East Asia, Australia, and the Pacific Rim - McDougal Littell -€¦ · · 2003-01-09East Asia,...
Transcript of East Asia, Australia, and the Pacific Rim - McDougal Littell -€¦ · · 2003-01-09East Asia,...
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East Asia, Australia, and the Pacific Islands
Section 1 (pages 273–277)8 Daily Lesson PlansDaily Lesson Plans8
East Asia, Australia, and the Pacific Rim
Unit Atlas; Data File (pages 662–671)
171
ATLAS OBJECTIVES
1. Locate physical features of East Asia, Australia, and the Pacific Rim
2. Describe the vegetation of East Asia, Australia, and the Pacific Rim
3. Compare the landmass and population of this region with that of the U.S.
4. Identify political features of East Asia, Australia, and the Pacific Rim
5. Compare data on countries of East Asia, Australia,and the Pacific Rim
DATA FILE OBJECTIVE
Examine and compare data on countries of East Asia,Australia, and the Pacific Rim
Introduce the Unit
__ Before You Read ■■ TE, p. 662
__ Interpreting the Photograph: The Great Wall ■■ PE, pp. 662–663■■ TE, p. 663
__ Unit Activities: Design a Travel Poster; ■■ TE, p. 662Writing a Letter
Focus & Motivate
__ Introduce the geography of East Asia, Australia, ■■ TE, p. 664and the Pacific Rim
Instruct
__ Discuss key questions ■■ TE, pp. 664–668
__ Maps: East Asia, Australia, and the Pacific Rim: ■■ PE, pp. 664, 666Physical and Political
__ Map: Vegetation of East Asia, Australia, and ■■ PE, p. 665the Pacific Islands
__ Infographic: East Asia, Australia, and the Pacific ■■ PE, p. 665Islands—United States Landmass and Population
__ Country Profiles: Republic of Nauru, Fiji ■■ TE, pp. 665, 667
__ Map: The International Date Line ■■ PE, p. 667
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.3
PPE: 1.6, 2.6, 2.7
SSPS: 2.2, 2.3
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UNIT 8172
Lesson Plan for East Asia, Australia, and the Pacific Rim continued
Instruct continued
__ Map: Religions of East Asia, Australia, ■■ PE, p. 667and the Pacific Islands
__ More About: Pidgin English, Macao, Dreamtime, ■■ TE, pp. 665–667, 669–671Population Studies, Polynesians, Birthrates
Interdisciplinary Links
__ History ■■ TE, p. 666
__ Mathematics ■■ TE, pp. 668, 669, 670
Differentiating Instruction
__ Gifted and Talented Students ■■ TE, p. 671
Block Scheduling Options
__ Interdisciplinary Link: Mathematics ■■ TE, p. 664
Homework Assignments Other Teaching Materials
RESOURCES
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East Asia, Australia, and the Pacific Islands: Land and History
Section 1 (pages 273–277)23 Daily Lesson PlansDaily Lesson Plans23
Physical Geography
Section 1 (pages 672–680)
173
FOCUS ON GEOGRAPHY OBJECTIVES• To discuss the relationship—or lack of relationship—
between land area and population• To identify factors that contribute to a large
population
SECTION 1 OBJECTIVES
1. To identify the lands of the region and describe the physical geography of China
2. To describe the physical geography of Japan and the Koreas
3. To identify the physical features of Australia, New Zealand, and the Pacific Islands
Introduce the Chapter
__ Interpreting the Photograph: Ayers Rock ■■ PE, pp. 672–673
__ Critical Thinking Activity: Comparing ■■ TE, p. 672
__ Focus on Geography ■■ PE, p. 673
__ Making Geographic Connections ■■ TE, p. 673
__ Reading Social Studies: Reading Strategy— ■■ PE, p. 674Comparing and Contrasting
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 675and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 675
Instruct
