Battle of Anghiari and the endoscope.EvaluateStudents use a Decision Matrix to evaluate the search.Active OptionsNG Learning Framework: Students research The Battle of Anghiari.Active OptionsStudents question each other about the search for the fresco.Differentiate: InclusionStudents complete cloze statements about the LESSON.Differentiate: English Language LearnersStudents find details for main ideas.LESSON 2.1 The Renaissance Moves NorthTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Write a BiographyOn Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information on life in northern Europe during the Italian Renaissance.Introduce & EngageDiscuss northern Europeans’ interest in the Italian Renaissance.Guided DiscussionGuide a discussion about art in northern European countries.Analyze VisualsExamine and discuss the Bruegel painting.Active OptionsNG Learning Framework: Students write a biography of a person from the Northern Renaissance.Active OptionsStudents ask each other questions about the LESSON.Differentiate: Striving ReadersStudents summarize the LESSON after you read it aloud.Differentiate: Gifted & TalentedStudents perform a skit about a museum of works from the Northern Renaissance.CHAPTER 22, DAY 4LESSON 2.2 Biography: William ShakespeareTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: One-on-One InterviewsTE OptionsBackground for the TeacherPresent the background information on the Globe Theater.Introduce & EngageLead students to ask questions about William Shakespeare.Guided DiscussionGuide a discussion about William Shakespeare.More InformationShare the More Information material on Shakespeare’s identity.Active OptionsNG CHAPTER Gallery: Students choose an image from the Northern Renaissance.Active OptionsStudents interview each other about Shakespeare.Differentiate: English Language LearnersStudents answer yes-no questions about the LESSON.Differentiate: Pre-APStudents do a dramatic reading of a Shakespearean sonnet.LESSON 2.3 The Printing PressTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Build a ParagraphTE OptionsBackground for the TeacherPresent the background information on Gutenberg.Introduce & EngageLead students to brainstorm inventions.Guided DiscussionGuide a discussion about writing and printing books.Make ConnectionsCompare the invention of the printing press and the Internet.Active OptionsNG CHAPTER Gallery: Students become an expert on one image.Active OptionsStudents build a paragraph about the printing press.Differentiate: Striving ReadersStudents write main idea questions about the LESSON.Differentiate: Gifted & TalentedStudents build a social networking site for Johann Gutenberg.CHAPTER 22, DAY 5LESSON 2.4 Legacy in the Arts and SciencesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Examine CartographyOn Your Feet: Quiz Each OtherTE OptionsBackground for the TeacherPresent the background information on math and science in the Renaissance.Introduce & EngageDiscuss what students know about the Renaissance.CHAPTER 22, DAY 5 continuedGuided DiscussionGuide a discussion about literary figures in the Renaissance and the printing press.Analyze VisualsCompare and contrast sets of “Then and Now” photos.Active OptionsNG Learning Framework: Students discuss cartography.Active OptionsStudents quiz each other about names and terms of the Renaissance.Differentiate: Striving ReadersStudents make a Detail Web about main ideas in the LESSON.Differentiate: Gifted & TalentedStudents create a multimedia presentation about Renaissance achievements.LESSON 3.1 Protests Against the Catholic ChurchTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesBiography: Martin LutherActive History: Map the Protestant ReformationOn Your Feet: Half and HalfTE OptionsBackground for the TeacherPresent the background information on Martin Luther’s letter.Introduce & EngageConduct a panel discussion about reformers.Guided DiscussionGuide a discussion about the Great Schism and Luther’s 95 Theses.SynthesizeExamine and discuss the map of the spread of Protestantism.Active OptionsActive History: Students map the Protestant Reformation.Active OptionsTeams report on the Renaissance and the Reformation.Differentiate: English Language LearnersStudents complete sentence stems about the LESSON.Differentiate: Pre-APStudents report on famous reformers in history.CHAPTER 22, DAY 6LESSON 3.2 Document-Based Question: Conflict in the ChurchTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Three OptionsTE OptionsBackground for the TeacherPresent the background information on Pope Leo X.Introduce & EngagePrepare students for the document-based question.Guided DiscussionGuide a discussion about the three documents.EvaluateHelp students read and evaluate each other’s Synthesize and Write Activities.Active OptionsNG CHAPTER Gallery: Students compare and contrast two images.Active OptionsStudents choose the document that best represents their understanding.Differentiate: InclusionStudents work in pairs to read the documents.Differentiate: Pre-APStudents write an e-zine article about the Huguenots and the Catholics.CHAPTER 22, DAY 7LESSON 3.3 The Counter ReformationTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Card ResponsesTE OptionsBackground for the TeacherPresent the background information on Ignatius of Loyola.Introduce & EngageDiscuss the meaning of the word counter.Guided DiscussionGuide a discussion about contrasts between Catholics and Protestants and the Jesuits.CHAPTER 22, DAY 7 continuedInterpret MapsExamine and discuss the map of Christian missions.Active OptionsNG CHAPTER Gallery: Students find additional images for this CHAPTER.Active OptionsStudents write and answer true-false questions about the LESSON.Differentiate: InclusionStudents use echo reading to understand the Main Idea statement.Differentiate: Pre-APStudents debate as if they were in the Council of Trent.LESSON 3.4 The Impact of the ReformationTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Learn About Nation-StatesOn Your Feet: Sequence EventsTE OptionsBackground for the TeacherPresent the background information on Protestants and Catholics in Europe.Introduce & EngageDiscuss statements about Protestants in Europe.Guided DiscussionGuide a discussion about the impact of the Reformation and humanism.CategorizeCategorize the effects of the Reformation on Europe.Active OptionsNG Learning Framework: Students learn about the rise of nation-states.Active OptionsStudents sequence events during and after the Reformation.Differentiate: Striving ReadersStudents write a paragraph to expand the Main Idea statement.Differentiate: Pre-APStudents write an e-zine article about the Huguenots and the Catholics.CHAPTER 22, DAY 8REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 23, DAY 1CHAPTER 23 The Age of Science and ExplorationTE OptionsIntroduce the Essential QuestionComplete a Jigsaw activity to pREVIEW and predict content.Introduce the PhotographIntroduce and discuss the photograph of telescopes.Share BackgroundProvide additional information on the Atacama Large Millimeter/submillimeter Array (ALMA).Key DatesREVIEW key dates of the Scientific Revolution and European exploration.Introduce the Reading StrategyModel completing a T-Chart to make inferences.