India's First Empires - Holt McDougal

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
7
CHAPTER Section 1 Lesson Plan
India’s First Empires
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Compare the establishment and development of
empires in India and China.
❑ Previewing Main Ideas, PE/TE p. 186
❑ Time Line Discussion, TE p. 186
❑ Interpreting the Map, TE p. 187
Students will
Trace the rise and fall of India’s first unified
kingdom.
Compare events in India’s three regions after the
fall of the Mauryan Empire.
Describe the rise of the Gupta Empire.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Asoka—The Buddhist King of India
❑ Interact with History, PE/TE p. 188
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of
Primary Sources
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P10, P14, P20, P32, P33, P36, P37
Learning Expectations
1.1, 3.1, 3.2, 5.1, 5.3, 5.5, 5.8, 5.10, 5.12, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 3.1.1.a., 3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a.,
3.2.3.a., 5.1.1.c, 5.1.1.d, 5.3.1.a., 5.5.1.a., 5.5.2.a., 5.8.1.a.,
5.12.1.a., 6.2.1.a., 6.2.2.a.
❑ Discuss MAIN IDEA: The Mauryas and the Guptas established empires, but neither unified India
permanently.
❑ Discuss WHY IT MATTERS NOW: The diversity of peoples, cultures, beliefs, and languages in India
continues to pose challenges to Indian unity today.
INDIA AND CHINA ESTABLISH EMPIRES 51
Unit 2

Unit 2
Struggling Readers
❑ Connecting Ideas,
TE p. 190
IDR Unit 2
❑ Guided Reading, p. 51
❑ Building Vocabulary,
p. 54
❑ Reteaching Activity,
p. 68
Reading Study Guide
❑ Section 1, p. 67
❑ RSG Audio CD
❑ TAKING NOTES: Comparing, PE p. 189
DIFFERENTIATING INSTRUCTION
All Students
❑ More About Nonviolence, Asoka, TE p. 190; Hindu Musical Instruments, TE p. 192
❑ Geography Transparency: GT7, India Under the Mauryan Dynasty
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 192
❑ Section Quiz, FA, p. 108
❑ Test Generator CD-ROM
❑ Integrated Assessment
❑ Reteaching Activity, Unit 2 IDR, p. 68
52 CHAPTER 7, SECTION 1
On-level
IDR Unit 2
❑ Guided Reading, p. 51
❑ History Makers:
Chandra Gupta II,
p. 65
REVIEW AND ENRICH
ASSESS
RETEACH
Above-level
❑ Literature During the
Gupta Empire: The
Panchatantra,
TE p. 191
IDR Unit 2
❑ Primary Source: from
Arthasastra, p. 58
❑ Literature: from the
Panchatantra, p. 62
ELPS
❑ from the Code of
Manu
❑ from the Arthasastra
Cross-Curricular Connections
❑ Geography Transparency:
GT7, India Under the Mauryan Dynasty
Test-Taking Practice
English Learners
IDRS
❑ Guided Reading, p. 54
RSG (Spanish)
❑ Section 1, p. 67
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
❑ Test Practice Transparencies, TT26
❑ Strategies for Test preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
7
CHAPTER Section 2 Lesson Plan
Trade Spreads Indian Religions and Culture
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Explain why and how religion changed in India.
Describe achievements in Indian literature, art,
science, and mathematics.
Summarize Indian trade and its effects on India and
other Asian cultures.
Struggling Readers
❑ Identifying Supporting
Details, TE p. 196
IDR Unit 2
❑ Guided Reading, p. 52
❑ Building Vocabulary,
p. 54
❑ Reteaching Activity,
p. 69
Reading Study Guide
❑ Section 2, p. 69
❑ RSG Audio CD
On-level
IDR Unit 2
SECTION CONTENT OBJECTIVES
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 52
World Art and Cultures
Transparencies
FOCUS AND MOTIVATE
❑ AT15, Subjugation of
the Furious Elephant,
Buddhist cave
painting
Above-level
❑ Aryabhata’s
Achievements,
TE p. 195
IDR Unit 2
❑ Primary Source: from
the Puranas, p. 59
❑ Literature: from
Shakuntala by
Kalidasa, p. 63
ELPS
❑ from the Ramayana
TENNESSEE PLANNER
Process Standards
P1, P2, P6, P8, P10, P20, P26, P32, P33, P36, P37
Learning Expectations
1.1, 1.2, 1.3, 2.1, 3.1, 3.2, 5.1, 5.3, 5.5, 6.3
Performance Indicators
1.1.1.a., 1.1.3.a., 1.1.2.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 1.3.1.a.,
1.3.2.a., 2.1.1.a., 3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a.,
5.1.1.c, 5.1.1.d, 5.3.1.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.,
5.10.2.c, 5.10.3.a., 5.10.3.b, 6.3.1.a., 6.3.2.a., 6.3.3.a.
❑ Discuss MAIN IDEA: Indian religions, culture, and science evolved and spread to other regions through
trade.
❑ Discuss WHY IT MATTERS NOW: The influence of Indian culture and religions is very evident throughout
South Asia today.
English Learners
❑ Examining a Primary
Source, TE p. 194
IDRS
❑ Guided Reading, p. 55
RSG (Spanish)
❑ Section 2, p. 69
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
INDIA AND CHINA ESTABLISH EMPIRES 53
Unit 2

Unit 2
❑ TAKING NOTES: Categorizing, PE p. 193
❑ Reteaching Activity, Unit 2 IDR, p. 69
54 CHAPTER 7, SECTION 2
All Students
❑ More About Kalidasa, TE p. 194; Lakshana, TE p. 198; Ganesha, TE p. 199
❑ World Art and Cultures Transparency: AT15, Subjugation of the Furious Elephant, Buddhist cave painting
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 197
❑ Section Quiz, FA, p. 109
❑ Test Generator CD-ROM
❑ Integrated Assessment
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ History Through Art: Hindu and Buddhist Art,
PE p. 198
❑ Literature: from Shakuntala by Kalidasa,
Unit 2 IDR, p. 63
Test-Taking Practice
❑ Test Practice Transparencies, TT27
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
7
CHAPTER Section 3 Lesson Plan
Han Emperors in China
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Describe the rise and rule of the Han Dynasty and
the structure of the Han government.
Characterize Han technology, commerce, and
culture.
Analyze the fall and return of the Han.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The Han Dynasty expanded China’s borders and developed a system of government
that lasted for centuries.
❑ Discuss WHY IT MATTERS NOW: The pattern of a strong central government has remained a permanent
part of Chinese life.
Struggling Readers
❑ Wudi’s Reign,
TE p. 202
IDR Unit 2
❑ Guided Reading, p. 53
❑ Building Vocabulary,
p. 54
❑ Reteaching Activity,
p. 70
Reading Study Guide
❑ Section 3, p. 71
❑ RSG Audio CD
On-level
DIFFERENTIATING INSTRUCTION
❑ Connections Across,
TE p. 204
❑ Skillbuilder Practice:
Determining Main
Ideas, TE p. 206
IDR Unit 2
❑ Guided Reading, p. 53
❑ Geography
Application: The Great
Wall of China, p. 56
❑ History Makers: Wudi,
p. 66
Above-level
❑ Examining Wudi,
TE p. 201
IDR Unit 2
❑ Primary Source: Ban
Zhao, p. 60
❑ Connections Across
Time and Cultures,
p. 67
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P10, P20, P25, P32, P33, P36, P37
Learning Expectations
1.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.3, 5.5, 5.8, 5.9, 5.10, 5.12, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 2.2.1.a., 3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a.,
3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.1.a., 4.2.2.a., 5.1.1.c, 5.1.1.d,
5.3.1.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.9.1.a., 5.9.3.a., 5.10.2.c,
5.10.3.a., 5.10.3.b, 5.12.1.a., 6.2.1.a., 6.2.2.a.
English Learners
❑ Understanding the
Civil Service System,
TE p. 203
IDRS
❑ Guided Reading, p. 56
❑ Skillbuilder Practice,
p. 57
❑ Geography
Application, p. 58
RSG (Spanish)
❑ Section 3, p. 71
❑ RSG Audio CD
INDIA AND CHINA ESTABLISH EMPIRES 55
Unit 2

Unit 2
❑ TAKING NOTES: Outlining, PE p. 200
Struggling Readers
❑ Test Form A,
FA pp. 111–114
56 CHAPTER 7, SECTION 3
On-level
❑ Test Form B,
FA pp. 115–118
❑ Reteaching Activity, Unit 2 IDR, p. 70
All Students
❑ More About Empress Lu, TE p. 201; Confucianism, TE p. 203; Silk Production, TE p. 204; Sima Qian, TE p. 205
❑ Critical Thinking Transparencies: CT7, The Technological Revolution in Han China;
CT43, Chapter 7 Visual Summary
Integrate Technology
❑ Patterns of Interaction Video: Silk Roads and
the Pacific Rim
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
Global Impact: Trade Networks
❑ Silk Roads, TE p. 204
Content Assessment
❑ Section Assessment, PE, p. 207
❑ Section Quiz, FA, p. 110
❑ Test Generator CD-ROM
❑ Integrated Assessment
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Geography Application: The Great Wall of
China, Unit 2 IDR, p. 56
❑ World Art and Cultures Transparency:
AT16, Chinese tomb rubbing
Test-Taking Practice
❑ Test Practice Transparencies, TT28
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Above-level
❑ Test Form C,
FA pp. 119–122
English Learners
❑ Test Form A,
FA pp. 111–114
❑ Form A (Spanish),
classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
8
CHAPTER Section 1 Lesson Plan
Diverse Societies in Africa
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Analyze ways that ancient African cultures
adapted to their harsh environments, established powerful kingdoms,
and spread cultures through major migrations.
❑ Previewing Main Ideas, PE/TE p. 210
❑ Time Line Discussion, TE p. 210
❑ Interpreting the Map, TE p. 211
Students will
Identify the different geographic regions of Africa
and explain how early Africans adapted to their
environments.
Summarize the achievements of early West African
societies.
Trace growth of African ironworking.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Griots—Oral Historians of West Africa
❑ Interact with History, PE/TE p. 212
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of
Primary Sources
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P9, P10, P17, P18, P20, P28, P32, P33, P36, P37
Learning Expectations
1.1, 1.2, 2.2, 3.1, 3.3, 5.1, 5.3, 5.5, 5.8, 5.9, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 2.2.1.a., 3.1.1.a.,
3.1.3.a., 3.3.1.a., 5.1.1.d, 5.3.1.a., 5.5.1.a., 5.5.2.a., 5.8.1.a.,
6.2.1.a., 6.2.2.a., 5.9.1.a., 5.9.3.a., 5.10.1.b.
❑ Discuss MAIN IDEA: African peoples developed diverse societies as they adapted to varied environments.
❑ Discuss WHY IT MATTERS NOW: Differences among modern societies are also based on people’s
interactions with their environments.
AFRICAN CIVILIZATIONS 57
Unit 2