__ Read the section ■■ PE, pp. 675–680■■ Unit 8 In-Depth Resources: Guided Reading, p. 3
__ Discuss key questions ■■ TE, pp. 675, 677, 679
__ Map: Physical Features of East Asia ■■ PE, p. 676
__ Map: The Ring of Fire ■■ PE, p. 678
__ Map: Physical Features of Australia ■■ PE, p. 679
__ Focus on Visuals: Interpreting the Map ■■ TE, p. 679
__ More About: China’s Sorrow, The Taklimakan, ■■ TE, pp. 677, 678Mount Fuji
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.1, 1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 8 CHAPTER 23174
Lesson Plan for Physical Geography continued
Instruct continued
__ Critical Thinking Activity: Distinguishing Fact ■■ TE, p. 680from Opinion
Interdisciplinary Links
__ Language Arts/Geography ■■ TE, p. 677
__ Art/Science ■■ TE, p. 679
Differentiating Instruction
__ Less Proficient Readers: Identifying Main Ideas ■■ TE, p. 676and Details ■■ Reading Study Guide, pp. 206–207
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 203, 208■■ Spanish Reading Study Guide, pp. 206–207
__ Multiple Learning Styles: Visual/Logical ■■ TE, p. 678
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 1 Quiz
__ The World’s Music CD ■■ Track 17: “Tashi Tsigchey”;Track 18: “A Single Bamboo Can Easily Bend”;Track 19: “Nimba”; Track 20: “Wakana”;Track 21: “Sunrise Call”;Track 23: “Garinga Naami”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 1 Assessment ■■ PE, p. 680
__ Section 1 Quiz ■■ Formal Assessment, p. 348
__ Reteaching Activity ■■ TE, p. 680■■ Unit 8 In-Depth Resources, p. 10
Block Scheduling Options
__ Interdisciplinary Link: Language Arts/Geography ■■ TE, p. 677
Homework Assignments Other Teaching Materials
RESOURCES
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East Asia, Australia, and the Pacific Islands: Land and History
Section 1 (pages 273–277)23 Daily Lesson PlansDaily Lesson Plans23
Ancient China
Section 2 (pages 681–689)
175
SECTION 2 OBJECTIVES
1. To describe the origins of Chinese civilization and identify the dynasties that ruled China forthousands of years
2. To describe contributions of the ancient Chinese in the areas of religion, philosophy, arts, and technology
3. To identify the technological achievements made in ancient China
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 681and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 681
Instruct
__ Read the section ■■ PE, pp. 681–689■■ Unit 8 In-Depth Resources: Guided Reading, p. 4
__ Discuss key questions ■■ TE, pp. 681, 683, 684, 688
__ Chart: The Dynasties of China ■■ PE, p. 682
__ Strange but True: The Tomb of Shih Huang-ti ■■ PE, p. 682
__ A Voice from China ■■ TE, p. 683
__ Connections to Technology: Gunpowder ■■ PE, p. 684
__ Skillbuilder Mini-Lesson: Distinguishing Fact ■■ TE, p. 683from Opinion
__ Map: The Route of the Ancient Silk Road ■■ TE, p. 685
__ More About: Confucian Ideas, The Silk Road, ■■ TE, pp. 683, 685, 688, 689“War Wounds,” Historical Accounts
__ The World’s Heritage: The Longest Wall ■■ PE, p. 686
__ Literature Connections: “War Wounds” from Echoes ■■ PE, pp. 688–689of the White Giraffe by Sook Nyul Choi
__ Skillbuilder: Creating a Database ■■ PE, p. 687■■ Unit 8 In-Depth Resources: Skillbuilder Practice, p. 8
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.3,2.4, 2.5, 2.6, 2.7
PAG: 1.4, 1.9, 2.6
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 8 CHAPTER 23176
Lesson Plan for Ancient China continued
Interdisciplinary Links
__ Literature/Language Arts ■■ TE, p. 684
__ Geography/Writing ■■ TE, p. 685
Differentiating Instruction
__ Less Proficient Readers: Creating a Time Line; ■■ TE, pp. 682, 688Building Language Skills ■■ Reading Study Guide, pp. 208–209
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 204, 209■■ Spanish Reading Study Guide, pp. 208–209
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 2 Quiz