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 Roots of the RevolutionTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information on the geocentric theory.Introduce & EngageDiscuss the meanings of the word revolution.Guided DiscussionGuide a discussion about the geocentric theory and surviving knowledge.Analyze VisualsExamine and discuss the illustration of the geocentric theory.Active OptionsNG CHAPTER Gallery: Students choose and research one image.Active OptionsStudents ask each other questions about the LESSON.Differentiate: InclusionStudents complete sentence frames about the LESSON.Differentiate: English Language LearnersStudents list details to go with main ideas.LESSON 1.2 Discoveries and InventionsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: Galileo GalileiNG Learning Framework: Write a BiographyOn Your Feet: Turn and Talk on TopicTE OptionsBackground for the TeacherPresent the background information on Johannes Kepler.Introduce & EngageDiscuss inventions.Guided DiscussionGuide a discussion about scientific discoveries and observations.Analyze VisualsExamine and discuss the images of 1600s technology.Active OptionsNG Learning Framework: Students write a biography about someone in the CHAPTER.Active OptionsStudents build paragraphs about scientific discoveries.Differentiate: Striving ReadersStudents summarize each paragraph in the LESSON.Differentiate: Pre-APStudents report on technology in the 1600s.LESSON 1.3 The Scientific MethodTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Card ResponsesTE OptionsBackground for the TeacherPresent the background information on René Descartes.Introduce & EngageDiscuss the concept of science.Guided DiscussionGuide a discussion about scientific rationalism.Activate Prior KnowledgeExamine and discuss the painting of Galileo and scientific experiments.Active OptionsNG CHAPTER Gallery: Students compare and contrast two images.Active OptionsStudents write true-false questions about the LESSON.Differentiate: English Language LearnersStudents summarize both sections of the LESSON.Differentiate: Gifted & TalentedStudents make main idea and detail posters about the LESSON.CHAPTER 23, DAY 2LESSON 2.1 An Expanding WorldTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Learn about GPSOn Your Feet: Thumbs Up/Thumbs DownTE OptionsBackground for the TeacherPresent the background information on improved navigational techniques.Introduce & EngageConnect students to modern explorations.Guided DiscussionGuide a discussion about European exploration by sea.Interpret MapsExamine and discuss the map of European exploration.Active OptionsNG Learning Framework: Students research and describe GPS.Active OptionsStudents write and answer true-false questions about the LESSON.Differentiate: InclusionVisually-impaired students pair with seeing readers to clarify the text.Differentiate: Pre-APStudents write an opinion paper on the most important technological improvement for European exploration.LESSON 2.2 Exploration and ColonizationTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: FishbowlTE OptionsBackground for the TeacherPresent the background information on sailors’ lives during exploration.Introduce & EngageDirect a discussion about exploration.Guided DiscussionGuide a discussion about Spain and Portugal’s exploration and colonization.Interpret VisualsExamine and discuss the illustration of a caravel.Active OptionsNG CHAPTER Gallery: Students find another image to add to the gallery.Active OptionsStudents ask each other questions about competition during exploration.Differentiate: Striving ReadersPairs summarize each section of the LESSON.Differentiate: English Language LearnersStudents match words in the LESSON with correct definitions.LESSON 2.3 Columbus Discovers the New WorldTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Descriptive WordsTE OptionsBackground for the TeacherPresent the background information on where Columbus landed.Introduce & EngageProvide and discuss a map of the Bahamas.Guided DiscussionGuide a discussion about Columbus’s landing at Samana Cay.More InformationShare the More Information material on the Bahamas.Active OptionsNG CHAPTER Gallery: Students choose the top five images from the CHAPTER.Active OptionsStudents write descriptive phrases about the photograph of Samana Cay.Differentiate: InclusionVisually-impaired students study the photograph with seeing students.Differentiate: Gifted & TalentedStudents write journal entries as if they were on Columbus’s ship.CHAPTER 23, DAY 3LESSON 2.4 Document-Based Question: A New WorldTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Two OptionsTE OptionsBackground for the TeacherPresent the background information on Waldseemüller’s map of the world.Introduce & EngagePrepare students for the document-based question.Guided DiscussionGuide a discussion about the two documents.EvaluateHelp students evaluate each other’s Synthesize and Write Activities.Active OptionsNG CHAPTER Gallery: Students become experts on one image.Active OptionsStudents choose which document helps them better understand the LESSON.Students pair with other students who can read the documents aloud to them.Differentiate: Pre-APStudents research and report on either Columbus or Waldseemüller.CHAPTER 23, DAY 4LESSON 2.5 The Columbian ExchangeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Think, Pair, ShareTE OptionsBackground for the TeacherPresent the background information on crops and foods in the Columbian Exchange.Introduce & EngageDiscuss how people are connected in the world today.Guided DiscussionGuide a discussion about the Columbian Exchange.Interpret MapsExamine and discuss the map of the Columbian Exchange.Active OptionsNG CHAPTER Gallery: Students choose a nimage from the gallery that best represents the CHAPTER.Active OptionsStudents discuss the positive and negative effects of the Columbian Exchange.Differentiate: English Language LearnersStudents work in pairs to summarize each paragraph in the LESSON.Differentiate: Pre-APStudents research and report on the effects of a food or disease from the Columbian Exchange.LESSON 3.1 The Spanish ConquestTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Write a Story On Your Feet: Question and AnswerTE OptionsBackground for the TeacherPresent the background information on Tenochtitlán.Introduce & EngageActivate students’ prior knowledge about European settlement of the UNITed States.Guided DiscussionGuide a discussion about the Spanish conquest of the Aztec and Inca.Analyze VisualsExamine and discuss the painting by Diego Rivera.Active OptionsNG Learning Framework: Students write a story about someone in the CHAPTER.Active OptionsStudents write and answer true-false questions about the LESSON.Differentiate: Striving ReadersStudents PREVIEW the LESSON using headings and other text features.Differentiate: Gifted & TalentedStudents interview one leader in this LESSON in a news broadcast.CHAPTER 23, DAY 5LESSON 3.2 Portugal’s EmpireTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Make ObservationsOn Your Feet: RoundtableTE OptionsBackground for the TeacherPresent the background information on Pedro ?lvares Cabral.Introduce & EngageLead students to fill out a K-W-L Chart about Portugal’s trading empire.Guided DiscussionGuide a discussion about Portugal’s rule of Brazil.More InformationShare the More Information material about the sugarcane industry.Active OptionsNG Learning Gallery: Students make observations about Brazil and Portugal’s relationship.Active OptionsStudents discuss Portugal’s empire in a roundtable.Differentiate: Striving ReadersStudents write a paragraph that expands the Main Idea statement.Differentiate: InclusionStudents sequence cards that name the events in the LESSON.LESSON 3.3 The Atlantic Slave TradeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesActive History: Analyze the Role of Slavery in BrazilOn Your Feet: Three CornersTE OptionsBackground for the TeacherPresent the background information on slaves and the Middle Passage.Introduce & EngageAccess students’ prior knowledge with a K-W-L Chart about slavery and the triangular trade.Guided DiscussionGuide a discussion about racism and the economics of slavery.Analyze VisualsExamine and discuss the illustration of the Middle Passage ship and passengers.Active OptionsActive History: Students analyze the role of slavery in Brazil.Active OptionsStudents choose one of the three locations of the triangular trade and discuss the viewpoint of people from that location.CHAPTER 23, DAY 5 