Unit 2
Struggling Readers
❑ Comparing Maps,
TE p. 214
IDR Unit 2
❑ Guided Reading, p. 71
❑ Building Vocabulary,
p. 74
❑ Reteaching Activity,
p. 88
Reading Study Guide
❑ Section 1, p. 75
❑ RSG Audio CD
On-level
DIFFERENTIATING INSTRUCTION
❑ Skillbuilder Practice:
Identifying Problems
and Solutions,
TE p. 215
IDR Unit 2
❑ Guided Reading, p. 71
❑ Skillbuilder Practice:
Identifying Problems,
p. 75
❑ History Makers: The
Nok Culture, p. 85
❑ TAKING NOTES: Outlining, PE p. 213
Above-level
❑ Exploring Oral
Traditions, TE p. 216
IDR Unit 2
❑ Primary Source: Nok
Sculpture, p. 78
❑ History Makers: The
Nok Culture, p. 85
ELPS
All Students
❑ “Tracking Father
Elephant”
❑ More About Savanna Vegetation, TE p. 214; Animism, TE p. 216; Ironworking, TE p. 218
❑ World Art and Cultures Transparency: AT17, Nok Sculpture
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Art
❑ Nok Sculpture, PE p. 217
Content Assessment
❑ Section Assessment, PE, p. 219
❑ Section Quiz, FA, p. 123
❑ Test Generator CD-ROM
❑ Integrated Assessment
❑ Reteaching Activity, Unit 2 IDR, p. 88
58 CHAPTER 8, SECTION 1
REVIEW AND ENRICH
ASSESS
RETEACH
English Learners
❑ Understanding
Artifacts, TE p. 217
IDRS
Cross-Curricular Connections
❑ Guided Reading, p. 60
❑ Skillbuilder Practice,
p. 63
RSG (Spanish)
❑ Section 1, p. 75
❑ RSG Audio CD
❑ Science & Technology: African Ironworking,
TE p. 218
❑ World Art and Cultures Transparency:
AT17, Nok Sculpture
❑ Geography Transparency:
GT5, Greek View of the World, 494 B.C.
Test-Taking Practice
❑ Test Practice Transparencies, TT29
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
8
CHAPTER Section 2 Lesson Plan
Migration Case Study: Bantu-Speaking Peoples
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Summarize the causes and effects of human
migration.
Describe the Bantu migrations into the southern
half of Africa.
Struggling Readers
❑ Recognizing Causes
and Effects, TE p. 223
IDR Unit 2
❑ Guided Reading, p. 72
❑ Building Vocabulary,
p. 74
❑ Reteaching Activity,
p. 89
Reading Study Guide
❑ Section 2, p. 79
❑ RSG Audio CD
On-level
IDR Unit 2
SECTION CONTENT OBJECTIVES
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 72
❑ Geography
Application:
Desertification and
Migration in Africa,
p. 76
FOCUS AND MOTIVATE
Above-level
❑ Relating Climate to
Migration Patterns,
TE p. 222
IDR Unit 2
❑ Connections Across
Time and Cultures:
Migrations—Bantu
and Indo-European,
p. 87
ELPS
❑ from “Hunters of
Modern Africa”
TENNESSEE PLANNER
Process Standards
P1, P2, P3, P8, P10, P15, P20, P26, P32, P33
Learning Expectations
1.3, 1.3.1.a., 1.3.2.a., 2.2, 3.1, 3.2, 5.1, 5.3, 5.5, 5.8, 5.9, 5.10, 6.2
Performance Indicators
2.2.1.a., 3.1.1.a., 3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a.,
5.1.1.d, 5.3.1.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.9.1.a., 5.9.3.a.,
5.10.1.b, 6.2.1.a., 6.2.2.a.
❑ Discuss MAIN IDEA: Relocation of large numbers of Bantu-speaking people brings cultural diffusion and
change to southern Africa.
❑ Discuss WHY IT MATTERS NOW: Migration continues to shape the modern world.
English Learners
❑ Evaluating Migration
Factors, TE p. 221
IDRS
❑ Guided Reading, p. 61
❑ Geography
Application, p. 76
RSG (Spanish)
❑ Section 2, p. 79
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
AFRICAN CIVILIZATIONS 59
Unit 2

Unit 2
❑ Reteaching Activity, Unit 2 IDR, p. 89
60 CHAPTER 8, SECTION 2
All Students
❑ TAKING NOTES: Analyzing Causes and Recognizing Effects, PE p. 220
❑ More About The BaMbuti, TE p. 224
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 224
❑ Section Quiz, FA, p. 124
❑ Test Generator CD-ROM
❑ Integrated Assessment
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Geography Application: Desertification and
Migration in Africa, Unit 2 IDR, p. 76
Test-Taking Practice
❑ Test Practice Transparencies, TT30
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
8
CHAPTER Section 3 Lesson Plan
The Kingdom of Aksum
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Explain how maritime trade led to Aksum’s growth.
Give examples of Aksum’s achievements.
Explain the effects of the Muslim invasion of
Aksum.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The kingdom of Aksum became an international trading power and adopted Christianity.
❑ Discuss WHY IT MATTERS NOW: Ancient Aksum, which is now Ethiopia, is still a center of the Ethiopian
Orthodox Christian Church.
Struggling Readers
❑ Understanding
Primary Sources,
TE p. 226
IDR Unit 2
❑ Guided Reading, p. 73
❑ Building Vocabulary,
p. 74
❑ Reteaching Activity,
p. 90
Reading Study Guide
❑ Section 3, p. 79
❑ RSG Audio CD
On-level
IDR Unit 2
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 73
❑ History Makers:
Ezana, p. 86
Geography
Transparencies
❑ GT8, Empires of
Ancient Africa
Critical Thinking
Transparencies
❑ CT8, Facts and
Opinions in the
Kingdom of Aksum
❑ CT44, Chapter 8 Visual
Summary
Above-level
❑ Investigating
Ethiopian Art,
TE p. 227
IDR Unit 2
❑ Primary Sources:
from Natural History,
p. 79
❑ from Periplus, p. 80
❑ from History of the
Sudan, p. 81
❑ Literature: from the
Kebra Negast, p. 82
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P9, P10, P20, P26, P32, P33, P37
Learning Expectations
1.1, 1.2, 3.1, 5.1, 5.3, 5.5, 5.8, 5.10, 5.12, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 3.1.1.a., 3.1.2.a.,
3.1.3.a., 5.3.1.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.1.b, 5.12.1.a.,
5.12.2.a., 6.2.1.a., 6.2.2.a.
English Learners
❑ Distinguishing Facts
from Opinions,
TE p. 228
IDRS
❑ Guided Reading, p. 62
RSG (Spanish)
❑ Section 3, p. 79
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
AFRICAN CIVILIZATIONS 61
Unit 2

Unit 2
❑ TAKING NOTES: Summarizing, PE p. 225
Struggling Readers
❑ Test Form A,
FA pp. 126–129
62 CHAPTER 8, SECTION 3
On-level
❑ Test Form B,
FA pp. 130–133
❑ Reteaching Activity, Unit 2 IDR, p. 90
All Students
❑ Critical Thinking Transparencies: CT44, Chapter 8 Visual Summary
❑ World Art and Cultures Transparencies: AT18, Aksum stele
Integrate Technology
❑ Visual Summary Transparency, CT44
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 229
❑ Section Quiz, FA, p. 125
❑ Test Generator CD-ROM
❑ Integrated Assessment
REVIEW AND ENRICH
ASSESS
RETEACH
Analyzing Architecture
❑ Pillars of Aksum, PE p. 228
Cross-Curricular Connections
❑ Geography Transparencies:
GT8, Empires of Ancient Africa
❑ World Art and Cultures Transparencies:
AT18, Aksum stele
Test-Taking Practice
❑ Test Practice Transparencies, TT31
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Above-level
❑ Test Form C,
FA pp. 134–137
English Learners
❑ Test Form A,
FA pp. 126–129
❑ Form A (Spanish),
classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
9
CHAPTER Section 1 Lesson Plan
The Earliest Americans
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Examine how early American civilizations
influenced future societies and cultures.
❑ Previewing Main Ideas, PE/TE p. 232
❑ Time Line Discussion, TE p. 232
❑ Interpreting the Map, TE p. 233
Students will
Trace the route of the first inhabitants’ migration to
the Americas.
Explain the origins and impact of agriculture in the
Americas.
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 234
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of
Primary Sources
TENNESSEE PLANNER
Process Standards
P1, P2, P3, P8, P9, P10, P15, P20, P26, P32, P33, P37
Learning Expectations
3.1, 3.2, 5.1, 5.3, 5.5, 5.8, 5.10, 6.2
Performance Indicators
3.1.1.a., 3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 5.1.1.a.,
5.3.1.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.1.b., 6.2.1.a., 6.2.2.a.
❑ Discuss MAIN IDEA: The cultures of the first Americans, including social organization, developed
in ways similar to other early cultures.
❑ Discuss WHY IT MATTERS NOW: The Americas’ first inhabitants developed the basis for later
American civilizations.
THE AMERICAS: A SEPARATE WORLD 63
Unit 2