__ The World’s Music CD ■■ Track 17: “Tashi Tsigchey”;Track 18: “A Single Bamboo Can Easily Bend”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 2 Assessment ■■ PE, p. 686
__ Section 2 Quiz ■■ Formal Assessment, p. 349
__ Reteaching Activity ■■ TE, p. 686■■ Unit 8 In-Depth Resources, p. 11
Block Scheduling Options
__ Career Connection: Anthropologist ■■ TE, p. 687
Homework Assignments Other Teaching Materials
RESOURCES
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East Asia, Australia, and the Pacific Islands: Land and History
Section 1 (pages 273–277)23 Daily Lesson PlansDaily Lesson Plans23
Ancient Japan
Section 3 (pages 690–694)
177
SECTION 3 OBJECTIVES
1. To describe early Japan and the significant Chineseand Korean influences on its later development
2. To explain the development of the feudal system and Japan’s decision to isolate itself
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 690and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 690
Instruct
__ Read the section ■■ PE, pp. 690–694■■ Unit 8 In-Depth Resources:Guided Reading, p. 5
__ Discuss key questions ■■ TE, pp. 690, 692
__ Dateline: The Coast of Japan ■■ PE, p. 690
__ Citizenship in Action: Tokyo National ■■ PE, p. 691Research Institute
__ Spotlight on Culture: Fire Protection ■■ PE, p. 693
__ Focus on Visuals: Interpreting the Photograph ■■ PE, p. 694
__ More About: State Shinto, Lady Murasaki, ■■ TE, pp. 691–693 Functions of Temples
__ Technology: 2009 Three Gorges Dam ■■ PE, pp. 695–696
Interdisciplinary Links
__ Humanities ■■ TE, p. 691
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 210–211
__ Gifted and Talented Students: Imagining ■■ TE, p. 693Samurai Life
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 205, 210■■ Spanish Reading Study Guide, pp. 210–211
__ Multiple Learning Styles: Visual ■■ TE, p. 692
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.4, 2.1, 2.2, 2.4
PPE: 1.1, 1.2, 1.3, 1.5, 1.6, 1.7, 1.8, 2.3,2.4, 2.5
PAG: 1.1, 1.2, 1.3, 1.4, 1.6, 1.7, 1.9, 1.8,2.1, 2.3
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 8 CHAPTER 23178
Lesson Plan for Ancient Japan continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 3 Quiz■■ Chapter Tests
__ The World’s Music CD ■■ Track 17: “Tashi Tsigchey”;Track 18: “A Single Bamboo Can Easily Bend”;Track 19: “Nimba”; Track 20: “Wakana”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 3 Assessment ■■ PE, p. 694
__ Section 3 Quiz ■■ Formal Assessment, p. 350
__ Reteaching Activity ■■ TE, p. 694■■ Unit 8 In-Depth Resources, p. 12
__ Chapter 23 Assessment ■■ PE, pp. 696–697
__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 351–362
Block Scheduling Options
__ Multiple Learning Styles: Visual ■■ TE, p. 692
Homework Assignments Other Teaching Materials
RESOURCES
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China and its Neighbors
Section 1 (pages 273–277)24 Daily Lesson PlansDaily Lesson Plans24
Establishing Modern China
Section 1 (pages 698–705)
179
FOCUS ON GEOGRAPHY OBJECTIVES• To help students identify the relationship between
cultural movement and the development of a region• To identify and discuss the benefits and conflicts that
might arise from cultural exchange
SECTION 1 OBJECTIVES
1. To define social studies and identify the five fields of learning that it draws from
2. To identify the impact of geography andgovernment on people
3. To explain economics and related terms4. To define culture and culture traits
Introduce the Chapter
__ Interpreting the Photograph: Shanghai ■■ PE, pp. 698–705
__ Critical Thinking Activity: Recognizing Effects ■■ TE, p. 698
__ Focus on Geography ■■ PE, p. 699
__ Making Geographic Connections ■■ TE, p. 699
__ Reading Social Studies: Reading Strategy— ■■ PE, p. 700Making Predictions
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 701and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 701
