Indus Valley Civilization and Lesson Plan

McDougal Littell WORLD HISTORY PATTERNS OF INTERACTION North Carolina Lesson Plans Copyright © by McDougal Littell, a division of Houghton Mifflin Company. All rights reserved. Permission is hereby granted to teachers to reprint or photocopy in classroom quantities the pages or sheets in this work that carry a McDougal Littell, a division of Houghton Mifflin Company copyright notice. These pages are designed to be reproduced by teachers for use in their classes with accompanying McDougal Littell material, provided each copy made shows the copyright notice. Such copies may not be sold, and further distribution is expressly prohibited.

Except as authorized above, prior written permission must be obtained from McDougal Littell, a division of Houghton Mifflin Company to reproduce or transmit this work or portions thereof in any other form or by any other electronic or mechanical means, including any information storage or retrieval system, unless expressly permitted by federal copyright law. Address inquiries to Supervisor, Rights and Permissions, McDougal Littell, a division of Houghton Mifflin Company P. O. Box 1667, Evanston, Illinois 60204 ISBN 13: 978-0-618-97596-9 ISBN 10: 0-618-97596-9 Printed in the United States of America. 2 3 4 5 6 7 8 9—MDO—10 09 08 07 ii Contents UNIT 1 Beginnings of Civilization, 4 Million B. C. –200 B. C. Chapter 1 The Peopling of the World, Prehistory–2500 B. C. Section 1 Lesson Plan: Human Origins in Africa ................................................ 1 Section 2 Lesson Plan: Humans Try to Control Nature ..................................... 3 Section 3 Lesson Plan: Civilization Case Study: Ur in Sumer ............................ 5 Chapter 2 Early River Valley Civilizations, 3500 B. C. –450 B. C. Section 1 Lesson Plan: City-States in Mesopotamia ........................................... Section 2 Lesson Plan: Pyramids on the Nile ...................................................... 9 Section 3 Lesson Plan: Planned Cities on the Indus ......................................... 11 Section 4 Lesson Plan: River Dynasties in China.............................................. 13 Chapter 3 People and Ideas on the Move, 2000 B. C. –250 B. C. Section 1 Lesson Plan: The Indo-Europeans .................................................... 15 Section 2 Lesson Plan: Hinduism and Buddhism Develop .............................. 17 Section 3 Lesson Plan: Seafaring Traders .......................................................... 9 Section 4 Lesson Plan: The Origins of Judaism................................................. 21 Chapter 4 First Age of Empires, 1570 B. C. –200 B. C. Section 1 Lesson Plan: The Egyptian and Nubian Empires ............................. 23 Section 2 Lesson Plan: The Assyrian Empire .................................................... 25 Section 3 Lesson Plan: The Persian Empire ..................................................... 27 Section 4 Lesson Plan: The Unification of China ............................................. 29 Copyright © by McDougal Littell/Houghton Mifflin Company.

UNIT 2 New Directions in Government and Society, 2000 B. C. –A. D. 800 Chapter 5 Classical Greece, 2000 B. C. –300 B. C. Section 1 Lesson Plan: Cultures of the Mountains and the Sea ....................... 31 Section 2 Lesson Plan: Warring City-States ...................................................... 33 Section 3 Lesson Plan: Democracy and Greece’s Golden Age ......................... 35 Section 4 Lesson Plan: Alexander’s Empire ...................................................... 37 Section 5 Lesson Plan: The Spread of Hellenistic Culture............................... 9 Chapter 6 Ancient Rome and Early Christianity, 500 B. C. –A. D. 500 Section 1 Lesson Plan: The Roman Republic ................................................... 41 Section 2 Lesson Plan: The Roman Empire...................................................... 43 Section 3 Lesson Plan: The Rise of Christianity................................................ 45 Section 4 Lesson Plan: The Fall of the Roman Empire.................................... 47 Section 5 Lesson Plan: Rome and the Roots of Western Civilization .............. 49 iii Chapter 7 India and China Establish Empires, 400 B. C. –A. D. 550

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Section 1 Lesson Plan: India’s First Empires .................................................... 51 Section 2 Lesson Plan: Trade Spreads Indian Religions and Culture .............. 53 Section 3 Lesson Plan: Han Emperors in China ............................................... 55 Chapter 8 African Civilizations, 1500 B. C. –A. D. 700 Section 1 Lesson Plan: Diverse Societies in Africa ........................................... 57 Section 2 Lesson Plan: Migration Case Study: Bantu-Speaking Peoples ......... 59 Section 3 Lesson Plan: The Kingdom of Aksum ............................................... 1 Chapter 9 The Americas: A Separate World, 40,000 B. C. –A. D. 700 Section 1 Lesson Plan: The Earliest Americans ................................................ 63 Section 2 Lesson Plan: Early Mesoamerican Civilizations................................ 65 Section 3 Lesson Plan: Early Civilizations of the Andes ................................... 67 UNIT 3 An Age of Exchange and Encounter, 500–1500 Chapter 10 The Muslim World, 600–1250 Section 1 Lesson Plan: The Rise of Islam .......................................................... 69 Section 2 Lesson Plan: Islam Expands............................................................... 1 Section 3 Lesson Plan: Muslim Culture ............................................................ 73 Chapter 11 Byzantines, Russians, and Turks Interact, 500–1500 Section 1 Lesson Plan: The Byzantine Empire ................................................. 75 Section 2 Lesson Plan: The Russian Empire ..................................................... 77 Section 3 Lesson Plan: Turkish Empires Rise in Anatolia ................................ 79 Chapter 12 Empires in East Asia, 600–1350 Copyright © by McDougal Littell/Houghton Mifflin Company. Section 1 Lesson Plan: Tang and Song China.................................................... 1 Section 2 Lesson Plan: The Mongol Conquests ................................................ 83 Section 3 Lesson Plan: The Mongol Empire ..................................................... 85 Section 4 Lesson Plan: Feudal Powers in Japan ................................................ 87 Section 5 Lesson Plan: Kingdoms of Southeast Asia and Korea ....................... 89 Chapter 13 European Middle Ages, 500–1200 Section 1 Lesson Plan: Charlemagne Unites Germanic Kingdoms ................. 91 Section 2 Lesson Plan: Feudalism in Europe .................................................... 3 Section 3 Lesson Plan: The Age of Chivalry ...................................................... 95 Section 4 Lesson Plan: The Power of the Church............................................. 97 Chapter 14 The Formation of Western Europe, 800–1500 Section 1 Lesson Plan: Church Reform and the Crusades ............................... 99 Section 2 Lesson Plan: Changes in Medieval Society ..................................... 101 Section 3 Lesson Plan: England and France Develop .................................... 103 Section 4 Lesson Plan: The Hundred Years’ War and the Plague .................. 105 v Chapter 15 Societies and Empires of Africa, 800–1500 Section 1 Lesson Plan: North and Central African Societies .......................... 107 Section 2 Lesson Plan: West African Civilizations .......................................... 109 Section 3 Lesson Plan: Eastern City-States and Southern Empires .............. 111 UNIT 4 Connecting Hemispheres, 500–1800 Chapter 16 People and Empires in the Americas, 500–1500 Section 1 Lesson Plan: North American Societies .......................................... 113 Section 2 Lesson Plan: Maya Kings and Cities ............................................... 15 Section 3 Lesson Plan: The Aztecs Control Central Mexico .......................... 117 Section 4 Lesson Plan: The Inca Create a Mountain Empire ........................ 119 Chapter 17 European Renaissance and Reformation, 1300–1600 Section 1 Lesson Plan: Italy: Birthplace of the Renaissance .......................... 121 Section 2 Lesson Plan: The Northern Renaissance ........................................ 123 Section 3 Lesson Plan: Luther Leads the Reformation .................................. 125 Section 4 Lesson Plan: The Reformation Continues ...................................... 27 Chapter 18 The Muslim World Expands, 1300–1700 Section 1 Lesson Plan: The Ottomans Build a Vast Empire ........................... 129 Section 2 Lesson Plan: Cultural Blending Case Study: The Safavid Empire 131 Section 3 Lesson Plan: The Mughal Empire in India ..................................... 133 Chapter 19 An Age of Explorations and Isolation, 1400–1800 Copyright © by McDougal Littell/Houghton Mifflin Company. Section 1 Lesson Plan: Europeans Explore the East ...................................... 135 Section 2 Lesson Plan: China Limits European Contacts .............................. 37 Section 3 Lesson Plan: Japan Returns to Isolation .......................................... 139 Chapter 20 The Atlantic World, 1492–1800 Section 1 Lesson Plan: Spain Builds an American Empire ............................ 141 Section 2 Lesson Plan: European Nations Settle North America .................. 143 Section 3 Lesson Plan: The Atlantic Slave Trade ............................................ 145 Section 4 Lesson Plan: The Columbian Exchange and Global Trade ............ 147 UNIT 5 Absolutism to Revolution, 1500–1900 Chapter 21 Absolute Monarchs in Europe, 1500–1800