Unit 2
Struggling Readers
❑ Migration Routes of
the First Americans,
TE p. 236
IDR Unit 2
❑ Guided Reading, p. 91
❑ Building Vocabulary,
p. 94
❑ Geography
Application, p. 96
❑ Reteaching Activity,
p. 109
Reading Study Guide
❑ Section 1, p. 83
On-level
IDR Unit 2
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 91
❑ Geography
Application: The
Mystery of Poverty
Point, p. 96
Above-level
❑ Researching Other
Migration Theories,
TE p. 237
IDR Unit 2
❑ Primary Source:
Monte Verde, p. 98
❑ Science and
Technology, p. 108
ELPS
All Students
❑ “Coming to America”
❑ from “The Olsen-
Chubbock Site: A
Paleo-Indian Bison
Kill”
❑ TAKING NOTES: Analyzing Causes and Recognizing Effects, PE p. 235
❑ More About Monte Verde, TE p. 236; Early Farming Methods, TE p. 239
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Artifacts
❑ A Bison Kill Site, PE p. 238
Content Assessment
❑ Section Assessment, PE, p. 239
❑ Section Quiz, FA, p. 138
❑ Test Generator CD-ROM
❑ Integrated Assessment
❑ Reteaching Activity, Unit 2 IDR, p. 109
64 CHAPTER 9, SECTION 1
REVIEW AND ENRICH
ASSESS
RETEACH
English Learners
❑ Locating the Tropics,
TE p. 238
IDRS
Cross-Curricular Connections
❑ Guided Reading, p. 66
❑ Geography
Application, p. 70
RSG (Spanish)
❑ Section 1, p. 83
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
❑ Language Arts: Building Vocabulary,
Unit 2 IDR, p. 94
❑ Geography Application: The Mystery of
Poverty Point, Unit 2 IDR, p. 96
Test-Taking Practice
❑ Test Practice Transparencies, TT32
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
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9
CHAPTER Section 2 Lesson Plan
Early Mesoamerican Civilizations
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Describe the achievements of Olmec civilization.
Trace the rise and fall of the Zapotec.
Identify contributions to later Mesoamerican
cultures.
Struggling Readers
❑ Jaguar Artifacts of
the Olmec, TE p. 241
IDR Unit 2
❑ Guided Reading, p. 92
❑ Building Vocabulary,
p. 94
❑ Reteaching Activity,
p. 110
Reading Study Guide
❑ Section 2, p. 85
❑ RSG Audio CD
On-level
IDR Unit 2
SECTION CONTENT OBJECTIVES
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 92
❑ History Makers: The
Zapotec Culture,
p. 105
World Art and Cultures
Transparencies
FOCUS AND MOTIVATE
❑ AT19 Zapotec Bat God
mask
Above-level
IDR Unit 2
❑ Primary Source:
Zapotec Urn, p. 99
❑ Literature: from
Mexico by James A.
Michener, p. 103
ELPS
❑ from “New Light on
the Olmec”
TENNESSEE PLANNER
Process Standards
P1, P2, P6, P8, P10, P14, P17, P18, P20, P28, P32, P33, P36
Learning Expectations
1.1, 1.2, 3.1, 3.2, 5.1, 5.3, 5.5, 5.8, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 3.1.2.a., 3.1.3.a.,
3.2.1.a., 3.2.2.a., 3.2.3.a., 5.1.1.a., 5.1.1.d, 5.3.1.a., 5.5.1.a.,
5.5.2.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
❑ Discuss MAIN IDEA: The Olmec created the Americas’ first civilization, which in turn influenced later
civilizations.
❑ Discuss WHY IT MATTERS NOW: Later American civilizations relied on the technology and achievements
of earlier cultures to make advances.
English Learners
❑ Persuading Tourists
to Visit Monte Albán,
TE p. 242
IDRS
❑ Guided Reading, p. 67
RSG (Spanish)
❑ Section 2, p. 85
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
THE AMERICAS: A SEPARATE WORLD 65
Unit 2

Unit 2
❑ TAKING NOTES: Comparing, PE p. 240
❑ Reteaching Activity, Unit 2 IDR, p. 110
66 CHAPTER 9, SECTION 2
All Students
❑ More About Olmec Sites, TE p. 241; Monte Albán, TE p. 242; Hieroglyphics, TE p. 243
❑ World Art and Cultures Transparency: AT19, Zapotec Bat God mask
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 243
❑ Section Quiz, FA, p. 139
❑ Test Generator CD-ROM
❑ Integrated Assessment
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ History Through Art: Olmec Sculpture, PE p. 244
❑ Literature: from Mexico by James A. Michener,
Unit 2 IDR, p. 103
❑ World Art and Cultures Transparency:
AT19, Zapotec Bat God mask
Test-Taking Practice
❑ Test Practice Transparencies, TT33
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
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Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
9
CHAPTER Section 3 Lesson Plan
Early Civilizations of the Andes
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Describe the first people of the Andes and the
Chavín civilization.
Explain the rise of the Nazca and Moche societies.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: In the Andes Mountains, various groups created flourishing civilizations.
❑ Discuss WHY IT MATTERS NOW: Like the early Andean civilizations, people today must adapt to their
environment in order to survive.
Struggling Readers
IDR Unit 2
❑ Guided Reading, p. 93
❑ Building Vocabulary,
p. 94
❑ Reteaching Activity,
p. 111
Reading Study Guide
❑ Section 3, p. 87
❑ RSG Audio CD
On-level
DIFFERENTIATING INSTRUCTION
❑ Skillbuilder Practice:
Distinguishing Fact
from Opinion,
TE p. 247
IDR Unit 2
❑ Guided Reading, p. 93
❑ History Makers: The
Chavín Culture, p. 106
Geography
Transparencies
❑ GT9, Chavín de
Huáner, 900–200 B.C.
Above-level
IDR Unit 2
❑ Primary Source:
Excavation of a
Moche Tomb, p. 100
❑ Connections Across
Time and Cultures,
p. 107
Critical Thinking
Transparencies
❑ CT9, Mother Cultures
of Mesoamerican
Civilization
TENNESSEE PLANNER
Process Standards
P1, P2, P6, P8, P10, P20, P22, P26, P32, P33, P37
Learning Expectations
1.1, 3.1, 3.2, 5.1, 5.3, 5.5, 5.8, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a.,
5.1.1.a., 5.1.1.b, 5.3.1.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
English Learners
IDRS
❑ Guided Reading, p. 68
❑ Skillbuilder Practice,
p. 69
RSG (Spanish)
❑ Section 3, p. 87
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
THE AMERICAS: A SEPARATE WORLD 67
Unit 2

Unit 2
Struggling Readers
❑ Test Form A,
FA pp. 141–144
68 CHAPTER 9, SECTION 3
On-level
❑ Test Form B,
FA pp. 145–148
❑ Reteaching Activity, Unit 2 IDR, p. 111
All Students
❑ TAKING NOTES: Determining Main Ideas, PE p. 246
❑ More About Chavín Gods, TE p. 247; Moche Tombs, TE p. 249
❑ Critical Thinking Transparency: CT45, Chapter 9 Visual Summary
❑ World Art and Cultures Transparencies: AT20, Nazca Lines
Integrate Technology
❑ Visual Summary Transparency, CT45
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 249
❑ Section Quiz, FA, p. 140
❑ Test Generator CD-ROM
❑ Integrated Assessment
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Geography Transparencies:
GT9, Chavín de Huáner, 900–200 B.C.
❑ World Art and Cultures Transparencies:
AT20, Nazca Lines
Test-Taking Practice
❑ Test Practice Transparencies, TT34
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Above-level
❑ Test Form C,
FA pp. 149–152
English Learners
❑ Test Form A,
FA pp. 141–144
❑ Form A (Spanish),
classzone.com
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Copyright © McDougal Littell, a division of Houghton Mifflin Company.
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10
CHAPTER Section 1 Lesson Plan
The Rise of Islam
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Analyze the spread of Islam and achievements
of the Muslim world between 600 and 1250.
❑ Previewing Main Ideas, PE/TE p. 260
❑ Time Line Discussion, TE p. 260
❑ Interpreting the Map, TE p. 261
Students will
Describe Arabia before the rise of Islam.
Explain how Muhammad began to unify the Arabian
Peninsula under Islam.
Identify Islamic beliefs and practices.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Al-Razi—Great Physician of the Muslim Empire
❑ Interact with History, PE/TE p. 262
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of
Primary Sources
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P9, P10, P20, P23, P32, P33, P37
Learning Expectations
1.1, 1.2, 3.1, 3.2, 5.1, 5.4, 5.5, 5.8, 5.10, 6.1, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 3.1.2.a., 3.1.3.a.,
3.2.1.a., 3.2.2.a., 3.2.3.a., 5.1.1.d, 5.4.1.a., 5.4.2.a., 5.5.1.a.,
5.5.2.a., 5.8.1.a., 5.10.1.b, 6.1.1.a., 6.1.1.b, 6.2.1.a., 6.2.2.a.
❑ Discuss MAIN IDEA: Muhammad unified the Arab people both politically and through the religion of Islam.
❑ Discuss WHY IT MATTERS NOW: As the world’s fastest-growing major religion, Islam has a strong impact
on the lives of millions today.
THE MUSLIM WORLD 69
Unit 3