Instruct
__ Read the section ■■ PE, pp. 701–705■■ Unit 8 In-Depth Resources: Guided Reading, p. 13
__ Discuss key questions ■■ TE, pp. 701, 703
__ Dateline: Beijing, China ■■ PE, p. 701
__ Biography: Sun Yat-sen ■■ PE, p. 703
__ Map: The Long March ■■ PE, p. 704
__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 705
__ More About: Opium, Boxers, The Long March, ■■ TE, pp. 703, 704Mao Zedong, The Cultural Revolution
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.1, 1.6, 2.3, 2.4, 2.5, 2.6, 2.7
PAG: 2.4, 2.6
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 8 CHAPTER 24180
Lesson Plan for Establishing Modern China continued
Instruct continued
__ Critical Thinking Activity: Clarifyin ■■ TE, p. 702
__ Interdisciplinary Challenge: Visit the Forbidden City ■■ PE, pp. 706–707
Differentiating Instruction
__ Less Proficient Readers: Finding Causes ■■ TE, p. 703■■ Reading Study Guide, pp. 214–215
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 211, 218■■ Spanish Reading Study Guide, pp. 214–215
__ Multiple Learning Styles: Interpersonal ■■ TE, p. 704
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 1 Quiz
__ The World’s Music CD ■■ Track 18: “A Single Bamboo Can Easily Bend”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 1 Assessment ■■ PE, p. 705
__ Section 1 Quiz ■■ Formal Assessment, p. 363
__ Reteaching Activity ■■ TE, p. 705■■ Unit 8 In-Depth Resources, p. 22
Block Scheduling Options
__ Multiple Learning Styles: Interpersonal ■■ TE, p. 704
Homework Assignments Other Teaching Materials
RESOURCES
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China and its Neighbors
Section 1 (pages 273–277)24 Daily Lesson PlansDaily Lesson Plans24
The Governments of East Asia
Section 2 (pages 708–711)
181
SECTION 2 OBJECTIVES
1. To describe China’s current government2. To explain the struggle to attain human rights3. To describe the governments of China’s
neighbors in East Asia
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 708and Terms & Names
__ Warm-Up: Drawing Conclusions ■■ TE, p. 708
Instruct
__ Read the section ■■ PE, pp. 708–711■■ Unit 8 In-Depth Resources: Guided Reading, p. 14
__ Discuss key questions ■■ TE, pp. 708–710
__ Dateline: South Korea ■■ PE, p. 708
__ Map: North and South Korea, 2001 ■■ PE, p. 710
__ Critical Thinking Activity: Analyzing Motives ■■ TE, p. 709
__ More About: Tiananmen Square ■■ TE, p. 709
__ Critical Thinking Activity: Clarifying ■■ TE, p. 710
Interdisciplinary Links
__ Civics ■■ TE, p. 709
__ Language Arts ■■ TE, p. 710
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 216–217
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 212, 219■■ Spanish Reading Study Guide, pp. 216–217
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.6, 2.5, 2.6, 2.7
PAG: 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 8 CHAPTER 24182
Lesson Plan for The Governments of East Asia continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 2 Quiz
__ The World’s Music CD ■■ Track 17: “Tashi Tsigchey”;Track 18: “A Single Bamboo Can Easily Bend”;Track 19: “Nimba”;Track 20: “Wakana”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 2 Assessment ■■ PE, p. 711
__ Section 2 Quiz ■■ Formal Assessment, p. 364
__ Reteaching Activity ■■ TE, p. 711■■ Unit 8 In-Depth Resources, p. 23
Block Scheduling Options
__ Interdisciplinary Link: Language Arts ■■ TE, p. 710
Homework Assignments Other Teaching Materials
RESOURCES
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China and its Neighbors
Section 1 (pages 273–277)24 Daily Lesson PlansDaily Lesson Plans24
The Economies of East Asia
Section 3 (pages 712–715)
183
SECTION 3 OBJECTIVES
1. To describe the effects of communism on China’s economy
2. To identify the types of economies that exist in other East Asian nations