continuedDifferentiate: English Language LearnersStudents order sentence strips from a paragraph from the LESSON.Differentiate: Gifted & TalentedStudents create a multimedia presentation about the triangular trade route.CHAPTER 23, DAY 6REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.UNIT WRAP-UPUNIT 9 Medieval and Renaissance EuropeOn Location with Maurizio Seracini;Learn more about Maurizio Seracini and his work.National Geographic Article: Brunelleschi’s DomeExplore and discuss the adapted National Geographic article.UNIT Inquiry: Map the New WorldviewComplete the UNIT-level project.WHY STUDY HISTORYUse the Student pages and the Why Study History video for a REVIEW of the relevance and importance of studying history.INTRODUCE THE UNITUNIT 10 Revolutions and EmpiresTE OptionsOn Location with Nina BurleighWatch the Nina Burleigh video and discuss.Time LineExplore and discuss the UNIT time line.UNIT Map: Colonial Powers in 1900Explore and discuss the UNIT map.CHAPTER 24, DAY 1CHAPTER 24 Enlightenment and RevolutionTE OptionsIntroduce the Essential QuestionUse a Numbered Heads activity to discuss the power of ideas.Introduce the PhotographIntroduce and discuss the photograph of the Arc de Triomphe.Share BackgroundProvide additional information on Paris and the French Revolution.Key DatesREVIEW key dates of the Enlightenment and of revolutions in Europe and the Americas.Introduce the Reading StrategyModel completing a Word Map to determine a word’s meaning.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 The EnlightenmentTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information on the Scientific Revolution.Introduce & EngageDiscuss the meaning of the word enlightenment.Guided DiscussionGuide a discussion about people’s way of thinking during the Enlightenment.Analyze VisualsExamine and discuss the painting of an Enlightenment salon.Active OptionsNG CHAPTER Gallery: Students become an expert on one image.Active OptionsStudents ask each other questions about the LESSON.Differentiate: InclusionStudents pair with better readers to create an Idea Web.Differentiate: English Language LearnersStudents put sentence strips from a paragraph in the correct order.LESSON 1.2 Enlightenment ThinkersTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: John LockeCritical Viewing: NG CHAPTER Gallery On Your Feet: Four CornersTE OptionsBackground for the TeacherPresent the background information on philosophes and thinkers in the 1700s.Introduce & EngageDiscuss the meaning of a philosophical statement.Guided DiscussionGuide a discussion about the ideas of John Locke and Montesquieu.More InformationShare the More Information material on music during the Enlightenment.Active OptionsNG CHAPTER Gallery: Students find another image for the gallery.Active OptionsStudents choose among four philosophers.Differentiate: Striving ReadersStudents make a chart showing ideas of different thinkers.Differentiate: Pre-APStudents write a short biography of one of the Enlightenment thinkers.LESSON 1.3 Europe’s Rulers and the EnlightenmentTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: History RoundtableTE OptionsBackground for the TeacherPresent the background information on the rights of kings.Introduce & EngageDiscuss ideas that have changed the course of history.Guided DiscussionGuide a discussion about European rulers and the Enlightenment.Pose and Answer QuestionsDirect students to make a 5Ws Chart about the Enlightenment.Active OptionsNG CHAPTER Gallery: Students make a Top Five list of images.Active OptionsStudents use a Roundtable format to discuss Enlightenment ideas leading to reform.Differentiate: InclusionStudents pair with better readers to understand the LESSON.Differentiate: English Language LearnersStudents complete sentence frames to summarize the LESSON.CHAPTER 24, DAY 2LESSON 2.1 The American RevolutionTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG Image Gallery On Your Feet: History RelayTE OptionsBackground for the TeacherPresent the background information on Loyalists against independence.Introduce & EngageDirect students to come up with a Student bill of rights.Guided DiscussionGuide a discussion about the principles of government in the U.S. Constitution.Analyze VisualsExamine and discuss the photo of Revolutionary War reenactors.Active OptionsNG Image Gallery: Students compare and contrast two images.Active OptionsStudents ask each other questions in a history relay.Differentiate: Gifted & TalentedStudents make a multimedia presentation about the Revolutionary War.Differentiate: Pre-APStudents write an essay about one of the American Revolutionary leaders.LESSON 2.2 The French RevolutionTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: FishbowlTE OptionsBackground for the TeacherPresent the background information on French involvement during the American Revolution.Introduce & EngageDiscuss how the French people might have felt toward the royals.Guided DiscussionGuide a discussion about the French Revolution.Make InferencesMake inferences about how the American Revolution led to the French Revolution.Active OptionsNG CHAPTER Gallery: Students become an expert on one image.Active OptionsStudents discuss whether the French Revolution was a success or a failure.Differentiate: Striving ReadersPairs summarize one section of the LESSON.Differentiate: Pre-APStudents make an illustrated time line of the French Revolution.LESSON 2.3 Moments in History: The Storming of the BastilleTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Research Art of the RevolutionOn Your Feet: Think, Pair, ShareTE OptionsBackground for the TeacherPresent the background information on the Bastille.Introduce & EngageDiscuss national independence holidays.Guided DiscussionGuide a discussion about the storming of the Bastille.More InformationShare the More Information material on the Bastille.Active OptionsNG Learning Framework: Students research additional art about the French Revolution.Active OptionsPartners discuss violence during the French Revolution.Differentiate: Striving ReadersStudents analyze the painting and the motives of the people.Differentiate: English Language LearnersStudents discuss the meaning of the word storming.CHAPTER 24, DAY 3LESSON 2.4 From Republic to EmpireTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Living Time LineTE OptionsBackground for the TeacherPresent the background information on the defeat of Napoleon.Introduce & EngageDiscuss A Tale of Two Cities and the best and worst times in France.Guided DiscussionGuide a discussion about Napoleon and problems in the new French government.Form and Support OpinionsStudents form opinions on the French people’s attitude toward Napoleon.Active OptionsNG CHAPTER Gallery: Students choose an image that best represents revolution.Active OptionsSmall groups describe an event and sequence their events in a living time line.Differentiate: English Language LearnersStudents create a Word Map for empire, emperor, and imperial.Differentiate: Gifted & TalentedStudents build a social network site for one leader of the French revolutionary period.LESSON 2.5 Revolutions in Latin AmericaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Write a BiographyOn Your Feet: Card ResponseTE OptionsBackground for the TeacherPresent the background information on Simón Bolívar.Introduce & EngageDiscuss revolutions the students have studied.Guided DiscussionGuide a discussion about Simón Bolívar and his accomplishments.Interpret MapsExamine and discuss the map of revolutions in the Americas.Active OptionsNG Learning Framework: Students write a biography of someone in the CHAPTER.Active OptionsStudents write and answer true-false questions about the LESSON.Differentiate: InclusionStudents pose and answer questions about the LESSON.Differentiate: Pre-APStudents chart revolutions and results.LESSON 2.6 Document-Based Question: Declarations of FreedomTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesActive History: Women’s RightsOn Your Feet: Human Rights RoundtableTE OptionsBackground for the TeacherPresent the background information on the Declaration of the Rights of Woman and of the Female Citizen.Introduce & EngagePrepare students for the document-based question.Guided DiscussionGuide a discussion about the two documents.EvaluateHelp students evaluate each other’s Synthesize and Write Activities.Active OptionsActive History: Students analyze primary sources about women’s rights.Active OptionsStudents have a roundtable discussion about rights people should have.Differentiate: InclusionStudents highlight words on a typed copy of each document.Differentiate: Pre-APStudents write a paragraph on the writings that influenced Jefferson as he wrote the Declaration of Independence.CHAPTER 24, DAY 4REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 25, DAY 1CHAPTER 25 Factories, Nations, and EmpiresTE OptionsIntroduce the Essential QuestionComplete a Four Corner activity focusing on results of the Industrial Revolution.Introduce the PhotographIntroduce and discuss the photograph of the locomotive.Share BackgroundProvide additional information on the steam engine.Key DatesREVIEW key dates from the Industrial Revolution up to 1900.Introduce the Reading StrategyBegin a timeline to model sequencing events.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 Factories and LaborTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Defend a ViewpointTE OptionsBackground for the TeacherPresent the background information on the agricultural revolution of the 1700s and 1800s.Introduce & EngageBrainstorm advantages and disadvantages of industrialization.Guided DiscussionGuide a discussion about how the Industrial Revolution changed the workplace and transportation.More InformationShare the More Information material on cottage industries.Active OptionsNG CHAPTER Gallery: Students choose and research one image.Active OptionsStudents form an opinion about the effects of the Industrial Revolution.Differentiate: English Language LearnersStudents respond to true-false questions about the LESSON.Differentiate: Pre-APStudents research and write about an Industrial Revolution inventor.LESSON 1.2 History Through Objects: IndustrializationTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Learn About the Steam EngineOn Your Feet: Four CornersTE OptionsBackground for the TeacherPresent the background information on labor unions.Introduce & EngageDiscuss the importance of the telephone.Guided DiscussionGuide a discussion about the steam engine and the labor union poster.Analyze VisualsExamine and classify images of inventions.Active OptionsNG Learning Framework: Students research the steam engine.Active OptionsStudents choose which of four inventions had the greatest impact on daily life.Differentiate: InclusionVisually impaired students pair with partners who describe the visuals to them.Differentiate: Gifted & TalentedStudents make posters advertising sewing machines or light bulbs.LESSON 1.3 Life in the Industrial CityTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Research Effects of UrbanizationOn Your Feet: Inside-Outside CircleTE OptionsBackground for the TeacherPresent the background information on cholera in London in the 1800s.Introduce & EngageDiscuss health problems that might occur under different living conditions.Guided DiscussionGuide a discussion about industrial city living and labor unions.More InformationShare the More Information material about British bank notes.Active OptionsNG Learning Framework: Students research the effects of urbanization.Active OptionsStudents ask each other questions about the LESSON.Differentiate: Striving ReadersStudents summarize the LESSON using a 5Ws Chart.Differentiate: English Language LearnersStudents make a Word Map for the word urbanization.CHAPTER 25, DAY 2LESSON 1.4 Effects on SocietyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Travel Around the WorldTE OptionsBackground for the TeacherPresent the background information on woman suffrage in the UNITed States.Introduce & EngageDiscuss the middle class using a Concept Cluster.Guided DiscussionGuide a discussion about connections between industrialization and woman suffrage, and compare and contrast communism and socialism.EvaluateExamine and discuss the concept of division of labor.Active OptionsNG CHAPTER Gallery: Students become an expert on one image.Active OptionsStudents play a game to answer questions about the LESSON.Differentiate: Striving ReadersEach Student summarizes one paragraph of the LESSON.Differentiate: InclusionStudents pair with well-sighted partners to describe the suffragette photo.LESSON 1.5 Shifting Populations: ImmigrationTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Write an Immigration StoryOn Your Feet: Numbered HeadsTE OptionsBackground for the TeacherPresent the background information on immigrants at Ellis Island.Introduce & EngageDiscuss reasons that influence people to immigrate to another country.Guided DiscussionGuide a discussion about immigrants in the UNITed States.Identify Problems and SolutionsDiscuss the problems of immigrants in the UNITed States some solutions.Active OptionsNG Learning Framework: Students write stories about immigrants.Active OptionsStudents discuss and evaluate push and pull factors for immigration.Differentiate: Striving ReadersStudents complete exit slips about migration from Ireland.Differentiate: Gifted & TalentedStudents write journal entries from the viewpoint of an immigrant.LESSON 2.1 Nationalism in EuropeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Living Time LineTE OptionsBackground for the TeacherPresent the background information on Giuseppe Garibaldi.Introduce & EngageDiscuss the meaning of the word nationalism.Guided DiscussionGuide a discussion about nationalism in Europe and Garibaldi’s invasion.Interpret MapsExamine and discuss the map of Italian and German unification.Active OptionsNG CHAPTER Gallery: Students compare and contrast two images.Active OptionsStudents sequence events in the LESSON in a living time line.Differentiate: English Language LearnersStudents put sentence strips from one paragraph of the LESSON in order.Differentiate: Pre-APStudents hold a panel discussion about Otto von Bismarck.CHAPTER 25, DAY 3LESSON 2.2 Nationalism in Latin AmericaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesNG Learning Framework: Write a BiographyOn Your Feet: Card ResponsesTE OptionsBackground for the TeacherPresent the background information on the Monroe Doctrine.Introduce & EngageActivate students’ prior knowledge about countries in Latin America.Guided DiscussionGuide a discussion about Latin American colonies’ liberation and civil wars.Interpret MapsExamine and have students work with the map of new nations in Latin America.Active OptionsNG Learning Framework: Students write a biography of someone in the CHAPTER.Active OptionsStudents write and answer true-false questions about the LESSON.Differentiate: Striving ReadersStudents make a Word Square for the word dictator.Differentiate: Gifted & TalentedStudents debate the effect of the Monroe Doctrine on Latin America.LESSON 2.3 The Rise of Meiji JapanTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesActive History: Track Developments of the Meiji EraOn Your Feet: Think, Pair, ShareTE OptionsBackground for the TeacherPresent the background information on the Meiji Restoration.Introduce & EngageDiscuss Japanese industry today.Guided DiscussionGuide a discussion about Japan’s industrialization and its military.Create Graphic OrganizersDirect students to make a timeline of events in Japan.Active OptionsActive History: Students track developments of the Meiji Era.Active OptionsPartners discuss the Meiji Restoration.Differentiate: InclusionStudents complete sentence frames about the