Unit 3
Struggling Readers
❑ Understanding the
Five Pillars of Islam,
TE p. 267
IDR Unit 3
❑ Guided Reading, p. 1
❑ Building Vocabulary,
p. 4
❑ Skillbuilder Practice:
Making Predictions,
p. 5
❑ Reteaching Activity,
p. 19
Reading Study Guide
❑ Section 1, p. 91
❑ RSG Audio CD
❑ TAKING NOTES: Synthesizing, PE p. 263
DIFFERENTIATING INSTRUCTION
All Students
❑ More About The Prophet Muhammad, Ramadan, TE p. 265; The Ulama, The Qur’an, p. 267
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 268
❑ Section Quiz, FA, p. 153
❑ Test Generator CD-ROM
❑ Integrated Assessment
❑ Reteaching Activity, Unit 3 IDR, p. 19
70 CHAPTER 10, SECTION 1
On-level
❑ Skillbuilder Practice:
Making Predictions,
TE p. 264
IDR Unit 3
❑ Guided Reading, p. 1
❑ Skillbuilder Practice:
Making Predictions,
p. 5
❑ History Makers:
Muhammad, p. 15
REVIEW AND ENRICH
ASSESS
RETEACH
Above-level
❑ Dramatizing
Muhammad’s Return
to Mecca, TE p. 265
IDR Unit 3
❑ Primary Sources:
from the Qur’an, p. 8
ELPS
❑ from the Qur’an
❑ “Pilgrimage to
Mecca”
Analyzing Architecture
❑ The Dome of the Rock, PE p. 266
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary,
Unit 3 IDR, p. 4
Test-Taking Practice
English Learners
❑ Using Descriptive
Language: The Dome
of the Rock, TE p.266
IDRS
❑ Guided Reading, p. 72
❑ Skillbuilder Practice,
p. 75
RSG (Spanish)
❑ Section 1, p. 91
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
❑ Test Practice Transparencies, TT35
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
10
CHAPTER Section 2 Lesson Plan
Islam Expands
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Describe how Muhammad’s successors spread
Islam.
List conflicts within the Umayyad state.
Explain how rivalries split Islam.
Struggling Readers
❑ Producing a
Newscast, TE p. 271
IDR Unit 3
❑ Guided Reading, p. 2
❑ Building Vocabulary,
p. 4
❑ Geography
Application: Rule and
Taxation Under the
Umayyads, p. 6
❑ Reteaching Activity,
p. 20
Reading Study Guide
❑ Section 2, p. 93
❑ RSG Audio CD
On-level
IDR Unit 3
SECTION CONTENT OBJECTIVES
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 2
❑ Geography
Application: Rule and
Taxation Under the
Umayyads, p. 6
Geography
Transparencies
❑ GT10, Baghdad
During Its Golden
Age, 765–950
FOCUS AND MOTIVATE
Above-level
❑ Debating Terms of
Surrender, TE p. 270
IDR Unit 3
❑ Primary Source: The
Duties of the Caliph,
p. 9
Critical Thinking
Transparencies
❑ CT10, The Spread of
Islam
TENNESSEE PLANNER
Process Standards
P1, P2, P10, P20, P25, P32, P37
Learning Expectations
1.1, 1.3, 2.1, 5.1, 5.4, 5.5, 5.8, 5.10, 6.2, 6.3
Performance Indicators
1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 2.1.1.a., 5.1.1.d, 5.4.1.a.,
5.4.2.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 6.2.1.a., 6.2.2.a., 6.3.1.a.
❑ Discuss MAIN IDEA: In spite of internal conflicts, the Muslims created a huge empire that included lands
on three continents.
❑ Discuss WHY IT MATTERS NOW: Muslims’ influence on three continents produced cultural blending that
has continued into the modern world.
English Learners
IDRS
❑ Guided Reading, p. 73
❑ Geography
Application, p. 76
RSG (Spanish)
❑ Section 2, p. 93
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
THE MUSLIM WORLD 71
Unit 3

Unit 3
❑ TAKING NOTES: Summarizing, PE p. 269
❑ More About Elephant Diplomacy, TE p. 272
❑ Reteaching Activity, Unit 3 IDR, p. 20
72 CHAPTER 10, SECTION 2
All Students
❑ Geography Application: Rule and Taxation Under the Umayyads, p. 6
❑ Critical Thinking Transparency: CT10, The Spread of Islam
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 272
❑ Section Quiz, FA, p. 154
❑ Test Generator CD-ROM
❑ Integrated Assessment
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Geography Application: Unit 3 IDR, p. 6
❑ Geography Transparency:
GT10, Baghdad During Its Golden Age, 765–950
Test-Taking Practice
❑ Test Practice Transparencies, TT36
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
10
CHAPTER Section 3 Lesson Plan
Muslim Culture
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Describe society under the Abbasids.
Identify Muslim accomplishments in art and
science.
Describe Muslim attitudes toward philosophy and
religion.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Muslims combined and preserved the traditions of many peoples and also advanced
learning in a variety of areas.
❑ Discuss WHY IT MATTERS NOW: Many of the ideas developed during this time became the basis of today’s
scientific and academic disciplines.
Struggling Readers
❑ Creating a Brochure
About Baghdad,
TE p. 277
IDR Unit 3
❑ Guided Reading, p. 3
❑ Building Vocabulary,
p. 4
❑ Reteaching Activity,
p. 21
Reading Study Guide
❑ Section 3, p. 95
❑ RSG Audio CD
On-level
DIFFERENTIATING INSTRUCTION
❑ Connections to
Mathematics: Muslim
Mathematics,
TE p. 278
IDR Unit 3
❑ Guided Reading, p. 3
❑ History Makers:
Al-Razi, p. 16
Above-level
❑ Writing a Baghdad
Newspaper Advice
Column, TE p. 274
IDR Unit 3
❑ Primary Sources: On
Mental Discipline, p. 10
❑ from The Life of Ibn
Sina, p. 11
❑ Literature: from The
Thousand and One
Nights, p. 12
❑ Connections Across
Time and Cultures,
p. 17
❑ Science &
Technology, p. 18
TENNESSEE PLANNER
Process Standards
P1, P2, P6, P9, P10, P20, P32, P36, P37
Learning Expectations
1.1, 1.2, 2.2, 5.1, 5.3, 5.4, 5.5, 5.8, 5.9, 5.10, 6.1, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 2.2.1.a., 5.1.1.d,
5.3.3.a., 5.3.1.a., 5.4.1.a., 5.4.2.a., 5.5.1.a., 5.5.2.a., 5.8.1.a.,
6.2.1.a., 6.2.2.a., 5.9.1.a., 5.9.3.a., 5.10.1.b, 5.10.2.a., 5.10.2.c,
5.10.3.a., 5.10.3.b, 6.1.3.a., 6.1.3.b.
English Learners
❑ Analyzing and
Appreciating Muslim
Art, TE p. 276
IDRS
❑ Guided Reading, p. 74
RSG (Spanish)
❑ Section 3, p. 95
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
THE MUSLIM WORLD 73
Unit 3

Unit 3
❑ TAKING NOTES: Clarifying, PE p. 273
Struggling Readers
❑ Test Form A,
FA pp. 156–159
74 CHAPTER 10, SECTION 3
On-level
❑ Test Form B,
FA pp. 160–163
❑ Reteaching Activity, Unit 3 IDR, p. 21
All Students
❑ Critical Thinking Transparencies: CT46, Chapter 10 Visual Summary
❑ World Art and Cultures Transparencies: AT21, Egyptian Qur’an
AT22, Interior Dome in Great Mosque of Córdoba
Integrate Technology
❑ Visual Summary Transparency, CT46
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Art
❑ Muslim Art, PE p. 277
Content Assessment
❑ Section Assessment, PE, p. 279
❑ Section Quiz, FA, p. 155
❑ Test Generator CD-ROM
❑ Integrated Assessment
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Science & Technology: Astronomy, PE p. 275
❑ Literature: from The Thousand and One Nights,
p. 12
❑ World Art and Cultures Transparencies:
AT21, Egyptian Qur’an
AT22, Interior Dome in Great Mosque of
Córdoba
Test-Taking Practice
❑ Test Practice Transparencies, TT37
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Above-level
❑ Test Form C,
FA pp. 164–167
English Learners
❑ Test Form A,
FA pp. 156–159
❑ Form A (Spanish),
classzone.com
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Name Date
11
CHAPTER Section 1 Lesson Plan
The Byzantine Empire
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Examine the rise and interaction of Byzantine,
Russian, and Turkish civilizations in Central Asia.
❑ Previewing Main Ideas, PE/TE p. 298
❑ Time Line Discussion, TE p. 298
❑ Interpreting the Map, TE p. 299
Students will
Describe Byzantine politics and the rise of Emperor
Justinian.
Describe Justinian’s achievements and life in
Constantinople.
Identify causes of the Byzantine Empire’s collapse.
Explain why the Eastern and Western churches
created two traditions.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Theodora—Empress of Byzantium
❑ Interact with History, PE/TE p. 300
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of
Primary Sources
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P10, P20, P22, P24, P32, P33, P36, P37
Learning Expectations
1.1, 3.1, 3.2, 5.1, 5.5, 5.8, 5.10, 5.12, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.1.2.a., 3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a.,
3.2.3.a., 5.1.1.d, 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.2.c, 5.10.3.a.,
5.10.3.b, 5.12.1.a., 6.2.1.a., 6.2.2.a.
❑ Discuss MAIN IDEA: After Rome split, the Eastern Empire, known as Byzantium, flourished for a
thousand years.
❑ Discuss WHY IT MATTERS NOW: Byzantine culture deeply influenced Orthodox Christianity, a major
branch of modern Christianity.
BYZANTINES AND TURKS INTERACT 75
Unit 3