Section 1 Lesson Plan: Spain’s Empire and European Absolutism ................ 149 Section 2 Lesson Plan: The Reign of Louis XIV ............................................. 151 Section 3 Lesson Plan: Central European Monarchs Clash ........................... 153 Section 4 Lesson Plan: Absolute Rulers of Russia........................................... 155 Section 5 Lesson Plan: Parliament Limits the English Monarchy ................. 157 v Chapter 22 Enlightenment and Revolution, 1550–1789 Section 1 Lesson Plan: The Scientific Revolution ........................................... 59 Section 2 Lesson Plan: The Enlightenment in Europe................................... 161 Section 3 Lesson Plan: The Enlightenment Spreads ...................................... 163 Section 4 Lesson Plan: The American Revolution .......................................... 165 Chapter 23 The French Revolution and Napoleon, 1789–1815 Section 1 Lesson Plan: The French Revolution Begins .................................. 167 Section 2 Lesson Plan: Revolution Brings Reform and Terror ....................... 169 Section 3 Lesson Plan: Napoleon Forges an Empire ...................................... 71 Section 4 Lesson Plan: Napoleon’s Empire Collapses .................................... 173 Section 5 Lesson Plan: The Congress of Vienna ............................................ 175 Chapter 24 Nationalist Revolutions Sweep the West, 1789–1900 Section 1 Lesson Plan: Latin American Peoples Win Independence ............ 177 Section 2 Lesson Plan: Europe Faces Revolutions ......................................... 179 Section 3 Lesson Plan: Nationalism Case Study: Italy and Germany............. 181 Section 4 Lesson Plan: Revolutions in the Arts ............................................... 83 UNIT 6 Industrialism and the Race for Empire, 1700–1914 Chapter 25 The Industrial Revolution, 1700–1900 Section 1 Lesson Plan: The Beginnings of Industrialization........................... 185 Section 2 Lesson Plan: Industrialization Case Study: Manchester ................. 187 Section 3 Lesson Plan: Industrialization Spreads ............................................ 189 Section 4 Lesson Plan: Reforming the Industrial World ................................ 191 Chapter 26 An Age of Democracy and Progress, 1815–1914 Copyright © by McDougal Littell/Houghton Mifflin Company.

Section 1 Lesson Plan: Democratic Reform and Activism ............................. 193 Section 2 Lesson Plan: Self-Rule for British Colonies .................................... 195 Section 3 Lesson Plan: War and Expansion in the United States ................... 197 Section 4 Lesson Plan: Nineteenth-Century Progress .................................... 199 Chapter 27 The Age of Imperialism, 1850–1914 Section 1 Lesson Plan: The Scramble for Africa ............................................. 201 Section 2 Lesson Plan: Imperialism Case Study: Nigeria ............................... 03 Section 3 Lesson Plan: Europeans Claim Muslim Lands ............................... 205 Section 4 Lesson Plan: British Imperialism in India ....................................... 207 Section 5 Lesson Plan: Imperialism in Southeast Asia.................................... 209 Chapter 28 Transformations Around the Globe, 1800–1914 Section 1 Lesson Plan: China Resists Outside Influence................................ 211 Section 2 Lesson Plan: Modernization in Japan ............................................. 213 Section 3 Lesson Plan: U. S. Economic Imperialism ....................................... 15 Section 4 Lesson Plan: Turmoil and Change in Mexico.................................. 217 vi UNIT 7 The World at War, 1900–1945 Chapter 29 The Great War, 1914–1918 Section 1 Lesson Plan: Marching Toward War ................................................ 219 Section 2 Lesson Plan: Europe Plunges into War ........................................... 221 Section 3 Lesson Plan: A Global Conflict ........................................................ 223 Section 4 Lesson Plan: A Flawed Peace .......................................................... 225 Chapter 30 Revolution and Nationalism, 1900–1939