LESSON.Differentiate: Striving ReadersStudents PREVIEW the LESSON and predict its contents.LESSON 3.1 Factors Behind ImperialismTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Write a Business PlanOn Your Feet: FishbowlTE OptionsBackground for the TeacherPresent the background information on imperialism throughout history.Introduce & EngageDiscuss the military technology used by Europeans to colonize other regions.Guided DiscussionGuide a discussion about European imperialism and immigration.Interpret ChartsDiscuss the chart of European imperialism by region.Active OptionsNG Learning Framework: Students write a business plan for a British textile factory that wants to obtain Resources in India.Active OptionsStudents ask each other questions about the LESSON.Differentiate: English Language LearnersStudents determine true and false statements about the LESSON.Differentiate: InclusionStudents list main ideas and details for the LESSON.CHAPTER 25, DAY 4LESSON 3.2 British IndiaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Create a Concept ClusterTE OptionsBackground for the TeacherPresent the background information on India’s textile industry.Introduce & EngageActivate students’ prior knowledge about colonies.Guided DiscussionGuide a discussion about Britain’s rule of India.Sequence EventsDirect students to make a Sequence Chain of events in India that occurred under British rule.Active OptionsNG CHAPTER Gallery: Students make a Favorites List of images.Active OptionsStudents make a Concept Cluster about the Raj.Differentiate: English Language LearnersPairs each summarize one paragraph of the LESSON.Differentiate: Striving ReadersStudents ask and answer questions about the LESSON.LESSON 3.3 The Scramble for AfricaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Think, Pair, ShareTE OptionsBackground for the TeacherPresent the background information on the extraction of African Resources today.Introduce & EngageCompare and contrast the colonization of Africa and the Americas.Guided DiscussionGuide a discussion about the European takeover of Africa.Interpret MapsCompare the map of imperialism in Africa with a current map.Active OptionsNG CHAPTER Gallery: Students brainstorm additional images for the gallery.Active OptionsStudents discuss British explorer David Livingstone’s beliefs about Africa.Differentiate: InclusionStudents pair with stronger readers to understand the text.Differentiate: Pre-APStudents show how Africans might react to European domination.LESSON 3.4 Western Powers in Southeast AsiaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesCritical Viewing: NG CHAPTER GalleryOn Your Feet: Thumbs Up/Thumbs DownTE OptionsBackground for the TeacherPresent the background information on the spice trade.Introduce & EngageDiscuss why people want their independence.Guided DiscussionGuide a discussion about control of the spice trade and France in Indochina.CHAPTER 25, DAY 4 continuedInterpret MapsExamine and discuss the map of imperialism in Southeast Asia.Active OptionsNG CHAPTER Gallery: Students choose an image that best represents the CHAPTER.Active OptionsStudents respond to true-false statements about the LESSON.Differentiate: Striving ReadersStudents summarize the LESSON as it is read aloud to them.Differentiate: Pre-APStudents make an illustrated report about the spice trade.CHAPTER 25, DAY 5REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.UNIT WRAP-UPUNIT 10 Revolutions and EmpiresOn Location with Nina BurleighLearn more about Nina Burleigh and her work.National Geographic Article: Catherine the GreatExplore and discuss the adapted National Geographic article.UNIT Inquiry: Create a Negotiation StrategyComplete the UNIT-level project.INTRODUCE THE UNITUNIT 11 The Modern WorldOn Location with Aziz Abu SarahWatch the Aziz Abu Sarah video and discuss.Time LineExplore and discuss the UNIT time line.UNIT Map: Population—Life on a Crowded PlanetExplore and discuss the UNIT map.CHAPTER 26, DAY 1CHAPTER 26 The World at WarTE OptionsIntroduce the Essential QuestionDiscuss the factors of influence that led to two world wars.Introduce the PhotographIntroduce and discuss the photograph of British troops in World War I.Share BackgroundProvide additional information on battles of the two World Wars.Key DatesREVIEW key dates of World Wars I and II and the interim period.Introduce the Reading StrategyModel completing a Word Square to analyze the writer's use of language.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 The Great WarTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Trench WarfareOn Your Feet: Create a Concept WebTE OptionsBackground for the TeacherPresent the background information on World War I.Introduce & EngageDiscuss the numbers of people killed in World War I.Guided DiscussionGuide a discussion about countries’ alliances in World War I and the totality of the war.CHAPTER 26, DAY 1 continuedInterpret MapsExamine and discuss the map of World War I.Active OptionsNG Learning Framework: Students research and illustrate trench warfare.Active OptionsStudents create a Concept Web about World War I.Differentiate: English Language LearnersStudents illustrate Key Vocabulary words.Differentiate: Pre-APStudents debate whether or not the UNITed States should enter the League of Nations.LESSON 1.2 Technology and the WarTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: War TechnologyOn Your Feet: Roundtable DiscussionTE OptionsBackground for the TeacherPresent the background information on the use of poison gas in World War I.Introduce & EngageDiscuss and compare war technology of the past and present.Guided DiscussionGuide a discussion about the technology of World War I.Analyze VisualsExamine and discuss the photos of World War I technology.Active OptionsNG Learning Framework: Students study the use of specific technology.Active OptionsStudents discuss how World War I changed the way wars are fought.Differentiate: Striving ReadersStudents examine the weapons photos to pREVIEW the LESSON.Differentiate: Gifted & TalentedStudents research airplanes used in World War I and report on them.CHAPTER 26, DAY 2LESSON 1.3 Document-Based Question: Memories of World War ITEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesCritical Viewing: NG Image GalleryOn Your Feet: Small Group BrainstormingTE OptionsBackground for the TeacherPresent the background information on the excerpts in the LESSON.Introduce & EngagePrepare students for the document-based question.Guided DiscussionGuide a discussion about the two documents and the illustration.EvaluateHelp students evaluate each other’s Synthesize and Write activity.Active OptionsNG Image Gallery: Students choose an image that best represents their understanding of World War I.Active OptionsStudents brainstorm descriptive words of soldiers’ emotions during World War I.Differentiate: InclusionStudents pair with stronger readers to understand the documents.Differentiate: Pre-APStudents study and discuss the poem “In Flanders Fields” about World War I.CHAPTER 26, DAY 3LESSON 1.4 The Russian RevolutionTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesBiography: Vladimir LeninCritical Viewing: NG Image Gallery On Your Feet: FishbowlTE OptionsBackground for the TeacherPresent the background information on what led to the Russian Revolution.Introduce & EngageExamine and discuss the visual poster to pREVIEW the LESSON.Guided DiscussionGuide a discussion about Russia’s losses in World War I and Russia’s power structure.EvaluateDiscuss and evaluate the beliefs of Karl Marx.Active OptionsNG Image Gallery: Students compare and contrast two images.Active OptionsStudents ask each other questions about the Russian Revolution.Differentiate: Striving ReadersStudents chart reasons why the Russians had a revolution.Differentiate: Pre-APStudents act out news interviews with Vladimir Lenin.LESSON 1.5 Europe After World War ITEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesNG Learning Framework: Research a CountryOn Your Feet: Think, Pair, ShareTE OptionsBackground for the TeacherPresent the background information on the influenza epidemic of 1918.Introduce & EngageExamine and compare the maps of Europe during World War I and Europe after World War I.Guided DiscussionGuide a discussion about Germany’s punishment for losing the war and the impact of the influenza epidemic.Interpret MapsExamine and discuss new countries on the map of Europe after World War I.Active OptionsNG Learning Framework: Students research a new country in Europe after World War I.Active OptionsPairs of students form an opinion about Germany's punishment after World War I.Differentiate: InclusionVisually impaired students pair up with other students to study the new countries on the map.Differentiate: Gifted & TalentedStudents research and report on the influenza pandemic of 1918.CHAPTER 26, DAY 4LESSON 2.1 Economic CollapseTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesActive History: Graph Economic ChangesOn Your Feet: List Postwar ProblemsTE OptionsBackground for the TeacherPresent the background information on stocks and Black Thursday.Introduce & EngageActivate students’ prior knowledge about the 2008 recession.Guided DiscussionGuide a discussion about Germany’s economic problems and the order of events causing the Great Depression.Analyze VisualsExamine and discuss the graph of unemployment during the worldwide depression.Active OptionsActive History: Students graph economic changes after World War I.Active OptionsSmall groups list problems that occurred after World War I ended.Differentiate: Striving ReadersStudents complete sentence frames to understand economic vocabulary.Differentiate: Pre-APStudents research and present the events of Black Tuesday, October 29, 1929.LESSON 2.2 Life in the Great DepressionTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesCritical Viewing: NG Image Gallery On Your Feet: Create a Concrete PoemTE OptionsBackground for the TeacherPresent the background information on the Dust Bowl and the New Deal.Introduce & EngageDiscuss what it means to be homeless.Guided DiscussionGuide a discussion about President Herbert Hoover and the New Deal.Make InferencesDiscuss possible negatives that could result from the New Deal programs.Active OptionsNG Image Gallery: Students find an image that best represents life during the Great Depression.Active OptionsGroups write a concrete poem using the word Depression.Differentiate: Striving ReadersStudents expand on the main idea of the LESSON.Differentiate: Gifted & TalentedStudents make a collage of Depression-era photography.LESSON 2.3 The Rise of AuthoritarianismTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesBiography: Adolph HitlerNG Learning Framework: In Stalin’s PlaceOn Your Feet: Divide and ConquerTE OptionsBackground for the TeacherPresent the background information on Joseph Stalin, Benito Mussolini, and Adolph Hitler.Introduce & EngageContrast totalitarianism and democracy.Guided DiscussionGuide a discussion comparing the U.S.S.R., Germany, and Italy and predicting their futures.Analyze VisualsExamine and discuss the photo of Hitler and the Nazis.Active OptionsNG Learning Framework: Students put themselves in Stalin’s place and make their own decisions.Active OptionsThree groups each take one country and its leader—the U.S.S.R. (Stalin), Germany (Hitler), or Italy (Mussolini)—and report on it.Differentiate: English Language LearnersStudents study the roots of Key Vocabulary words.Differentiate: Pre-APStudents have a panel discussion about the backgrounds of Stalin, Mussolini, or Hitler.CHAPTER 26, DAY 5LESSON 3.1 War in EuropeTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Write a BiographyOn Your Feet: Discuss Churchill’s WordsTE OptionsBackground for the TeacherPresent the background information on World War II.Introduce & EngageActivate students’ prior knowledge of World War II.Guided DiscussionGuide a discussion about Germany’s tactics and failure in World War II.Interpret MapsExamine and discuss the map of World War II in Europe.Active OptionsNG Learning Framework: Students write a biography of someone in the CHAPTER.Active OptionsStudents discuss quotations from Winston Churchill.CHAPTER 26, DAY 5 continuedDifferentiate: InclusionVisually impaired students pair with sighted students to study the map.Differentiate: Gifted & TalentedStudents make a presentation about a tank battle, air battle, or sea battle in the European war.LESSON 3.2 War in the PacificTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Create a Group VisualTE OptionsBackground for the TeacherPresent the background information on the China-Japan and U.S.-Japan wars.Introduce & EngageDiscuss the unique geography of the war in the Pacific.Guided DiscussionGuide a discussion comparing and contrasting Japan and Germany and the Pacific and European wars.Interpret MapsExamine and discuss the map of World War II in the Pacific.Active OptionsNG CHAPTER Gallery: Students brainstorm additional images for the gallery.Active OptionsStudents create a visual display about the bombing of Pearl Harbor.Differentiate: English Language LearnersStudents complete sentence frames about the LESSON.Differentiate: Pre-APStudents find and read diary entries from people who experienced the war in the Pacific.CHAPTER 26, DAY 6LESSON 3.3 On the Home FrontTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Learn More About Total WarOn Your Feet: Act Out Civilian InterviewsTE OptionsBackground for the TeacherPresent the background information on the use of ration books during World War II.Introduce & EngageDiscuss how life would change if most of the young people in a country went to war.Guided DiscussionGuide a discussion about bombings in London and Dresden and Rosie the Riveter.Draw ConclusionsDiscuss how U.S. cultural values changed during World War II.Active OptionsNG Learning Framework: Students research the Blitz in London or the bombing of Dresden to learn more about total war.Active OptionsStudents act out interviews with civilians during World War II.Differentiate: Striving ReadersStudents expand the Main Idea statement of the LESSON.Differentiate: Gifted & TalentedStudents research and reproduce propaganda posters from World War II.LESSON 3.4 The HolocaustTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesNG Learning Framework: Holocaust HeroesOn Your Feet: Think, Pair, ShareTE OptionsBackground for the TeacherPresent the background information on Germany’s SS soldiers.Introduce & EngageExamine the visuals and have students predict the LESSON content.Guided DiscussionGuide a discussion about the cause of the Holocaust and the meaning of Kristallnacht.Analyze VisualsExamine and discuss the photo of people arriving at Auschwitz.Active OptionsNG Learning Framework: Students research heroes who helped Jewish people during the Holocaust.Active OptionsStudents give reasons why everyone should learn about the Holocaust.Differentiate: Striving ReadersStudents discuss important vocabulary words from the LESSON.Differentiate: Gifted & TalentedStudents research and report on Holocaust survivors.CHAPTER 26, DAY 7LESSON 3.5 Moments in History: D-DayTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Three-Step InterviewTE OptionsBackground for the TeacherPresent the background information on D-Day.Introduce & EngageLead students to ask questions about the photo of soldiers landing on D-Day.Guided DiscussionGuide a discussion about the landing craft for D-Day.More InformationShare the More Information material on how the Allies tried to trick the Germans.Active OptionsNG CHAPTER Gallery: Students become an expert on one image.Active OptionsStudents interview each other about the emotions that soldiers and survivors of D-Day felt.Differentiate: Striving ReadersStudents write main idea