Unit 3
Struggling Readers
❑ Understanding
Chronological Order,
TE p. 304
IDR Unit 3
❑ Guided Reading, p. 22
❑ Building Vocabulary,
p. 25
❑ Reteaching Activity,
p. 39
Reading Study Guide
❑ Section 1, p. 99
❑ RSG Audio CD
On-level
IDR Unit 3
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 22
❑ History Makers:
Theodora, p. 36
All Students
Above-level
❑ Understanding
Justinian, TE p. 303
IDR Unit 3
❑ Primary Sources,
pp. 29, 30
❑ Literature: from The
Belt of Gold, p. 33
❑ Connections Across
Time and Cultures:
Ancient Rome and
the New Rome, p. 38
English Learners
❑ Understanding
Specialized
Vocabulary, TE p. 302
IDRS
❑ Guided Reading, p. 78
RSG (Spanish)
❑ Section 1, p. 99
❑ RSG Audio CD
❑ TAKING NOTES: Clarifying, PE p. 301 ❑ History Makers: Theodora, Unit 3 IDR, p. 36
❑ More About Vatican City, TE p. 305; ❑ World Art and Cultures Transparency:
The Cyrillic Alphabet, TE p. 306 AT23, Empress Theodora and Her Court
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Analyzing Key Concepts
❑ Roman Catholicism and Eastern Orthodoxy,
PE p. 305
Content Assessment
❑ Section Assessment, PE, p. 306
❑ Section Quiz, FA, p. 168
❑ Test Generator CD-ROM
❑ Reteaching Activity, Unit 3 IDR, p. 39
76 CHAPTER 11, SECTION 1
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Literature: from The Belt of Gold,
Unit 3 IDR, p. 33
❑ World Art and Cultures Transparency:
AT23, Empress Theodora and Her Court
❑ Geography Transparency:
GT11, The Byzantine Empire Under Justinian
Test-Taking Practice
❑ Test Practice Transparencies, TT38
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
11
CHAPTER Section 2 Lesson Plan
The Russian Empire
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Summarize the Slavic, Greek, and Viking roots of
Russia and Russian culture.
Describe the Kievan state.
Explain how the Mongols conquered and ruled
Russia.
Describe Russia’s rise to independence.
Struggling Readers
❑ The Geography of
Early Russia,
TE p. 308
IDR Unit 3
❑ Guided Reading, p. 23
❑ Building Vocabulary,
p. 25
❑ Reteaching Activity,
p. 40
Reading Study Guide
❑ Section 2, p. 101
On-level
SECTION CONTENT OBJECTIVES
DIFFERENTIATING INSTRUCTION
❑ Skillbuilder Practice:
Formulating Historical
Questions, TE p. 310
IDR Unit 3
❑ Guided Reading, p. 23
❑ Skillbuilder Practice:
Formulating Historical
Questions, p. 26
❑ Geography
Application: Growth
of Early Russia, p. 27
❑ History Makers:
Ivan III, p. 37
FOCUS AND MOTIVATE
Above-level
IDR Unit 3
❑ Primary Source: from
Primary Chronicle,
p. 31
ELPS
❑ “The Court of the
Great Khan”
TENNESSEE PLANNER
Process Standards
P1, P2, P6, P7, P8, P10, P11, P12, P20, P32, P33, P36, P37
Learning Expectations
1.1, 1.2, 3.1, 3.2, 5.1, 5.5, 5.8, 5.10, 5.12, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 3.1.1.a., 3.1.2.a.,
3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 5.1.1.d, 5.5.1.a., 5.5.2.a.,
5.8.1.a., 5.10.1.b, 5.12.1.a., 6.2.1.a., 6.2.2.a.
❑ Discuss MAIN IDEA: Russia grew out of a blending of Slavic and Byzantine cultures and adopted Eastern
Orthodox traditions.
❑ Discuss WHY IT MATTERS NOW: Early Russia was separated from the West, leading to a difference in
culture that still exists today.
English Learners
❑ Understanding the
Mongol Invasions,
TE p. 309
IDRS
❑ Guided Reading, p. 79
❑ Skillbuilder Practice,
p. 81
RSG (Spanish)
❑ Section 2, p. 101
❑ RSG Audio CD
BYZANTINES AND TURKS INTERACT 77
Unit 3

Unit 3
❑ TAKING NOTES: Recognizing Effects, PE p. 307
❑ Reteaching Activity, Unit 3 IDR, p. 40
78 CHAPTER 11, SECTION 2
All Students
❑ More About Sacred Relics, Wooden Churches, TE p. 313
❑ History Makers: Ivan III, Unit 3 IDR, p. 37
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 311
❑ Section Quiz, FA, p. 169
❑ Test Generator CD-ROM
❑ Integrated Assessment
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ History Through Art: Russian Religious Art and
Architecture, PE p.312
❑ Geography Application: Growth of Early Russia,
Unit 3 IDR, p. 27
Analyzing Primary Sources
❑ Resisting Mongol Rule; Rebelling Against the
Mongols, PE p. 310
Test-Taking Practice
❑ Test Practice Transparencies, TT39
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
11
CHAPTER Section 3 Lesson Plan
Turkish Empires Rise in Anatolia
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Describe the rise of the Seljuk Turks and their
impact on Persian culture.
Explain how internal problems and foreign attack
ended Seljuk power.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Turkish people converted to Islam and founded new empires that would renew Muslim
civilization.
❑ Discuss WHY IT MATTERS NOW: In the 20th century, the collapse of the Turkish empire left ethnic and
religious hostilities that still affect the world.
Struggling Readers
❑ The Crusades,
TE p. 316
IDR Unit 3
❑ Guided Reading, p. 24
❑ Building Vocabulary,
p. 25
❑ Reteaching Activity,
p. 41
Reading Study Guide
❑ Section 3, p. 103
❑ RSG Audio CD
On-level
IDR Unit 3
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 24
Critical Thinking
Transparencies
❑ CT11, Comparing
Seven Empires
Above-level
IDR Unit 3
❑ Primary Source:
Urban II’s Call for a
Crusade, p. 32
ELPS
❑ from “The Merits of
the Turks”
TENNESSEE PLANNER
Process Standards
P1, P2, P10, P20, P32, P36, P37
Learning Expectations
5.1, 5.5, 5.8, 5.10, 5.12, 6.2
Performance Indicators
5.1.1.d, 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.12.1.a., 6.2.1.a., 6.2.2.a.
English Learners
❑ Analyzing Results,
TE p. 315
IDRS
❑ Guided Reading, p. 80
RSG (Spanish)
❑ Section 3, p. 103
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
BYZANTINES AND TURKS INTERACT 79
Unit 3

Unit 3
Struggling Readers
❑ Test Form A,
FA pp. 171–174
80 CHAPTER 11, SECTION 3
On-level
❑ Test Form B,
FA pp. 175–178
❑ Reteaching Activity, Unit 3 IDR, p. 41
All Students
❑ TAKING NOTES: Clarifying, PE p. 314 ❑ World Art and Cultures Transparency:
AT24, Camp of a Prince
❑ Critical Thinking Transparency:
CT47, Chapter 11 Visual Summary
Integrate Technology
❑ Visual Summary Transparency, CT47
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 317
❑ Section Quiz, FA, p. 170
❑ Test Generator CD-ROM
❑ Integrated Assessment
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ World Art and Cultures Transparency:
AT24, Camp of a Prince
Test-Taking Practice
❑ Test Practice Transparencies, TT40
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Above-level
❑ Test Form C,
A pp. 179–182
English Learners
❑ Test Form A,
FA pp. 171–174
❑ Form A (Spanish),
classzone.com
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Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
12
CHAPTER Section 1 Lesson Plan
Tang and Song China
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Study East Asian empires and analyze the
movement of people and ideas among them.
❑ Previewing Main Ideas, PE/TE p. 320
❑ Time Line Discussion, TE p. 320
❑ Interpreting the Map, TE p. 321
Students will
Identify main rulers of the Tang Dynasty.
Describe the causes and effects of the Song
Dynasty’s retreat to the south.
Summarize the achievements of the Tang and
Song empires.
Describe changes in Chinese society.
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 322
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of
Primary Sources
TENNESSEE PLANNER
Process Standards
P1, P2, P10, P14, P17, P18, P20, P22, P28, P32, P36, P37
Learning Expectations
1.1, 1.3, 2.1, 5.1, 5.5, 5.8, 5.10, 6.1, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 2.1.1.a., 5.5.1.a., 5.5.2.a.,
5.8.1.a., 5.10.2.c, 5.10.3.a., 5.10.3.b, 6.1.3.a., 6.1.3.b., 6.2.1.a.,
6.2.2.a.
❑ Discuss MAIN IDEA: During the Tang and Song dynasties, China experienced an era of prosperity and
technological innovation.
❑ Discuss WHY IT MATTERS NOW: Chinese inventions from this period, such as printing, gunpowder,
and the compass, changed history.
EMPIRES IN EAST ASIA 81
Unit 3