Section 1 Lesson Plan: Revolutions in Russia ................................................. 227 Section 2 Lesson Plan: Totalitarianism Case Study: Stalinist Russia .............. 229 Section 3 Lesson Plan: Imperial China Collapses .......................................... 231 Section 4 Lesson Plan: Nationalism in India and Southwest Asia .................. 233 Chapter 31 Years of Crisis, 1919–1939 Section 1 Lesson Plan: Postwar Uncertainty ................................................... 235 Section 2 Lesson Plan: A Worldwide Depression ........................................... 37 Section 3 Lesson Plan: Fascism Rises in Europe ............................................ 239 Section 4 Lesson Plan: Aggressors Invade Nations ......................................... 241 Chapter 32 World War II, 1939–1945 Section 1 Lesson Plan: Hitler’s Lightning War ................................................ 243 Section 2 Lesson Plan: Japan’s Pacific Campaign............................................ 245 Section 3 Lesson Plan: The Holocaust............................................................. 247 Section 4 Lesson Plan: The Allied Victory ....................................................... 49 Section 5 Lesson Plan: Europe and Japan in Ruins ........................................ 251 Copyright © by McDougal Littell/Houghton Mifflin Company. UNIT 8 Perspectives on the Present, 1945–Present Chapter 33 Restructuring the Postwar World, 1945–Present Section 1 Lesson Plan: Cold War: Superpowers Face Off .............................. 253 Section 2 Lesson Plan: Communists Take Power in China ............................ 255 Section 3 Lesson Plan: Wars in Korea and Vietnam ....................................... 257 Section 4 Lesson Plan: The Cold War Divides the World .............................. 59 Section 5 Lesson Plan: The Cold War Thaws .................................................. 261 Chapter 34 The Colonies Become New Nations, 1945–Present Section 1 Lesson Plan: The Indian Subcontinent Achieves Freedom ........... 263 Section 2 Lesson Plan: Southeast Asian Nations Gain Independence ........... 265 Section 3 Lesson Plan: New Nations in Africa ................................................ 267 Section 4 Lesson Plan: Conflicts in the Middle East ...................................... 269 Section 5 Lesson Plan: Central Asia Struggles ................................................ 71 vii Chapter 35 Struggles for Democracy, 1945–Present Section 1 Lesson Plan: Democracy Case Study: Latin American Democracies ..................................................................... 273 Section 2 Lesson Plan: The Challenge of Democracy in Africa ..................... 275 Section 3 Lesson Plan: The Collapse of the Soviet Union ............................. 277 Section 4 Lesson Plan: Changes in Central and Eastern Europe................... 279 Section 5 Lesson Plan: China: Reform and Reaction...................................... 281 Chapter 36 Global Interdependence, 1960–Present

Section 1 Lesson Plan: The Impact of Science and Technology .................... 283 Section 2 Lesson Plan: Global Economic Development ................................ 285 Section 3 Lesson Plan: Global Security Issues ................................................ 287 Section 4 Lesson Plan: Terrorism Case Study: September 11, 2001 .............. 289 Section 5 Lesson Plan: Cultures Blend in a Global Age ................................. 291 North Carolina Standard Course of Study for World History ................................................................................................ 293 iii Copyright © by McDougal Littell/Houghton Mifflin Company. Name Date CHAPTER 1 Section 1 Lesson Plan Human Origins in Africa INTRODUCE THE CHAPTER CHAPTER OBJECTIVE: Explain the origins, development, and achievements of early human beings. ? Previewing Main Ideas, PE/TE p. 2 ? Time Line Discussion, TE p. 2 ? Interpreting the Map, TE p. 3 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • Describe key scientific findings about human origins. List human achievements during the Stone Age. • Trace emergence of modern humans. • State discoveries about early humans. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 01, 1. 03, 1. 04, 1. 05, 7. 01 Skills Competency Goals 1. 01, 1. 03, 1. 04, 1. 06, 3. 01, 4. 06 Copyright © by McDougal Littell/Houghton Mifflin Company. FOCUS AND MOTIVATE ? Voices from the Past Audio CD: The Ice Man ? Interact with History, PE/TE p. 4 ? Discuss MAIN IDEA: Fossil evidence shows that the earliest humans originated in Africa and spread across the globe. Discuss WHY IT MATTERS NOW : The study of early human remains and artifacts helps in understanding our place in human history. THE PEOPLING OF THE WORLD 1 DIFFERENTIATING INSTRUCTION Unit 1 Struggling Readers ? Summarizing Ideas, TE p. 9 IDR Unit 1 ? Guided Reading, p. 1 ? Building Vocabulary, p. 4 ? Reteaching Activity, p. 18 Reading Study Guide ? Section 1, p. 5 ? RSG Audio CD On-level ? Connections to Science: Dating Fossils, TE p. 7 IDR Unit 1 ? Guided Reading, p. 1 ? Skillbuilder Practice: Interpreting Maps, p. 5 ? History Makers: Mary Leakey, p. 15 Above-level ? Stone-Age Tools, TE p. 8 IDR Unit 1 ? Primary Sources: from Lucy, p. ? Lascaux Cave Painting, p. 10 ? from “Window on the Stone Age,” p. 11 ? Literature: from The Clan of the Cave Bear, p. 12 ELPS ? from “The CroMagnons” English Learners ? Understanding Abstract Ideas, TE p. 6 IDRS ? Guided Reading, p. 11 ? Skillbuilder Practice: Interpreting Maps, p. 14 RSG (Spanish) ? Section 1, p. 5 ? RSG Audio CD Modified Lesson Plans for English Learners Multi-Language Glossary All Students ? TAKING NOTES: Categorizing, PE p. 5 ? More About Hominid Brains, TE p. 8; Neanderthals, TE p. 9 ? History Through Art: Cave Paintings, PE/TE pp. 12–13 Copyright © by McDougal Littell/Houghton Mifflin Company. World Art and Cultures Transparency: AT1 French Cave Sculpture REVIEW AND ENRICH Integrate Technology ? Power Presentations: Lecture Notes, Section 1 ? EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources ASSESS Content Assessment ? Section Assessment, PE, p. 11 ? Section Quiz, FA, p. 5 ? Test Generator CD-ROM RETEACH ? Reteaching Activity, Unit 1 IDR, p. 18 2 CHAPTER 1, SECTION 1 Analyzing Key Concepts ? Culture, PE p. 6 Cross-Curricular Connections ? Connections to Science, TE p. 7 Test-Taking Practice ? Test Practice Transparencies, TT1 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. om Name Date CHAPTER 1 Section 2 Lesson Plan Humans Try to Control Nature 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • List technological and artistic achievements of the Paleolithic Age. • Describe the Neolithic Revolution. • Explain the growth of villages. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 02, 1. 03, 1. 04, 1. 05, 2. 01, 7. 01, 8. 03 Skills Competency Goals 1. 01, 1. 03, 1. 06, 1. 08, 2. 01, 2. 02, 3. 01, 3. 2, 3. 05, 4. 06 FOCUS AND MOTIVATE ? Discuss MAIN IDEA: The development of agriculture caused an increase in population and the growth of a settled way of life. ? Discuss WHY IT MATTERS NOW: New methods for obtaining food and the development of technology laid the foundations for modern civilizations. Copyright © by McDougal Littell/Houghton Mifflin Company. DIFFERENTIATING INSTRUCTION Struggling Readers ? Identifying Main Ideas and Supporting Details, TE p. 15 IDR Unit 1 ? Guided Reading, p. 2 ? Building Vocabulary, p. 4 ? Reteaching Activity, p. 19 Reading Study Guide ? Section 2, p. 7 ? RSG Audio CD