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 712and Terms & Names
__ Warm-Up: Drawing Conclusions ■■ TE, p. 712
Instruct
__ Read the section ■■ PE, pp. 712–715■■ Unit 8 In-Depth Resources: Guided Reading, p. 15
__ Discuss key questions ■■ TE, pp. 712, 714
__ Dateline: Azerbaijan ■■ PE, p. 712
__ Focus on Visuals: Interpreting the Photograph ■■ TE, p. 713
__ Map: Industry in East Asia, 2000 ■■ PE, p. 715
__ Critical Thinking Activity: Clarifying ■■ TE, p. 713
__ More About: Hong Kong ■■ TE, p. 713
__ Critical Thinking Activity: Drawing Conclusions ■■ TE, p. 714
Differentiating Instruction
__ Less Proficient Readers: Finding Main Ideas ■■ TE, p. 714■■ Reading Study Guide, pp. 218–219
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 213, 220■■ Spanish Reading Study Guide, pp. 218–219
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 3 Quiz
__ The World’s Music CD ■■ Track 17: “Tashi Tsigchey”;Track 18: “A Single Bamboo Can Easily Bend”;Track 19: “Nimba”;Track 20: “Wakana”
__ Using the Internet ■■ classzone.com
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.6, 2.5, 2.6, 2.7
PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
PAG: 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 8 CHAPTER 24184
Lesson Plan for The Economies of East Asia continued
Assess & Reteach
__ Section 3 Assessment ■■ PE, p. 715
__ Section 3 Quiz ■■ Formal Assessment, p. 365
__ Reteaching Activity ■■ TE, p. 715■■ Unit 8 In-Depth Resources, p. 24
Block Scheduling Options
__ Skillbuilder Mini-Lesson: Creating a Database ■■ TE, p. 713
Homework Assignments Other Teaching Materials
RESOURCES
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China and its Neighbors
Section 1 (pages 273–277)24 Daily Lesson PlansDaily Lesson Plans24
The Cultures of East Asia
Section 4 (pages 716–721)
185
SECTION 4 OBJECTIVES
1. To examine the effects of cultural exchange in East Asia
2. To describe current and traditional arts3. To identify the effects of communism on the
culture and the people
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 716and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 716
Instruct
__ Read the section ■■ PE, pp. 716–721■■ Unit 8 In-Depth Resources: Guided Reading, p. 16
__ Discuss key questions ■■ TE, pp. 716, 720
__ Dateline: China ■■ PE, p. 716
__ Map: Cultural Exchange with East Asia ■■ PE, p. 718Throughout History
__ Infographic: Bunraku Puppetry ■■ PE, p. 719
__ Spotlight on Culture: The Martial Arts ■■ PE, p. 720
__ Critical Thinking Activity: Summarizing ■■ TE, p. 717
__ More About: Buddhism, Haiku, Bunraku ■■ TE, pp. 717, 719
__ Critical Thinking Activity: Drawing Conclusions ■■ TE, p. 719
Interdisciplinary Links
__ Language Arts ■■ TE, p. 720
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 220–221
__ Gifted and Talented Students: Interpreting the ■■ TE, p. 717Sayings of Confucius
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 214, 221■■ Spanish Reading Study Guide, pp. 220–221
__ Multiple Learning Styles: Logical; Visual ■■ TE, pp. 718, 719
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.2, 1.3, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7
PAG: 1.4, 1.9, 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 8 CHAPTER 24186
Lesson Plan for The Cultures of East Asia continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 4 Quiz
__ The World’s Music CD ■■ Track 17: “Tashi Tsigchey”;Track 18: “A Single Bamboo Can Easily Bend”;Track 19: “Nimba”;Track 20: “Wakana”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 4 Assessment ■■ PE, p. 721
__ Section 4 Quiz ■■ Formal Assessment, p. 366
__ Reteaching Activity ■■ TE, p. 721■■ Unit 8 In-Depth Resources, p. 25
Block Scheduling Options