Unit 3
Struggling Readers
❑ Changing Border in
China, TE p. 325
IDR Unit 3
❑ Guided Reading, p. 42
❑ Building Vocabulary,
p. 47
❑ Reteaching Activity,
p. 61
Reading Study Guide
❑ Section 1, p. 107
❑ RSG Audio CD
On-level
IDR Unit 3
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 42
❑ History Makers: Wu
Zhao, p. 58
Above-level
❑ Wu Zhao’s Rise to
Power, TE p. 324
IDR Unit 3
❑ Connections Across
Time and Cultures:
Two Golden Ages—
Greece and China,
p. 60
ELPS
All Students
❑ from Ten-Thousand-
Word Memorial
English Learners
❑ Analyzing a Poem by
Tu Fu, TE p. 326
IDRS
❑ Guided Reading, p. 84
RSG (Spanish)
❑ Section 1, p. 107
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
❑ TAKING NOTES: Comparing and Contrasting, PE p. 323 ❑ World Art and Cultures Transparency:
AT25, Court Ladies Preparing Newly Woven Silk
❑ More About Muslims in Western China, TE p. 324;
The Poet Li Bo, Chinese Paintings,
TE p. 326; Paper Money, TE p. 329
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 327
❑ Section Quiz, FA, p. 183
❑ Test Generator CD-ROM
❑ Integrated Assessment
❑ Reteaching Activity, Unit 3 IDR, p. 61
82 CHAPTER 12, SECTION 1
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Geography Transparency
G12, China in Sui, Tang, and Song Dynasties
❑ World Art and Cultures Transparency:
AT25, Court Ladies Preparing Newly Woven
Silk
Test-Taking Practice
❑ Test Practice Transparencies, TT41
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
12
CHAPTER Section 2 Lesson Plan
The Mongol Conquests
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Describe the geography of the steppe and the
lifestyles of nomads.
Explain the Khans’ successes.
Summarize the extent of the Mongol Empire and its
divisions.
Struggling Readers
❑ Major Events of the
Mongol Conquests
and Empire, TE p. 331
IDR Unit 3
❑ Guided Reading, p. 43
❑ Building Vocabulary,
p. 47
❑ Reteaching Activity,
p. 62
Reading Study Guide
❑ Section 2, p. 109
❑ RSG Audio CD
On-level
IDR Unit 3
SECTION CONTENT OBJECTIVES
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 43
Critical Thinking
Transparencies
❑ CT11, Comparing
Seven Empires
FOCUS AND MOTIVATE
Above-level
❑ The Mongolian
Empire’s Four
Khanates, TE p. 333
IDR Unit 3
❑ Primary Source: from
The Secret History of
the Mongols, p. 51
ELPS
❑ from The History of
the World Conqueror
TENNESSEE PLANNER
Process Standards
P1, P2, P6, P8, P10, P20, P26, P32, P33
Learning Expectations
1.1, 3.1, 3.2, 5.1, 5.5, 5.8, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a.,
5.1.1.d, 5.5.1.a., 5.5.2.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
❑ Discuss MAIN IDEA: The Mongols, a nomadic people from the steppe, conquered settled societies across
much of Asia.
❑ Discuss WHY IT MATTERS NOW: The Mongols built the largest unified land empire in world history.
English Learners
❑ Comparing Seven
Empires, TE p. 332
IDRS
❑ Guided Reading, p. 85
RSG (Spanish)
❑ Section 2, p. 109
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
EMPIRES IN EAST ASIA 83
Unit 3

Unit 3
84 CHAPTER 12, SECTION 2
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ Critical Thinking Transparency
PE p. 330 CT11, Comparing Seven Empires
❑ More About Mongol Ferocity, Mongol Hunting,
TE p. 333
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 334
❑ Section Quiz, FA, p. 184
❑ Test Generator CD-ROM
❑ Integrated Assessment
❑ Reteaching Activity, Unit 3 IDR, p. 62
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary,
Unit 3 IDR, p. 47
Test-Taking Practice
❑ Test Practice Transparencies, TT42
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
12
CHAPTER Section 3 Lesson Plan
The Mongol Empire
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Summarize Kublai Khan’s conquest.
Describe Mongol rule in China.
Explain the fall of Mongol rule.
Struggling Readers
❑ Using Questions
to Develop
Understanding,
TE p. 336
IDR Unit 3
❑ Guided Reading, p. 44
❑ Building Vocabulary,
p. 47
❑ Reteaching Activity,
p. 63
Reading Study Guide
❑ Section 3, p. 111
❑ RSG Audio CD
On-level
IDR Unit 3
SECTION CONTENT OBJECTIVES
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 44
❑ History Makers:
Kublai Khan, p. 59
FOCUS AND MOTIVATE
Above-level
❑ Kublai Khan’s Summer
Palace, TE p. 337
IDR Unit 3
❑ Primary Source:
Marco Polo at the
Mongol Court, p. 52
ELPS
❑ “The Tartars,” from
Travels of Marco Polo
TENNESSEE PLANNER
Process Standards
P1, P2, P3, P10, P11, P15, P20, P32, P36, P37
Learning Expectations
5.1, 5.5, 5.8, 5.10, 5.12, 6.2
Performance Indicators
5.1.1.d, 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.12.1.a., 6.2.1.a., 6.2.2.a.
❑ Discuss MAIN IDEA: As emperor of China, Kublai Khan encouraged foreign trade.
❑ Discuss WHY IT MATTERS NOW: The influence of Chinese ideas on Western civilization began with the
Mongols’ encouragement of trade.
English Learners
IDRS
❑ Guided Reading, p. 86
RSG (Spanish)
❑ Section 3, p. 111
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
EMPIRES IN EAST ASIA 85
Unit 3

Unit 3
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
86 CHAPTER 12, SECTION 3
All Students
❑ TAKING NOTES: Recognizing Effects, PE p. 335 ❑ More About The Invasion of Japan, TE p. 336
Content Assessment
❑ Section Assessment, PE, p. 338
❑ Section Quiz, FA, p. 185
❑ Test Generator CD-ROM
❑ Integrated Assessment
❑ Reteaching Activity, Unit 3 IDR, p. 63
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary,
Unit 3 IDR, p. 47
Test-Taking Practice
❑ Test Practice Transparencies, TT43
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
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Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
12
CHAPTER Section 4 Lesson Plan
Feudal Powers in Japan
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Describe Japan’s early history and culture.
Draw conclusions about life in the Heian court.
Describe feudal Japan.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Japanese civilization was shaped by cultural borrowing from China and the rise
of feudalism and military rulers.
❑ Discuss WHY IT MATTERS NOW: An openness to adapting innovations from other cultures is still
a hallmark of Japanese society.
Struggling Readers
❑ Recognizing
Supporting Details, TE
p. 341
IDR Unit 3
❑ Guided Reading, p. 45
❑ Building Vocabulary,
p. 47
❑ Reteaching Activity,
p. 64
Reading Study Guide
❑ Section 4, p. 113
❑ RSG Audio CD
On-level
DIFFERENTIATING INSTRUCTION
❑ Skillbuilder Practice:
Making Inferences,
TE p. 342
IDR Unit 3
❑ Guided Reading, p. 45
❑ Skillbuilder Practice:
Making Inferences, p. 48
❑ Geography
Application: The Ainu
People, p. 49
Above-level
❑ Original Peoples of
Japan and the United
States, TE p. 340
IDR Unit 3
❑ Primary Sources,
pp. 53, 54
❑ Literature: from Genji,
p. 54; Pillow Book,
p. 56
ELPS
❑ “The Manners and
Customs of Early
Japan”
TENNESSEE PLANNER
Process Standards
P1, P2, P6, P8, P9, P10, P20, P32, P33
Learning Expectations
1.1, 1.2, 1.3, 3.1, 3.2, 4.1, 5.1, 5.5, 5.8, 5.10, 6.1, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 1.3.1.a., 1.3.2.a.,
3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a.,
4.1.3.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.10.1.b, 5.10.2.c, 5.10.3.a.,
5.10.3.b, 6.1.3.a., 6.1.3.b., 6.2.1.a., 6.2.2.a.
English Learners
IDRS
❑ Guided Reading, p. 87
❑ Skillbuilder Practice,
p. 89
❑ Geography
Application, p. 90
RSG (Spanish)
❑ Section 4, p. 113
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
EMPIRES IN EAST ASIA 87
Unit 3

Unit 3
88 CHAPTER 12, SECTION 4
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ Critical Thinking Transparency:
PE p. 339 CT12, Japanese Cultural Borrowing from China
❑ More About Japanese Shoguns, TE p. 343
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 343
❑ Section Quiz, FA, p. 186
❑ Test Generator CD-ROM
❑ Integrated Assessment
❑ Reteaching Activity, Unit 3 IDR, p. 64
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Geography Application: The Ainu People,
Unit 3 IDR, p. 49
❑ World Art and Cultures Transparency:
AT26, Descent of Amida and the 25
Bodhisattvas
Analyzing Art
❑ Women of the Heian Court, PE p. 341
Test-Taking Practice
❑ Test Practice Transparencies, TT44
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
12
CHAPTER Section 5 Lesson Plan
Kingdoms of Southeast Asia and Korea
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Describe kingdoms of Southeast Asia.
Summarize early Korean history.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Several smaller kingdoms prospered in East and Southeast Asia, a region culturally
influenced by China and India.
❑ Discuss WHY IT MATTERS NOW: Chinese cultural influences still affect East and Southeast Asia today.
Struggling Readers
IDR Unit 3
❑ Guided Reading, p. 46
❑ Building Vocabulary,
p. 47
❑ Reteaching Activity,
p. 65
Reading Study Guide
❑ Section 5, p. 115
❑ RSG Audio CD
On-level
IDR Unit 3
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 46
Critical Thinking
Transparencies
❑ CT48, Chapter 12
Visual Summary
Above-level
❑ Angkor Wat and
Borobudur: Two Holy
Sites, TE p. 345
ELPS
❑ from Reminiscences
in Retirement
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P10, P20, P29, P32, P33, P36
Learning Expectations
1.1, 3.1, 5.1, 5.5, 5.8, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 3.1.2.a., 3.1.3.a., 5.1.1.d, 5.5.1.a., 5.5.2.a.,
5.8.1.a., 5.10.2.c, 5.10.3.a., 5.10.3.b., 6.2.1.a., 6.2.2.a.
English Learners
❑ Understanding
Korean Dynasties,
TE p. 346
IDRS
❑ Guided Reading, p. 88
RSG (Spanish)
❑ Section 5, p. 115
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
EMPIRES IN EAST ASIA 89
Unit 3