On-level IDR Unit 1 ? Guided Reading, p. 2 ? Geography Application: Catal Huyuk, p. 6 World Art and Cultures Transparencies ? AT1, French cave sculpture Above-level ? Analyzing Motives, TE p. 16 ELPS ? from “Iceman” English Learners ? Reading Graphs, TE p. 17 IDRS ? Guided Reading, p. 12 ? Geography Application: Catal Huyuk, p. 15 RSG (Spanish) ? Section 2, p. 7 ? RSG Audio CD Modified Lesson Plans for English Learners Multi-Language Glossary THE PEOPLING OF THE WORLD 3 All Students Unit 1 ? TAKING NOTES: Outlining, PE p. 14 ? More About Robert Braidwood, Early Agriculture, TE p. 16; Catal Huyuk, TE p. 18 History Makers: The Ice Man, Unit 1 IDR, p. 16 ? Critical Thinking Transparency CT1, Patterns of Living: Paleolithic Period to the Neolithic Revolution REVIEW AND ENRICH Integrate Technology ? Power Presentations: Lecture Notes, Section 2 ? EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources ASSESS Content Assessment ? Section Assessment, PE, p. 18 ? Section Quiz, FA, p. 6 ? Test Generator CD-ROM ? Integrated Assessment RETEACH ? Reteaching Activity, Unit 1 IDR, p. 19 Copyright © by McDougal Littell/Houghton Mifflin Company. Cross-Curricular Connections ? Geography Application: Catal Huyuk, Unit 1 IDR, p. ? World Art and Cultures Transparency AT1, French Cave Sculpture Test-Taking Practice ? Test Practice Transparencies, TT2 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. com 4 CHAPTER 1, SECTION 2 Name Date CHAPTER 1 Section 3 Lesson Plan Civilization Case Study: Ur in Sumer 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • Explain how villages grew into cities. • List the characteristics of civilization. Describe how the city of Ur exemplifies early civilizations. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 04, 1. 05, 1. 06, 8. 06 Skills Competency Goals 1. 03, 1. 04, 1. 06, 1. 08, 3. 02, 4. 06 FOCUS AND MOTIVATE ? Discuss MAIN IDEA: Prosperous farming villages, food surpluses, and new technology led to the rise of civilizations. ? Discuss WHY IT MATTERS NOW: Contemporary civilizations share the same characteristics typical of ancient civilizations. DIFFERENTIATING INSTRUCTION Copyright © by McDougal Littell/Houghton Mifflin Company. Struggling Readers ? Eliciting Prior Knowledge, TE p. 0 IDR Unit 1 ? Guided Reading, p. 3 ? Building Vocabulary, p. 4 ? Reteaching Activity, p. 20 Reading Study Guide ? Section 3, p. 9 ? RSG Audio CD On-level IDR Unit 1 ? Guided Reading, p. 3 Geography Transparencies ? GT1, Cities of the Ancient Middle East Above-level ? Sumerian Poetry, TE p. 21 IDR Unit 1 ? Connections Across Time and Cultures, p. 17 ELPS ? from “The Royal Cemetery at Ur” English Learners ? Understanding Civilization in Ur, TE p. 22 IDRS ? Guided Reading, p. 13 RSG (Spanish) ? Section 3, p. 9 ? RSG Audio CD Modified Lesson Plans for English Learners Multi-Language Glossary THE PEOPLING OF THE WORLD 5

All Students Unit 1 ? TAKING NOTES: Summarizing, PE p. 19 ? Critical Thinking Transparencies: CT37, Chapter 1 Visual Summary ? World Art and Cultures Transparencies: AT2, Upper Sumerian Artifacts REVIEW AND ENRICH Integrate Technology ? Visual Summary Transparency, CT37 ? Power Presentations: Lecture Notes, Section 3 ? EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources Analyzing Key Concepts ? Civilization, PE p. 21 Cross-Curricular Connections ? Geography Transparencies: GT1, Cities of the Ancient Middle East ? World Art and Cultures Transparencies: AT2, Upper Sumerian Artifacts ASSESS Content Assessment ?

Section Assessment, PE, p. 23 ? Section Quiz, FA, p. 7 ? Test Generator CD-ROM ? Integrated Assessment Test-Taking Practice ? Test Practice Transparencies, TT3 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. com Copyright © by McDougal Littell/Houghton Mifflin Company. Struggling Readers ? Test Form A, FA pp. 8–11 On-level ? Test Form B, FA pp. 12–15 Above-level ? Test Form C, FA pp. 16–19 English Learners ? Test Form A, FA pp. 8–11 ? Form A (Spanish), classzone. com RETEACH ? Reteaching Activity, Unit 1 IDR, p. 20 6 CHAPTER 1, SECTION 3 Name Date CHAPTER 2 Section 1 Lesson Plan

City-States in Mesopotamia INTRODUCE THE CHAPTER CHAPTER OBJECTIVE: Analyze the process by which early peoples organized their societies and built advanced civilizations. ? Previewing Main Ideas, PE/TE p. 26 ? Time Line Discussion, TE p. 26 ? Interpreting the Map, TE p. 27 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • Summarize how geography affected culture in the Fertile Crescent. • Describe city-states and how other cultures learned about them. Describe Sumerian religious beliefs, social structure, and technology. • Explain the influence of Sumer on later civilizations. Copyright © by McDougal Littell/Houghton Mifflin Company. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 01, 1. 03, 1. 04, 1. 05, 1. 06, 2. 01, 6. 01, 6. 02, 6. 03, 8. 03 Skills Competency Goals 1. 02, 1. 03, 1. 04, 1. 06, 1. 08, 2. 02, 3. 01 FOCUS AND MOTIVATE ? Voices from the Past Audio CD: Decoding the Rosetta Stone ? Interact with History, PE/TE p. 28 ? Discuss MAIN IDEA:The earliest civilization in Asia arose in Mesopotamia and organized into city-states. Discuss WHY IT MATTERS NOW: The development of this civilization reflects a settlement pattern that has occurred repeatedly throughout history. EARLY RIVER VALLEY CIVILIZATIONS 7 DIFFERENTIATING INSTRUCTION Unit 1 Struggling Readers ? Understanding Environmental Problems,TE p. 31 IDR Unit 1 ? Guided Reading, p. 21 ? Building Vocabulary, p. 25 ? Reteaching Activity, p. 40 Reading Study Guide ? Section 1, p. 13 ? RSG Audio CD On-level ? Connections Across Time and Cultures: Irrigation Methods, TE p. 30 IDR Unit 1 ? Guided Reading, p. 21 ? Skillbuilder Practice: Interpreting Maps, p. 5 ? History Makers: Mary Leakey, p. 5 Above-level ? Analyzing Poetry, TE p. 32 IDR Unit 1 ? Primary Sources: Assyrian Letters, p. 29 ? from The Code of Hammurabi, p. 30 ? Literature: Proverbs, p. 33; Gilgamesh, p. 34 English Learners ? Understanding Hammurabi’s Code, TE p. 33 IDRS ? Guided Reading, p. 17 RSG (Spanish) ? Section 1, p. 13 ? RSG Audio CD Modified Lesson Plans for English Learners Multi-Language Glossary All Students ? TAKING NOTES: Identifying Problems and Solutions, PE p. 29 ? More About Sumerian Building Materials, TE p. 30; The Ancient City of Ur, TE p. 31; Sumerian Gods and Goddesses, Cuneiform Tablets, TE p. 2; Sargon of Akkad, TE p. 33 ? ELPS: from The Code of Hammurabi REVIEW AND ENRICH Integrate Technology ? Power Presentations: Lecture Notes, Section 1 ? EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources Analyzing Primary Sources ? Hammurabi’s Code of Laws, PE p. 33 ASSESS Content Assessment ? Section Assessment, PE, p. 34 ? Section Quiz, FA, p. 20 ? Test Generator CD-ROM RETEACH ? Reteaching Activity, Unit 1 IDR, p. 40 8 CHAPTER 2, SECTION 1 Copyright © by McDougal Littell/Houghton Mifflin Company. Cross-Curricular Connections ? Geography Transparencies: GT2, Fertile