questions about the LESSON.Differentiate: Gifted & TalentedStudents make a map to show the landings of D-Day.CHAPTER 26, DAY 7 continuedLESSON 3.6 Allied VictoriesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesCritical Viewing: NG CHAPTER Gallery On Your Feet: Living Time LineTE OptionsBackground for the TeacherPresent the background information on the Battle of the Bulge.Introduce & EngageUse a K-W-L Chart to discuss the atomic bomb.Guided DiscussionGuide a discussion about the Soviet army and the Japanese army.Analyze VisualsExamine and discuss the photo of the Peace Memorial in Hiroshima.Active OptionsNG CHAPTER Gallery: Students research one image in the gallery.Active OptionsGroups write down events from the European and Pacific wars and create a living time line for each.Differentiate: Striving ReadersStudents create a time line about events in this LESSON.Differentiate: Pre-APStudents research and report on the battles in the Pacific War.CHAPTER 26, DAY 8REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.CHAPTER 27, DAY 1CHAPTER 27 Global ConnectionsTE OptionsIntroduce the Essential QuestionDiscuss current conflicts in the modern world.Introduce the PhotographIntroduce and discuss the photograph of a highway in Shanghai.Share BackgroundProvide additional information on Shanghai.Key DatesREVIEW key dates in the modern world from 1946 to today.Introduce the Reading StrategyExplain and model drawing a conclusion about globalization.Introduce CHAPTER VocabularyComplete a Knowledge-Rating Chart for Key Vocabulary words.LESSON 1.1 The Partition of IndiaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesActive History: Analyze Gandhi’s AchievementsOn Your Feet: Analyze IndependenceTE OptionsBackground for the TeacherPresent the background information on postwar India and Pakistan.Introduce & EngageComplete a K-W-L Chart on the topics of British India, Mohandas Gandhi, and Indian independence .Guided DiscussionGuide a discussion about India’s independence and partition.Interpret MapsExamine and discuss the map of India and Pakistan.Active OptionsActive History: Students analyze Gandhi’s achievements.Active OptionsStudents make a list of reasons why India wanted independence.Differentiate: English Language LearnersStudents break down key terms into word parts to determing meaning.Differentiate: Gifted & TalentedStudents debate whether or not partition was a good solution to the conflicts in India.LESSON 1.2 Independence in Southeast AsiaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Inside-Outside CircleNG Learning Framework: Write a BiographyTE OptionsBackground for the TeacherPresent the background information on colonial powers in Southeast Asia.Introduce & EngageDiscuss why colonies in Southeast Asia wanted independence.Guided DiscussionGuide a discussion about the Southeast Asian colonies’ fight for independence.Sequence EventsDirect students to put in order events in French Indochina (Vietnam).Active OptionsStudents ask and answer questions about Southeast Asia's struggle for independence.Active OptionsStudents write a biography of one of the leaders pictured in the LESSON.Differentiate: Striving ReadersStudents categorize information about Southeast Asian independence.Differentiate: Pre-APStudents create an annotated time line for one of the Southeast Asian countries.CHAPTER 27, DAY 2LESSON 1.3 Postcolonial AfricaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Postcolonial Africa RoundtableCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on Pan-Africanism.Introduce & EngageActivate students’ prior knowledge about the history of South Africa.Guided DiscussionGuide a discussion about problems in newly independent African nations.Interpret MapsExamine and compare the 1955 and 1975 maps of Africa.Active OptionsStudents hold a roundtable discussion about postcolonial Africa.Active OptionsNG CHAPTER Gallery: Students research one image from the gallery.Differentiate: English Language LearnersStudents analyze word parts to determine the meanings of colony, colonial, andpostcolonial.Differentiate: Gifted & TalentedStudents make a documentary about an African country.LESSON 1.4 Shifts in Southwest AsiaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 1 QuizStudent ActivitiesOn Your Feet: Make a Living Time LineNG Learning Framework: Debate in the UNITed NationsTE OptionsBackground for the TeacherPresent the background information on the Oslo Accords.Introduce & EngagePREVIEW the LESSON by analyzing the photograph and map.Guided DiscussionGuide a discussion about Israel and its battles with neighboring Arab nations.Interpret MapsExamine and discuss the map of Israel in 2015.Active OptionsStudents sequence the events in this LESSON in a human time line.Active OptionsStudents debate the creation of Israel as if they were in the UNITed Nations.Differentiate: InclusionStudents complete sentence frames about the LESSON.Differentiate: Pre-APStudents prepare a newscast about a recent development in Israeli-Palestinian relations.CHAPTER 27, DAY 3LESSON 2.1 The Iron CurtainTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: FishbowlCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on Cold War divisions and fears.Introduce & EngageDirect a discussion about how countries compete without fighting wars.Guided DiscussionGuide a discussion about actions taken during the Cold War.Analyze VisualsExamine and discuss the photo of Neil Armstrong on the moon.Active OptionsStudents discuss what they have learned in the LESSON.Active OptionsNG CHAPTER Gallery: Students compare and contrast two images.Differentiate: InclusionStudents match key dates and events and arrange them in chronological order.Differentiate: Gifted & TalentedStudents draw a cartoon about the space race.LESSON 2.2 A Divided BerlinTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Build a WallCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on the blockade of Berlin.Introduce & EngageDirect students to freewrite about a blockade scenario.Guided DiscussionGuide a discussion about the Berlin Wall.Form and Support OpinionsDiscuss whether or not the Berlin Wall was an effective way for East Germany to control its citizens.Active OptionsStudents build their own version of the Berlin Wall.Active OptionsNG CHAPTER Gallery: Students brainstorm additional images for the gallery.Differentiate: Striving ReadersStudents write a main idea statement for each paragraph in the LESSON.Differentiate: Gifted & TalentedStudents create a visual essay about East and West Berlin.CHAPTER 27, DAY 4LESSON 2.3 Mao’s ChinaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Inside-Outside CircleNG Learning Framework: Learn About PropagandaTE OptionsBackground for the TeacherPresent the background information on Mao Zedong.Introduce & EngageDiscuss China today using a Concept Cluster.CHAPTER 27, DAY 4 continuedGuided DiscussionGuide a discussion about Mao’s policies, goals, and problems.Analyze VisualsDescribe and discuss details in the LESSON photograph.Active OptionsStudents question each other about Mao’s goals and methods.Active OptionsNG Learning Framework: Students research propaganda of the Great Leap Forward and the Cultural Revolution.Differentiate: English Language LearnersStudents make word cards for proper nouns in the LESSON.Differentiate: Pre-APStudents research Mao’s "Little Red Book" and read quotations from it.LESSON 2.4 Cold War Hot SpotsTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesOn Your Feet: Turn and Talk on TopicNG Learning Framework: Settle a DisputeTE OptionsBackground for the TeacherPresent the background information on the Korean War.Introduce & EngageDiscuss military veterans, today and in the past.Guided DiscussionGuide a discussion about the Cuban Missile Crisis and the Vietnam War.Analyze VisualsExamine and discuss the photo of U.S. soldiers near the Vietnam border.Active OptionsStudents