Unit 3
Struggling Readers
❑ Test Form A,
FA pp. 188–191
90 CHAPTER 12, SECTION 5
On-level
❑ Test Form B,
A pp. 192–195
All Students
❑ TAKING NOTES: Categorizing, PE p. 344 ❑ World Art and Cultures Transparencies:
AT27, Vajimukha, Horse-Headed God
❑ Critical Thinking Transparencies:
CT48, Chapter 12 Visual Summary
Integrate Technology
❑ Visual Summary Transparency, CT48
❑ Power Presentations: Lecture Notes, Section 5
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 347
❑ Section Quiz, FA, p. 187
❑ Test Generator CD-ROM
❑ Integrated Assessment
❑ Reteaching Activity, Unit 3 IDR, p. 65
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Language Arts: Building Vocabulary,
Unit 3 IDR, p. 47
❑ World Art and Cultures Transparencies:
AT27, Vajimukha, Horse-Headed God
Test-Taking Practice
❑ Test Practice Transparencies, TT45
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Above-level
❑ Test Form C,
FA pp. 196–199
English Learners
❑ Test Form A,
FA pp. 188–191
❑ Form A (Spanish),
classzone.com
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13
CHAPTER Section 1 Lesson Plan
Charlemagne Unites Germanic Kingdoms
Students will
Identify effects of Germanic invasions.
Explain new ideas about government.
Trace the spread of Christianity among Germanic
peoples.
Identify Charles Martel’s successes.
Describe Charlemagne’s empire.
❑ Voices from the Past Audio CD
❑ Interact with History, PE/TE p. 352
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Compare and contrast the authority of the
Church with that of various secular rulers in the Middle Ages.
❑ Previewing Main Ideas, PE/TE p. 350
❑ Time Line Discussion, TE p. 350
❑ Interpreting the Map, TE p. 351
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of
Primary Sources
TENNESSEE PLANNER
Process Standards
P1, P2, P8, P10, P20, P26, P32, P33, P36, P37
Learning Expectations
1.1, 3.2, 5.1, 5.5, 5.8, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 5.1.1.d, 5.5.1.a.,
5.5.2.a., 5.8.1.a., 5.10.2.a., 5.10.2.c, 5.10.3.a., 5.10.3.b., 6.2.1.a.,
6.2.2.a.
❑ Discuss MAIN IDEA: Many Germanic kingdoms that succeeded the Roman Empire were reunited
under Charlemagne’s empire.
❑ Discuss WHY IT MATTERS NOW: Charlemagne spread Christian civilization through Northern Europe,
where it had a permanent impact.
EUROPEAN MIDDLE AGES 91
Unit 3

Unit 3
Struggling Readers
❑ Researching Life in a
Medieval Monastery,
TE p. 355
IDR Unit 3
❑ Guided Reading, p. 66
❑ Building Vocabulary,
p. 70
❑ Reteaching Activity,
p. 85
Reading Study Guide
❑ Section 1, p. 119
❑ RSG Audio CD
On-level
IDR Unit 3
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 66
❑ History Makers:
Charlemagne, p. 81
Above-level
❑ Bias in Primary and
Secondary Sources,
TE p. 356
ELPS
All Students
❑ from Life of
Charlemagne
English Learners
❑ Formulating Historical
Questions, TE p. 354
IDRS
❑ Guided Reading, p. 92
RSG (Spanish)
❑ Section 1, p. 119
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
❑ TAKING NOTES: Following Chronological Order, ❑ More About Charlemagne’s Palace, TE p. 357
PE p. 353
❑ History Makers: Charlemagne, Unit 3 IDR, p. 81
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 357
❑ Section Quiz, FA, p. 200
❑ Test Generator CD-ROM
❑ Integrated Assessment
❑ Reteaching Activity, Unit 3 IDR, p. 85
92 CHAPTER 13, SECTION 1
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Geography Transparency:
GT13, The Empire of Charlemagne, 814
❑ World Art and Cultures Transparency:
AT28, Tomb of Charlemagne
Test-Taking Practice
❑ Test Practice Transparencies, TT46
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
13
CHAPTER Section 2 Lesson Plan
Feudalism in Europe
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Describe the effects of new invasions on western
Europe.
Explain the structure of feudalism and the role of
the manor system.
Struggling Readers
❑ “Interviewing” a
Member of Feudal
Society, TE p. 362
IDR Unit 3
❑ Guided Reading, p. 67
❑ Building Vocabulary,
p. 70
❑ Reteaching Activity,
p. 86
Reading Study Guide
❑ Section 2, p. 121
❑ RSG Audio CD
On-level
IDR Unit 3
SECTION CONTENT OBJECTIVES
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 67
❑ History Makers: Leif
Ericson, p. 82
World Art and Cultures
Transparencies
❑ AT29, Oseberg long
boat
FOCUS AND MOTIVATE
Above-level
❑ Researching Legends
and Facts About Leif
Ericson, TE p. 359
IDR Unit 3
❑ Primary Source: The
Duties of Lords and
Vassals, p. 74
❑ Literature: from Piers
Plowman, p. 78
ELPS
❑ from the Assizes of
Romania
TENNESSEE PLANNER
Process Standards
P1, P2, P3, P8, P10, P14, P15, P20, P22, P32, P33, P36, P37
Learning Expectations
1.1, 1.3, 2.1, 3.1, 3.2, 4.1, 4.2, 5.1, 5.5, 5.6, 5.8, 5.10, 6.1, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.3.1.a., 1.3.2.a., 2.1.2.a., 3.1.2.a., 3.1.3.a.,
3.2.1.a., 3.2.2.a., 3.2.3.a., 4.1.1.a., 4.1.2.a., 4.1.3.a., 4.2.1.a.,
4.2.2.a., 5.1.1.d, 5.5.1.a., 5.5.2.a., 5.6.1.a., 5.8.1.a., 6.1.3.a.,
6.1.3.b., 6.2.1.a., 6.2.2.a.
❑ Discuss MAIN IDEA: Feudalism, a political and economic system based on land-holding and protective
alliances, emerges in Europe.
❑ Discuss WHY IT MATTERS NOW: The rights and duties of feudal relationships helped shape today’s forms
of representative government.
English Learners
❑ Distinguishing Words
That Sound Alike,
TE p. 360
IDRS
❑ Guided Reading, p. 93
RSG (Spanish)
❑ Section 2, p. 121
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
EUROPEAN MIDDLE AGES 93
Unit 3

Unit 3
94 CHAPTER 13, SECTION 2
All Students
❑ TAKING NOTES: Analyzing Causes and Recognizing Effects, PE p. 358
❑ More About The Viking Reputation, TE p. 359; A Vassal’s Oath to His Lord, TE p. 360; Feudalism, TE p. 361
❑ History Makers: Leif Ericson, Unit 3 IDR, p. 82
❑ Critical Thinking Transparency: CT13, The Development of Feudalism
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 2
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 363
❑ Section Quiz, FA, p. 201
❑ Test Generator CD-ROM
❑ Integrated Assessment
❑ Reteaching Activity, Unit 3 IDR, p. 86
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Literature: from Piers Plowman,
Unit 3 IDR, p. 78
❑ World Art and Cultures Transparency:
AT29, Oseberg long boat
Analyzing Key Concepts
❑ Feudalism, PE p. 361
Test-Taking Practice
❑ Test Practice Transparencies, TT47
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
13
CHAPTER Section 3 Lesson Plan
The Age of Chivalry
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Explain the technology, standards, and training of
knights.
Analyze how medieval literature depicts chivalry,
knighthood, and women.
Summarize the roles and status of medieval
women.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: The code of chivalry for knights glorified both combat and romantic love.
❑ Discuss WHY IT MATTERS NOW: The code of chivalry has shaped modern ideas of romance in
Western cultures.
Struggling Readers
❑ Creating a Modern
Code of Chivalry,
TE p. 365
IDR Unit 3
❑ Guided Reading, p. 68
❑ Building Vocabulary,
p. 70
❑ Skillbuilder Practice,
p. 71
❑ Reteaching Activity,
p. 87
Reading Study Guide
❑ Section 3, p. 123
❑ RSG Audio CD
On-level
DIFFERENTIATING INSTRUCTION
❑ Skillbuilder Practice:
Comparing and
Contrasting, TE p. 368
IDR Unit 3
❑ Guided Reading, p. 68
❑ Skillbuilder Practice,
p. 71
Above-level
❑ Understanding Epic
Poetry, TE p. 367
IDR Unit 3
❑ Primary Source: from
The Art of Courtly
Love, p. 75
❑ Literature: from The
Song of Roland, p. 80
❑ Connections Across
Time and Cultures, p. 83
❑ Science &
Technology: Hand
Weapons, p. 84
ELPS
❑ from The Art of
Courtly Love
TENNESSEE PLANNER
Process Standards
P1, P2, P7, P9, P10, P11, P12, P20, P26, P32, P36, P37
Learning Expectations
1.1, 1.2, 1.3, 2.2, 5.5, 5.8, 5.9, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 1.3.1.a., 1.3.2.a.,
2.2.1.a., 5.5.1.a., 5.5.2.a., 5.8.1.a., 5.9.1.a., 5.9.3.a., 5.10.1.b,
5.10.2.c, 5.10.3.a., 5.10.3.b, 6.2.1.a., 6.2.2.a.
English Learners
IDRS
❑ Guided Reading, p. 94
❑ Skillbuilder Practice,
p. 96
RSG (Spanish)
❑ Section 3, p. 123
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
EUROPEAN MIDDLE AGES 95
Unit 3