Crescent Civilizations ? Literature: Proverbs, Unit 1 IDR, p. 33; Gilgamesh, p. 34 Test-Taking Practice ? Test Practice Transparencies, TT4 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. com Name Date CHAPTER 2 Section 2 Lesson Plan Pyramids on the Nile 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • Summarize the effect of geography on the development of Egyptian culture. • Explain how Egypt united into a kingdom. Describe ancient Egyptian religion, social structure, and technology. • Explain the decline of the Old Kingdom. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 03, 1. 04, 1. 05, 1. 06, 2. 01, 6. 01, 6. 02, 7. 02 Skills Competency Goals 1. 03, 1. 06, 1. 08, 3. 01, 4. 06 FOCUS AND MOTIVATE ? Discuss MAIN IDEA: Using mathematical knowledge and engineering skills, Egyptians built magnificent monuments to honor dead rulers. ? Discuss WHY IT MATTERS NOW: Many of the monuments built by the Egyptians stand as a testament to their ancient civilization. Copyright © by McDougal Littell/Houghton Mifflin Company.

DIFFERENTIATING INSTRUCTION Struggling Readers ? Organizing Information, TE p. 40 IDR Unit 1 ? Guided Reading, p. 22 ? Building Vocabulary, p. 25 ? Skillbuilder Practice, p. 26 ? Geography Application, p. 27 ? Reteaching Activity, p. 41 Reading Study Guide ? Section 2, p. 15 On-level ? Cooperative Learning: The Tomb of Tutankhamen, TE p. 36 IDR Unit 1 ? Guided Reading, p. 22 ? Skillbuilder Practice: Interpreting Visual Sources, p. 26 ? Geography Application, p. 27 Above-level ? Egyptian Tomb Painting, TE p. 38 IDR Unit 1 ? Primary Source: Sphinx of Amenemhet III, p. 32 ELPS ? from The Tomb of Tutankhamen English Learners Interpreting Similes and Metaphors, TE p. 17 IDRS ? Guided Reading, p. 18 ? Skillbuilder Practice, p. 21 ? Geography Application, p. 27 RSG (Spanish) ? Section 2, p. 15 ? RSG Audio CD EARLY RIVER VALLEY CIVILIZATIONS 9 All Students Unit 1 ? TAKING NOTES: Summarizing, PE p. 35 ? Cooperative Learning: The Tomb of Tutankhamen, TE p. 36 ? More About Herodotus, TE p. 38 ? History Makers: Tutankhamen, Unit 1 IDR, p. 37 ? World Art and Cultures Transparencies: AT3, Great Sphinx; AT4, Egyptian tomb painting REVIEW AND ENRICH Integrate Technology ? Power Presentations: Lecture Notes, Section 2 ? EasyPlanner Plus CD-ROM ?

Electronic Library of Primary Sources ASSESS Content Assessment ? Section Assessment, PE, p. 41 ? Section Quiz, FA, p. 21 ? Test Generator CD-ROM ? Integrated Assessment RETEACH ? Reteaching Activity, Unit 1 IDR, p. 41 Test-Taking Practice ? Test Practice Transparencies, TT5 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. com Copyright © by McDougal Littell/Houghton Mifflin Company. Cross-Curricular Connections ? Geography Application, Unit 1 IDR, p. 27 ? World Art and Cultures Transparencies: AT3, Great Sphinx; AT4, Egyptian tomb painting 10 CHAPTER 2, SECTION 2 Name Date CHAPTER 2 Section 3

Lesson Plan Planned Cities on the Indus 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • Describe the impact of geography on the Indus Valley culture. • Describe Indus Valley cities and culture. • List theories about the decline of the Indus Valley civilization. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 01, 1. 04, 1. 05, 1. 06, 2. 01, 7. 02, 8. 03 Skills Competency Goals 1. 01, 1. 04, 1. 06, 1. 08, 2. 04, 3. 01, 4. 06 FOCUS AND MOTIVATE ?

Discuss MAIN IDEA: The first Indian civilization built well-planned cities on the banks of the Indus River. ? Discuss WHY IT MATTERS NOW: The culture of India today has its roots in the civilization of the early Indus cities. Copyright © by McDougal Littell/Houghton Mifflin Company. DIFFERENTIATING INSTRUCTION Struggling Readers ? Indus Valley Cities, TE p. 46 IDR Unit 1 ? Guided Reading, p. 23 ? Building Vocabulary, p. 25 ? Reteaching Activity, p. 42 Reading Study Guide ? Section 3, p. 17 ? RSG Audio CD On-level IDR Unit 1 ? Guided Reading, p. 23 ? Science and Technology: Early Water Engineering, p. 39 Above-level River Civilizations, TE p. 48 IDR Unit 1 ? Science and Technology: Early Water Engineering, p. 39 ELPS ? from “Indus Culture” English Learners ? Understanding Specialized Vocabulary, TE p. 45 IDRS ? Guided Reading, p. 19 RSG (Spanish) ? Section 3, p. 17 ? RSG Audio CD Modified Lesson Plans for English Learners Multi-Language Glossary EARLY RIVER VALLEY CIVILIZATIONS 11 All Students Unit 1 ? TAKING NOTES: Drawing Conclusions, PE p. 44 ? More About The Ancient City of Harappa, TE p. 46; Plumbing Facts, TE p. 47 ? Science and Technology: Early Water Engineering, Unit 1 IDR, p. 39 REVIEW AND ENRICH Integrate Technology ?