build on a topic by adding sentences to an initial statement.Active OptionsNG Learning Framework: Students work to resolve a dispute.Differentiate: InclusionStudents use dominoes to help them understand the concept of a domino theory.Differentiate: Pre-APStudents research Kennedy and Khrushchev.CHAPTER 27, DAY 5LESSON 2.5 The Fall of CommunismTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 2 QuizStudent ActivitiesBiography: Mikhail GorbachevOn Your Feet: Create a Living Map Critical Thinking: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on Mikhail Gorbachev.Introduce & EngageContrast communism and democracy.Guided DiscussionGuide a discussion about the breakup of the Soviet Union and the Balkan Wars.More InformationPresent the More Information material on Hungary.Active OptionsStudents create living maps of Europe and the U.S.S.R. during the Cold War and present-day Europe and Russia.Active OptionsNG CHAPTER Gallery: Students brainstorm additional images to add to the gallery.Differentiate: Striving ReadersPairs of students ask and answer 5Ws questions about the LESSON.Differentiate: Gifted & TalentedStudents research protest art that appeared on the Berlin Wall.LESSON 3.1 Transitions to DemocracyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent Activities Biography: Nelson Mandela On Your Feet: JigsawCritical Viewing: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on Nelson Mandela and the 1995 Rugby World Cup.Introduce & EngageDiscuss how countries can change their governments.Guided DiscussionGuide a discussion about changes in Czechoslovakia and pare and ContrastCompare and contrast life in South Africa during and after apartheid.Active OptionsTeams become experts on changes in Czechoslovakia, Poland, or South Africa.Active OptionsNG CHAPTER Gallery: Students become an expert on one image in the gallery.Differentiate: Striving ReadersStudents create questions to set a purpose for reading.Differentiate: Pre-APStudents compare and contrast two leaders featured in the LESSON.CHAPTER 27, DAY 6LESSON 3.2 Oil and Conflict in Southwest AsiaTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Inside-Outside CircleNG Learning Framework: Research Gulf StatesTE OptionsBackground for the TeacherPresent the background information on Iraq’s invasion of Kuwait.Introduce & EngageDiscuss the importance of oil to the world.Guided DiscussionGuide a discussion about OAPEC, the First Gulf War, and alternative energy.Interpret MapsExamine and discuss the map of oil and gas in the Gulf States.Active OptionsStudents ask and answer questions about the LESSON.Active OptionsNG Learning Framework: Students create a profile of an oil-rich nation.Differentiate: Striving ReadersStudents complete sentence starters about the map in the LESSON.Differentiate: Pre-APStudents host a talk-show about energy in the UNITed States and Saudi Arabia.LESSON 3.3 Moments in History: The Attacks on September 11TEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Team Word-WebbingNG Learning Framework: Heroes in ActionTE OptionsBackground for the TeacherPresent the background information on the events of September 11.Introduce & EngageAccess students’ prior knowledge of September 11.Guided DiscussionGuide a discussion about the cause and effects of the attack on September 11.Analyze VisualsRespond to the LESSON photo by writing sentences about it.Active OptionsTeams make word webs about the events of September 11.Active OptionsNG Learning Framework: Students research heroes of September 11.Differentiate: Striving ReadersStudents make a Top Five Facts list about the events of September 11.Differentiate: Gifted & TalentedStudents write a speech about how to protect the country from terrorist attacks.CHAPTER 27, DAY 7LESSON 3.4 Confronting TerrorismTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Rotation DiscussionNG Learning Framework: Research Security MeasuresTE OptionsBackground for the TeacherPresent the background information on life for women under Taliban rule.Introduce & EngageDiscuss the concept of terrorism and provide some examples.Guided DiscussionGuide a discussion about the Second Gulf War and Osama bin Laden.Analyze Current EventsLocate and discuss articles about terrorism in news sources.Active OptionsTeams ask and answer questions about LESSON topics.Active OptionsNG Learning Framework: Teams research how the UNITed States and other countries are working to protect their citizens from acts of terrorism.Differentiate: Striving ReadersStudents study and use vocabulary words from the LESSON in sentences.Differentiate: Pre-APStudents debate the use of government surveillance to prevent terrorism.LESSON 3.5 The Arab SpringTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: JigsawNG Learning Framework: NG CHAPTER GalleryTE OptionsBackground for the TeacherPresent the background information on National Geographic photographer Lynsey Addario.Introduce & EngageComplete a K-W-L Chart to access prior knowledge about the Arab Spring.Guided DiscussionGuide a discussion comparing revolutions in Libya and Syria.Sequence EventsComplete a Sequence Chain for the events of the Arab Spring.Active OptionsGroups become experts on Tunisia, Egypt, Libya, or Syria.Active OptionsNG CHAPTER Gallery: Students brainstorm additional images for the gallery.Differentiate: English Language LearnersStudents break down the term Arab Spring to understand its meaning.Differentiate: Gifted & TalentedStudents research and create a profile of a humanitarian aid agency.LESSON 3.6 Global Citizens in a Global EconomyTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Numbered Heads Critical Viewing: NG Image GalleryTE OptionsBackground for the TeacherPresent the background information on global citizenship.Introduce & EngageDiscuss the differences between students’ lives and their grandparents’ lives at their age.Guided DiscussionGuide a discussion about new technologies and current global pare and ContrastCompare and contrast the way leaders addressed problems listed in the Global Conversations feature.Active OptionsStudents discuss President Obama’s conversation with the leader of China, Iran, or Cuba.Active OptionsNG Image Gallery: Students compare and contrast two images.Differentiate: English Language LearnersStudents use context clues and cognate strategies to determine the meaning of words in the LESSON.Differentiate: Pre-APStudents write a news update about one of the global conversations from the LESSON.LESSON 3.7 New FacesTEACHER Resources & AssessmentReading and Note-Taking Vocabulary Practice Section 3 QuizStudent ActivitiesOn Your Feet: Problem-SolversNG Learning Framework: Meet an ExplorerTE OptionsBackground for the TeacherPresent the background information on National Geographic's Explorers.Introduce & EngageDiscuss and predict global problems of the future.Guided DiscussionGuide a discussion about problems and solutions mentioned in the LESSON.Make ConnectionsLead a discussion about Malala Yousafzai and her work.Active OptionsStudents discuss problems related to a topic and imagine possible solutions.Active OptionsNG Learning Framework: Students research another National Geographic Young or Emerging Explorer.Differentiate: Striving ReadersStudents chart information from the LESSON.Differentiate: Gifted & TalentedStudents organize a symposium.CHAPTER 27, DAY 8REVIEWCHAPTER REVIEWComplete the CHAPTER REVIEW.UNIT WRAP-UPUNIT 11 The Modern WorldOn Location with Aziz Abu SarahLearn more about Aziz Abu Sarah and his work.National Geographic Article: A Five-Step Plan to Feed the WorldExplore and discuss the adapted National Geographic article.UNIT Inquiry: Prepare an ArgumentComplete the UNIT-level project.WHY STUDY HISTORYUse the Student pages and the Why Study History video for REVIEW of the relevance and importance of studying history. ................
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