Unit 3
96 CHAPTER 13, SECTION 3
All Students
❑ TAKING NOTES: Summarizing, PE p. 364 ❑ More About Medieval Women Warriors,
TE p. 369
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 3
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 369
❑ Section Quiz, FA, p. 202
❑ Test Generator CD-ROM
❑ Integrated Assessment
❑ Reteaching Activity, Unit 3 IDR, p. 87
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Analyzing Art: Chivalry, PE p. 365
❑ Science & Technology: Castles and Siege
Weapons, PE p. 366
❑ Literature: from The Song of Roland,
Unit 3 IDR, p. 80
Analyzing Primary Sources
❑ Daily Life of a Noblewoman; Daily Life of a
Peasant Woman, PE p. 368
Test-Taking Practice
❑ Test Practice Transparencies, TT48
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.

Copyright © McDougal Littell, a division of Houghton Mifflin Company.
Name Date
13
CHAPTER Section 4 Lesson Plan
The Power of the Church
PE = Pupil’s Edition IDRS = IDR in Spanish
TE = Teacher’s Edition RSG = Reading Study Guide
IDR = In-Depth Resources ELPS = Electronic Library of Primary Sources
Students will
Describe the Church’s structure, power, and
influence.
List events in the power struggle between popes
and German emperors.
Explain why Germany’s feudal states did not unify
during the Middle Ages.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Discuss MAIN IDEA: Church leaders and political leaders competed for power and authority.
❑ Discuss WHY IT MATTERS NOW: Today, many religious leaders still voice their opinions on political issues.
Struggling Readers
IDR Unit 3
❑ Guided Reading, p. 69
❑ Building Vocabulary,
p. 70
❑ Reteaching Activity,
p. 88
Reading Study Guide
❑ Section 4, p. 125
❑ RSG Audio CD
On-level
IDR Unit 3
DIFFERENTIATING INSTRUCTION
❑ Guided Reading, p. 69
❑ Geography
Application: Feudal
Europe’s Religious
Influences, p. 72
Critical Thinking
Transparencies
❑ CT49, Chapter 13
Visual Summary
Above-level
❑ Researching Henry IV
and Pope Gregory VII,
TE p. 372
IDR Unit 3
❑ Primary Source:
letters of Gregory VII
and Henry IV, p. 76
ELPS
❑ from Letters
Concerning
the Investiture
Controversy
TENNESSEE PLANNER
Process Standards
P1, P2, P10, P20, P32, P33, P37
Learning Expectations
1.1, 3.1, 3.2, 5.5, 5.8, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a.,
5.5.1.a., 5.5.2.a., 5.8.1.a., 6.2.1.a., 6.2.2.a.
English Learners
❑ Mapping the
Influence of
Christianity, TE p. 371
IDRS
❑ Guided Reading, p. 95
❑ Geography
Application, p. 97
RSG (Spanish)
❑ Section 4, p. 125
❑ RSG Audio CD
Modified Lesson Plans
for English Learners
Multi-Language
Glossary
EUROPEAN MIDDLE AGES 97
Unit 3

Unit 3
Struggling Readers
❑ Test Form A,
FA pp. 204–207
98 CHAPTER 13, SECTION 4
On-level
❑ Test Form B,
FA pp. 208–211
All Students
❑ TAKING NOTES: Following Chronological Order, ❑ Critical Thinking Transparency:
PE p. 370 CT49, Chapter 13 Visual Summary
❑ More About Otto the Great, TE p. 371
Integrate Technology
❑ Visual Summary Transparency, CT49
❑ Power Presentations: Lecture Notes, Section 4
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Content Assessment
❑ Section Assessment, PE, p. 373
❑ Section Quiz, FA, p. 203
❑ Test Generator CD-ROM
❑ Integrated Assessment
❑ Reteaching Activity, Unit 3 IDR, p. 88
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Geography Application: Feudal Europe’s
Religious Influences, Unit 3 IDR, p. 72
Test-Taking Practice
❑ Test Practice Transparencies, TT49
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Above-level
❑ Test Form C,
FA pp. 212–215
English Learners
❑ Test Form A,
FA pp. 204–207
❑ Form A (Spanish),
classzone.com
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Name Date
14
CHAPTER Section 1 Lesson Plan
Church Reform and the Crusades
INTRODUCE THE CHAPTER
CHAPTER OBJECTIVE: Trace the events that led to the development of
Western Europe.
❑ Previewing Main Ideas, PE/TE p. 376
❑ Time Line Discussion, TE p. 376
❑ Interpreting the Map, TE p. 377
Students will
Explain the spiritual revival and Church reforms
that began in the 11th century.
Describe the Gothic cathedrals of the 12th century.
Summarize the causes of the Crusades and analyze
the effects of the Crusades.
SECTION CONTENT OBJECTIVES
FOCUS AND MOTIVATE
❑ Voices from the Past Audio CD: Joan of Arc—The Teenager Who Saved France
❑ Interact with History, PE/TE p. 378
PE = Pupil’s Edition
TE = Teacher’s Edition
IDR = In-Depth Resources
IDRS = IDR in Spanish
RSG = Reading Study Guide
ELPS = Electronic Library of
Primary Sources
TENNESSEE PLANNER
Process Standards
P1, P2, P5, P6, P7, P8, P10, P11, P12, P13, P16, P20, P21, P32,
P33, P37
Learning Expectations
1.1, 1.2, 1.3, 2.2, 3.1, 3.2, 5.1, 5.5, 5.7, 5.8, 5.9, 5.10, 6.2
Performance Indicators
1.1.1.a., 1.1.3.a., 1.2.1.a., 1.2.2.a., 1.2.3.a., 1.3.1.a., 1.3.2.a.,
2.2.1.a., 3.1.2.a., 3.1.3.a., 3.2.1.a., 3.2.2.a., 3.2.3.a., 5.1.1.d,
5.5.1.a., 5.5.2.a., 5.7.1.a., 5.7.2.a., 5.7.3.a., 5.8.1.a., 5.9.1.a.,
5.9.3.a., 5.10.1.b., 6.2.1.a., 6.2.2.a.
❑ Discuss MAIN IDEA: The Catholic Church underwent reform and launched Crusades against Muslims.
❑ Discuss WHY IT MATTERS NOW : The Crusades left a legacy of distrust between Christians and Muslims
that continues to the present.
THE FORMATION OF WESTERN EUROPE 99
Unit 3

Unit 3
Struggling Readers
❑ Tracing the Sequence
of the Crusades,
TE p. 382
IDR Unit 3
❑ Guided Reading, p. 89
❑ Building Vocabulary,
p. 93
❑ Geography
Application, p. 95
❑ Reteaching Activity,
p. 107
Reading Study Guide
❑ Section 1, p. 129
On-level
DIFFERENTIATING INSTRUCTION
❑ Cooperative Learning:
Diary Entries of
Women During the
Crusades, TE p. 383
IDR Unit 3
❑ Guided Reading, p. 89
❑ Geography
Application: The
Reconquista, p. 95
Above-level
❑ Gothic Cathedrals
Past and Present,
TE p. 381
IDR Unit 3
❑ Primary Sources:
Massacre at Acre,
p. 97
ELPS
All Students
❑ “The Fall of
Constantinople”
English Learners
❑ Forming Adjectives
from Nouns, TE p. 380
IDRS
❑ Guided Reading, p. 99
❑ Geography
Application, p. 104
RSG (Spanish)
❑ Section 1, p. 129
❑ RSG Audio CD
❑ Modified Lesson
Plans for English
Learners
❑ TAKING NOTES: Following Chronological Order, ❑ More About Hildegard of Bingen, TE p. 380;
PE p. 379 The Crusaders, TE p. 382; William of Tyre, TE p. 386
❑ History In-Depth: Gothic Architecture, PE p. 381
Integrate Technology
❑ Power Presentations: Lecture Notes, Section 1
❑ EasyPlanner Plus CD-ROM
❑ Electronic Library of Primary Sources
Different Perspectives
❑ The Crusades, PE p. 386
Content Assessment
❑ Section Assessment, PE, p. 385
❑ Section Quiz, FA, p. 216
❑ Test Generator CD-ROM
❑ Reteaching Activity, Unit 3 IDR, p. 107
100 CHAPTER 14, SECTION 1
REVIEW AND ENRICH
ASSESS
RETEACH
Cross-Curricular Connections
❑ Connections to Art: The Crusades on Canvas,
TE p. 384
❑ Geography Application: The Reconquista,
Unit 3 IDR, p. 95
❑ World Art and Cultures Transparencies
AT30, AT31
Test-Taking Practice
❑ Test Practice Transparencies, TT50
❑ Strategies for Test Preparation Book
❑ Online Test Practice: classzone.com
Copyright © McDougal Littell, a division of Houghton Mifflin Company.