Power Presentations: Lecture Notes, Section 2 ? EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources ASSESS Content Assessment ? Section Assessment, PE, p. 49 ? Section Quiz, FA, p. 22 ? Test Generator CD-ROM ? Integrated Assessment RETEACH ? Reteaching Activity, Unit 1 IDR, p. 42 Copyright © by McDougal Littell/Houghton Mifflin Company. Cross-Curricular Connections ? Science and Technology: Early Water Engineering, Unit 1 IDR, p. 39 Test-Taking Practice ? Test Practice Transparencies, TT6 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. com 12 CHAPTER 2, SECTION 3 Name

Date CHAPTER 2 Section 4 Lesson Plan River Dynasties in China 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • Explain the effects of geography on cultural development in China. • Describe the growth and structure of the Shang Dynasty. • Describe Shang family structure, religion, and technology. • Summarize the rise and fall of the Zhou Dynasty. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 03, 1. 04, 1. 05, 1. 06, 2. 01, 8. 3 Skills Competency Goals 1. 04, 1. 06, 1. 08, 3. 01 FOCUS AND MOTIVATE ? Discuss MAIN IDEA: The early rulers introduced ideas about government and society that shaped Chinese civilization. ? Discuss WHY IT MATTERS NOW: The culture that took root during ancient times still affects Chinese ways of life today. DIFFERENTIATING INSTRUCTION Copyright © by McDougal Littell/Houghton Mifflin Company. Struggling Readers ? Identifying Main Ideas and Details, TE p. 51 IDR Unit 1 ? Guided Reading, p. 24 ? Building Vocabulary, p. 25 ? Reteaching Activity, p. 43 Reading Study Guide ? Section 4, p. 19 ? RSG Audio CD On-level Connections Across Time and Cultures: Manifest Destiny and the Mandate of Heaven, TE p. 54 IDR Unit 1 ? Guided Reading, p. 24 Above-level ? Chinese Language Groups, TE p. 53 IDR Unit 1 ? Connections Across Time and Cultures: River Civilizations in the Ancient World, p. 38 ELPS ? “Building a Town,” from Shih ching English Learners ? Comparing Cultures, TE p. 52 IDRS ? Guided Reading, p. 20 RSG (Spanish) ? Section 4, p. 19 ? RSG Audio CD Modified Lesson Plans for English Learners Multi-Language Glossary EARLY RIVER VALLEY CIVILIZATIONS 13 All Students Unit 1 ? TAKING NOTES: Following Chronological Order, PE p. 0 ? Critical Thinking Transparencies: CT2, Environmental Factors Shape River Valley Civilizations ? World Art and Cultures Transparencies: AT5, Chinese bronze REVIEW AND ENRICH Integrate Technology ? Visual Summary Transparency, CT38 ? Power Presentations: Lecture Notes, Section 4 ? EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources ASSESS Content Assessment ? Section Assessment, PE, p. 55 ? Section Quiz, FA, p. 23 ? Test Generator CD-ROM ? Integrated Assessment Test-Taking Practice ? Test Practice Transparencies, TT7 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. om Cross-Curricular Connections ? World Art and Cultures Transparencies: AT5, Chinese bronze Struggling Readers ? Test Form A, FA pp. 24–27 On-level ? Test Form B, FA pp. 28–31 Above-level ? Test Form C, FA pp. 32–35 English Learners ? Test Form A, FA pp. 24–27 ? Form A (Spanish), classzone. com RETEACH ? Reteaching Activity, Unit 1 IDR, p. 43 14 CHAPTER 2, SECTION 4 Copyright © by McDougal Littell/Houghton Mifflin Company. Name Date CHAPTER 3 Section 1 Lesson Plan The Indo-Europeans INTRODUCE THE CHAPTER CHAPTER OBJECTIVE: Understand how migration and trade spread goods and cultural ideas throughout the ancient world. Previewing Main Ideas, PE/TE p. 58 ? Time Line Discussion, TE p. 58 ? Interpreting the Map, TE p. 59 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • Describe the spread of Indo-Europeans and their language. • Identify the Hittite empire and effects of its technology on other societies. • Summarize the Aryan invasion of India and the culture that arose as a result. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 02, 1. 04, 8. 4 Skills Competency Goals 1. 01, 1. 04, 1. 06, 2. 01, 2. 02, 3. 01 Copyright © by McDougal Littell/Houghton Mifflin Company. FOCUS AND MOTIVATE ? Voices from the Past Audio CD ? Interact with History, PE/TE p. 60 ? Discuss MAIN IDEA: Indo-Europeans migrated into Europe, India, and Southwest Asia and interacted with peoples living there. ? Discuss WHY IT MATTERS NOW: Half the people living today speak languages that stem from the original Indo-European languages. PEOPLE AND IDEAS ON THE MOVE 15 DIFFERENTIATING INSTRUCTION Unit 1 Struggling Readers ? Comparing and Contrasting, TE p, 63 IDR Unit 1 ?

Guided Reading, p. 44 ? Building Vocabulary, p. 48 ? Reteaching Activity, p. 62 Reading Study Guide ? Section 1, p. 23 ? RSG Audio CD On-level IDR Unit 1 ? Guided Reading, p. 44 Above-level ? Researching IndoEuropean Origins, TE p. 62 IDR Unit 1 ? Primary Sources: from the Rig Veda, p. 52 ? from the BhagavadGita, p. 53 ELPS ? “Hymn 129” from the Rig Veda English Learners ? The Aryan Caste System, TE p. 64 IDRS ? Guided Reading, p. 24 RSG (Spanish) ? Section 1, p. 23 ? RSG Audio CD Modified Lesson Plans for English Learners Multi-Language Glossary All Students ? TAKING NOTES: Categorizing, PE p. 61 ?

More About Hittite War Chariots, TE p. 63; The Mahabharata Wars, TE p. 64 REVIEW AND ENRICH Integrate Technology ? Power Presentations: Lecture Notes, Section 1 ? EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources ASSESS Content Assessment ? Section Assessment, PE, p. 65 ? Section Quiz, FA, p. 36 ? Test Generator CD-ROM ? Integrated Assessment Test-Taking Practice ? Test Practice Transparencies, TT8 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. com Analyzing Art ? The Aryan Caste System, PE p. 64 RETEACH ? Reteaching Activity, Unit 1 IDR, p. 62 16 CHAPTER 3, SECTION 1

Copyright © by McDougal Littell/Houghton Mifflin Company. Name Date CHAPTER 3 Section 2 Lesson Plan Hinduism and Buddhism Develop 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • Describe the origins, beliefs, and development of Hinduism. • Explain the origins, beliefs, and practices of Buddhism. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 02, 1. 04, 6. 01, 6. 02, 8. 02 Skills Competency Goals 1. 03, 1. 06, 1. 08, 2. 01, 2. 02