__ Interdisciplinary Link: Language Arts ■■ TE, p. 720
Homework Assignments Other Teaching Materials
RESOURCES
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China and its Neighbors
Section 1 (pages 273–277)24 Daily Lesson PlansDaily Lesson Plans24
Establishing Modern Japan
Section 5 (pages 722–727)
187
SECTION 5 OBJECTIVES
1. To describe changes in Japan during the past century
2. To explain the rebuilding of Japan’s economy after World War II
3. To identify unique aspects of Japanese culture
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 722and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 722
Instruct
__ Read the section ■■ PE, pp. 722–727■■ Unit 8 In-Depth Resources: Guided Reading, p. 17
__ Discuss key questions ■■ TE, pp. 722, 724, 725
__ Dateline: Japan ■■ PE, p. 722
__ Map: Population Density of Japan, 2001 ■■ TE, p. 725
__ Critical Thinking Activity: Hypothesizing ■■ TE, p. 724
__ More About: Samurai Warriors, Pearl Harbor, ■■ TE, pp. 723–726Hiroshima, Women in Japan, The Ainu People, Bonsai
__ Critical Thinking Activity: Forming and ■■ TE, p. 725Supporting Opinions
__ Skillbuilder: Reading a Population Density Map ■■ PE, p. 727■■ Unit 8 In-Depth Resources: Skillbuilder Practice, p. 20
Interdisciplinary Links
__ History ■■ TE, p. 723
Differentiating Instruction
__ Less Proficient Readers: Finding Main Ideas ■■ TE, p. 724■■ Reading Study Guide, pp. 222–223
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, p. 215, 222■■ Spanish Reading Study Guide, pp. 222–223
__ Multiple Learning Styles: Visual/Tactile ■■ TE, p. 725
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.4
PPE: 1.6, 2.5, 2.6, 2.7
PAG: 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 8 CHAPTER 24188
Lesson Plan for Establishing Modern Japan continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 5 Quiz■■ Chapter Tests
__ The World’s Music CD ■■ Track 19: “Nimba”;Track 20: “Wakana”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 5 Assessment ■■ PE, p. 726
__ Section 5 Quiz ■■ Formal Assessment, p. 367
__ Reteaching Activity ■■ TE, p. 726■■ Unit 8 In-Depth Resources, p. 26
__ Chapter 24 Assessment ■■ PE, pp. 728–729
__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 368–379
Block Scheduling Options
__ Career Connection: Census Researcher ■■ TE, p. 727
Homework Assignments Other Teaching Materials
RESOURCES
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Australia, New Zealand, and the Pacific Islands
Section 1 (pages 273–277)25 Daily Lesson PlansDaily Lesson Plans25
History and Governments
Section 1 (pages 730–736)
189
FOCUS ON GEOGRAPHY OBJECTIVES• To identify how geography affected the settlement
patterns of Australia and the Pacific Islands• To explain the effects that settlement had on the
environments of Australia and the Pacific Islands
SECTION 1 OBJECTIVES
1. To describe the history and first inhabitants of the region
2. To explain the European settlement of the region3. To describe the governments of the region
Introduce the Chapter
__ Interpreting the Photograph: Wellington, ■■ PE, pp. 730–731New Zealand
__ Critical Thinking Activity: Making Inferences ■■ TE, p. 730
__ Focus on Geography ■■ PE, p. 731
__ Making Geographic Connections ■■ TE, p. 731
__ Reading Social Studies: Reading Strategy— ■■ PE, p. 732Making Inferences
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 733and Terms & Names
__ Warm-Up: Drawing Conclusions ■■ TE, p. 733
Instruct
__ Read the section ■■ PE, pp. 733–736■■ Unit 8 In-Depth Resources: Guided Reading, p. 27
__ Discuss key questions ■■ TE, pp. 733, 734, 736
__ Dateline: New Zealand ■■ PE, p. 733
__ Spotlight on Culture: Maori Carvings ■■ PE, p. 734
__ Map: The Island Groups of the Pacific ■■ PE, p. 735
__ Strange but True: Mysterious Stone Statues ■■ PE, p. 735
__ Critical Thinking Activity: Drawing Conclusions ■■ TE, p. 734
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.1, 1.2, 1.3, 1.5, 1.6, 1.8, 2.4, 2.5,2.6, 2.7