FOCUS AND MOTIVATE ? Discuss MAIN IDEA: The beliefs of the Vedic Age developed into Hinduism and Buddhism. ? Discuss WHY IT MATTERS NOW: Almost one-fifth of the world’s people today practice one of these two religions. Copyright © by McDougal Littell/Houghton Mifflin Company. DIFFERENTIATING INSTRUCTION Struggling Readers ? Understanding the Eightfold Path, TE p. 69 IDR Unit 1 ? Guided Reading, p. 45 ? Building Vocabulary, p. 48 ? Reteaching Activity, p. 63 Reading Study Guide ? Section 2, p. 25 ? RSG Audio CD On-level ? Cooperative Learning: Geography and the Spread of Buddhism, TE p. 70 IDR Unit 1 ? Guided Reading, p. 5 Geography Transparencies ? GT3, Hindu India and Buddhist Sites Above-level ? Reading and Restating a Primary Source, TE p. 67 ELPS ? from The Life of Gotama the Buddha English Learners ? Buddha’s Life in Pictures, TE p. 68 IDRS ? Guided Reading, p. 25 RSG (Spanish) ? Section 2, p. 25 ? RSG Audio CD Modified Lesson Plans for English Learners Multi-Language Glossary PEOPLE AND IDEAS ON THE MOVE 17 All Students Unit 1 ? TAKING NOTES: Comparing and Contrasting, PE p. 66 ? More About Brahma, Brahman, Brahmin, TE p. 67; Jains, TE p. 67; The Eightfold Path and How the Buddha Taught, TE p. 69; Buddhism and Caste, TE p. 0 ? History Makers: Siddhartha Gautama, Unit 1 IDR, p. 59 REVIEW AND ENRICH Integrate Technology ? Power Presentations: Lecture Notes, Section 2 ? EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources ASSESS Content Assessment ? Section Assessment, PE, p. 71 ? Section Quiz, FA, p. 37 ? Test Generator CD-ROM ? Integrated Assessment RETEACH ? Reteaching Activity, Unit 1 IDR, p. 63 Copyright © by McDougal Littell/Houghton Mifflin Company. Cross-Curricular Connections ? Geography Transparency: GT3, Hindu India and Buddhist Sites ? World Art and Cultures Transparency: AT6, Indian Mother Goddess

Test-Taking Practice ? Test Practice Transparencies, TT9 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. com 18 CHAPTER 3, SECTION 2 Name Date CHAPTER 3 Section 3 Lesson Plan Seafaring Traders 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • Describe Minoan civilization. • Identify contributions of the Phoenicians. • Summarize the extent and impact of ancient world trade. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 2. 1, 2. 02 Skills Competency Goals 1. 06, 3. 01, 4. 06 FOCUS AND MOTIVATE ? Discuss MAIN IDEA: Trading societies extended the development of civilizations beyond the Fertile Crescent region. ? Discuss WHY IT MATTERS NOW: Traders spread knowledge of reading and writing, including an ancient form of the alphabet that we use today. Copyright © by McDougal Littell/Houghton Mifflin Company. DIFFERENTIATING INSTRUCTION Struggling Readers ? Understanding Causes, TE p. 73 IDR Unit 1 ? Guided Reading, p. 46 ? Building Vocabulary, p. 48 ? Skillbuilder Practice: Forming and Supporting Opinions, p. 49 ? Reteaching Activity, p. 4 Reading Study Guide ? Section 3, p. 27 ? RSG Audio CD On-level IDR Unit 1 ? Guided Reading, p. 46 ? Skillbuilder Practice: Forming and Supporting Opinions, p. 6 World Art and Cultures Transparencies ? AT7 The Palace of Knossos Above-level IDR Unit 1 ? Primary Source: Dolphin Fresco from Knossos, p. 54 ELPS ? “Hanno’s Voyage” English Learners ? Creating a Board Game, TE p. 75 IDRS ? Guided Reading, p. 26 ? Skillbuilder Practice: Forming and Supporting Opinions, p. 15 RSG (Spanish) ? Section 3, p. 26 ? RSG Audio CD Modified Lesson Plans for English Learners Multi-Language Glossary PEOPLE AND IDEAS ON THE MOVE 19

All Students Unit 1 ? TAKING NOTES: Comparing, PE p. 72 ? History Makers: Herodotus, Unit 1 IDR, p. 60 ? More About Byblos, Dyers of Phoenicia, TE p. 74; The Cedars of Lebanon, TE p. 75 REVIEW AND ENRICH Integrate Technology ? Power Presentations: Lecture Notes, Section 3 ? EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources ASSESS Content Assessment ? Section Assessment, PE, p. 76 ? Section Quiz, FA, p. 38 ? Test Generator CD-ROM ? Integrated Assessment RETEACH ? Reteaching Activity, Unit 1 IDR, p. 64 Test-Taking Practice ? Test Practice Transparencies, TT10 ? Strategies for Test Preparation Book ?

Online Test Practice: classzone. com Cross-Curricular Connections ? World Art and Cultures Transparency: AT7, The Palace of Knossos 20 CHAPTER 3, SECTION 3 Copyright © by McDougal Littell/Houghton Mifflin Company. Name Date CHAPTER 3 Section 4 Lesson Plan The Origins of Judaism 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • Summarize the history and beliefs of the ancient Hebrews. • Explain the historical and cultural importance of the Exodus. Describe Israel under Saul, David, and Solomon. • Describe Israel’s destruction and the Hebrews’ exile in Babylon. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 02, 1. 04, 8. 02 Skills Competency Goals 1. 06, 1. 07, 2. 01, 2. 02, 3. 01, 4. 06 FOCUS AND MOTIVATE ? Discuss MAIN IDEA: The Hebrews maintained monotheistic religious beliefs that were unique in the ancient world. ? Discuss WHY IT MATTERS NOW: From this tradition, Judaism, the religion of the Jews, evolved. Judaism is one of the world’s major religions. DIFFERENTIATING INSTRUCTION Copyright © by McDougal Littell/Houghton Mifflin Company.

Struggling Readers ? Analyzing Covenants, TE p. 78 IDR Unit 1 ? Guided Reading, p. 47 ? Building Vocabulary, p. 48 ? Geography Application, p. 50 ? Reteaching Activity, p. 65 Reading Study Guide ? Section 4, p. 29 On-level ? Connections Across Time and Cultures: Ancient Roots of Modern Culture, TE p. 80 IDR Unit 1 ? Guided Reading, p. 47 ? Geography Application, p. 50 Above-level ? Different Perspectives, PE p. 83 ? Influence of the Ten Commandments, TE p. 79 IDR Unit 1 ? Primary Source, p. 55 ? Connections Across Time and Cultures, p. 61 ELPS ? from Genesis and Exodus, King James Bible English Learners King Solomon’s Temple, TE p. 81 IDRS ? Guided Reading, p. 27 ? Geography Application, p. 29 RSG (Spanish) ? Section 4, p. 29 ? RSG Audio CD PEOPLE AND IDEAS ON THE MOVE 21 All Students Unit 1 ? TAKING NOTES: Following Chronological Order, PE p. 77 ? Critical Thinking Transparencies: CT3, Time Machine: Major Religions REVIEW AND ENRICH Integrate Technology ? Visual Summary Transparency, CT39 ? Power Presentations: Lecture Notes, Section 4 ? EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources ASSESS Content Assessment ? Section Assessment, PE, p. 82 ? Section Quiz, FA, p. 39 ?