PAG: 1.4, 1.9, 2.4
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 8 CHAPTER 25190
Lesson Plan for History and Governments continued
Instruct continued
__ Critical Thinking Activity: Contrasting ■■ TE, p. 736
Differentiating Instruction
__ Less Proficient Readers: Categorizing ■■ TE, p. 734■■ Reading Study Guide, pp. 226–227
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 223, 227■■ Spanish Reading Study Guide, pp. 226–227
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 1 Quiz
__ The World’s Music CD ■■ Track 21: “Sunrise Call”;Track 23: “Garinga Naami”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 1 Assessment ■■ PE, p. 736
__ Section 1 Quiz ■■ Formal Assessment, p. 380
__ Reteaching Activity ■■ TE, p. 736■■ Unit 8 In-Depth Resources, p. 33
Block Scheduling Options
__ Skillbuilder Mini-Lesson: Reading a Population ■■ TE, p. 735Distribution Map
Homework Assignments Other Teaching Materials
RESOURCES
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Australia, New Zealand, and the Pacific Islands
Section 1 (pages 273–277)25 Daily Lesson PlansDaily Lesson Plans25
Economies and Cultures
Section 2 (pages 737–741)
191
SECTION 5 OBJECTIVES
1. To describe the economies of Australia, New Zealand, and the Pacific Islands
2. To explain how modernization has affected the cultures of the region
Focus & Motivate
__ Discuss Main Idea, Why It Matters Now, ■■ PE, p. 737and Terms & Names
__ Warm-Up: Making Inferences ■■ TE, p. 737
Instruct
__ Read the section ■■ PE, pp. 737–741■■ Unit 8 In-Depth Resources: Guided Reading, p. 28
__ Discuss key questions ■■ TE, pp. 737, 739
__ Dateline: Australia ■■ PE, p. 737
__ Connections to Technology: TV in Tuvalu ■■ PE, p. 738
__ Map: Products of Australia, 2001 ■■ PE, p. 738
__ Biography: Charlie Perkins ■■ PE, p. 739
__ A Voice from Australia ■■ TE, p. 740
__ Critical Thinking Activity: Synthesizing ■■ TE, p. 739
__ More About: Immigrants to Australia ■■ TE, p. 740
__ Skillbuilder: Using Primary Sources ■■ PE, p. 741■■ Unit 8 In-Depth Resources: Skillbuilder Practice, p. 31
__ Linking Past and Present: The Legacy of East Asia, ■■ PE, pp. 742–743Australia, and the Pacific Islands
Interdisciplinary Links
__ Language Arts/Art ■■ TE, p. 738
Differentiating Instruction
__ Less Proficient Readers ■■ Reading Study Guide, pp. 228–229
__ Students Acquiring English/ESL ■■ Access for Students Acquiring English, pp. 224, 228■■ Spanish Reading Study Guide, pp. 228–229
__ Multiple Learning Styles: Visual/Logical/ ■■ TE, p. 739Mathematical
RESOURCES
Arkansas PlannerArkansas Social Studies Standards
TCC: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.4
PPE: 1.2, 1.3, 1.4, 1.5, 1.6, 1.8, 2.5, 2.6, 2.7
PDC: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8
PAG: 1.4, 1.9, 2.4, 2.6
SSPS: 1.1, 1.2, 2.1, 2.2, 2.3
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UNIT 8 CHAPTER 25192
Lesson Plan for Economies and Cultures continued
Integrate Technology
__ Electronic Teacher Tools
__ Test Generator ■■ Section 2 Quiz■■ Chapter Tests
__ The World’s Music CD ■■ Track 21: “Sunrise Call”;Track 23: “Garinga Naami”
__ Using the Internet ■■ classzone.com
Assess & Reteach
__ Section 2 Assessment ■■ PE, p. 740
__ Section 2 Quiz ■■ Formal Assessment, p. 381
__ Reteaching Activity ■■ TE, p. 740■■ Unit 8 In-Depth Resources, p. 34
__ Chapter 25 Assessment ■■ PE, pp. 744–745
__ Chapter Test, Forms A, B, and C ■■ Formal Assessment, pp. 382–393
Block Scheduling Options
__ Career Connection: Historian ■■ TE, p. 741
Homework Assignments Other Teaching Materials
RESOURCES