Test Generator CD-ROM ? Integrated Assessment Test-Taking Practice ? Test Practice Transparencies, TT11 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. com Analyzing Primary Sources ? The Ten Commandments, PE p. 79 Cross-Curricular Connections ? Geography Application: Early Eastern Mediterranean Civilizations, Unit 1 IDR, p. 50 Struggling Readers ? Test Form A, FA pp. 40–43 On-level ? Test Form B, FA pp. 44–47 Above-level ? Test Form C, FA pp. 48–51 English Learners ? Test Form A, FA pp. 40–43 ? Form A (Spanish), classzone. com Copyright © by McDougal Littell/Houghton Mifflin Company.

RETEACH ? Reteaching Activity, Unit 1 IDR, p. 65 22 CHAPTER 3, SECTION 4 Name Date CHAPTER 4 Section 1 Lesson Plan The Egyptian and Nubian Empires INTRODUCE THE CHAPTER CHAPTER OBJECTIVE: Analyze the development of the first large empires in Africa and Asia between 1570 B. C. and 200 B. C. ? Previewing Main Ideas, PE/TE p. 86 ? Time Line Discussion, TE p. 86 ? Interpreting the Map, TE p. 87 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 Unit 1 SECTION CONTENT OBJECTIVES Students will Understand why the Hyksos were able to invade Egypt. • Identify key events in the history and decline of Egypt’s New Kingdom. • Describe the Kushite conquest of Egypt. • Summarize the achievements of Meroe. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 02, 2. 01, 2. 07, 3. 01 Skills Competency Goals 1. 01, 1. 04, 1. 06, 1. 08, 2. 01, 2. 02, 3. 05 Copyright © by McDougal Littell/Houghton Mifflin Company. FOCUS AND MOTIVATE ? Voices from the Past Audio CD ? Interact with History, PE/TE p. 88 ? Discuss MAIN IDEA: Two empires along the Nile, Egypt and Nubia, forged commercial, cultural, and political connections. Discuss WHY IT MATTERS NOW: Neighboring civilizations today participate in cultural exchange as well as conflict. FIRST AGE OF EMPIRES 23 DIFFERENTIATING INSTRUCTION Unit 1 Struggling Readers ? Comparing and Contrasting Empires, TE p. 93 IDR Unit 1 ? Guided Reading, p. 66 ? Building Vocabulary, p. 70 ? Reteaching Activity, p. 84 Reading Study Guide ? Section 1, p. 33 ? RSG Audio CD On-level ? Cooperative Learning: Researching Nubian Culture, TE p. 92 IDR Unit 1 ? Guided Reading, p. 66 ? History Makers: Hatshepsut, p. 81 Above-level ? Interpreting Literature: “Ozymandias,” TE p. 91 IDR Unit 1 ? Literature: “Ozymandias,” p. 8 ELPS ? “The Kushite Takeover” English Learners ? Understanding Connotations: The Word Empire, TE p. 90 IDRS ? Guided Reading, p. 31 RSG (Spanish) ? Section 1, p. 33 ? RSG Audio CD Modified Lesson Plans for English Learners Multi-Language Glossary All Students ? TAKING NOTES: Following Chronological Order, PE p. 89 ? More About Ramses II, The Sea Peoples, TE p. 91; Nubian Transportation, TE p. 92; Royal Women in Nubia, TE p. 93; Mummies, TE p. 94 ? History Through Art: Cave Paintings, PE/TE pp. 12–13 Copyright © by McDougal Littell/Houghton Mifflin Company. REVIEW AND ENRICH Integrate Technology ?

Power Presentations: Lecture Notes, Section 1 ? EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources ASSESS Content Assessment ? Section Assessment, PE, p. 94 ? Section Quiz, FA, p. 52 ? Test Generator CD-ROM ? Integrated Assessment RETEACH ? Reteaching Activity, Unit 1 IDR, p. 84 Test-Taking Practice ? Test Practice Transparencies, TT12 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. com Cross-Curricular Connections ? Literature: “Ozymandias,” Unit 1 IDR, p. 78 ? Connections to Science: Dating Fossils, TE p. 7 24 CHAPTER 4, SECTION 1 Name Date CHAPTER 4 Section 2

Lesson Plan The Assyrian Empire 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • Analyze the sources of Assyrian military strength. • Evaluate Assyrian achievements. • Trace the Assyrian decline. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 02, 2. 01, 3. 01 Skills Competency Goals 1. 06, 2. 01, 2. 02 FOCUS AND MOTIVATE ? Discuss MAIN IDEA: Assyria developed a military machine and established a well-organized administration. Discuss WHY IT MATTERS NOW: Some leaders still use military force to extend their rule, stamp out opposition, and gain wealth and power. Copyright © by McDougal Littell/Houghton Mifflin Company. DIFFERENTIATING INSTRUCTION Struggling Readers ? Negotiating with Assyria, TE p. 96 IDR Unit 1 ? Guided Reading, p. 67 ? Building Vocabulary, p. 70 ? Reteaching Activity, p. 85 Reading Study Guide ? Section 2, p. 35 ? RSG Audio CD On-level IDR Unit 1 ? Guided Reading, p. 67 ? Geography Application: Babylon, p. 72 ? History Makers: Sennacherib, p. 82 Above-level IDR Unit 1 ? Primary Source: from Assyrian Capture of Jerusalem, p. 4 ? Literature: “The Destruction of Sennacherib,” p. 79 ? Connections Across Time and Cultures, p. 83 ELPS ? “An Assyrian Palace” English Learners ? Using Descriptive Words, TE p. 97 IDRS ? Guided Reading, p. 32 ? Geography Application: Babylon, p. 36 RSG (Spanish) ? Section 2, p. 35 ? RSG Audio CD Modified Lesson Plans for English Learners Multi-Language Glossary FIRST AGE OF EMPIRES 25 All Students Unit 1 ? TAKING NOTES: Analyzing Causes, PE p. 95 ? More About The Duties of Assyrian Kings, TE p. 96; The Fall of Babylon, TE p. 98 REVIEW AND ENRICH Integrate Technology ? Power Presentations: Lecture Notes, Section 2 ?

EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources ASSESS Content Assessment ? Section Assessment, PE, p. 98 ? Section Quiz, FA, p. 53 ? Test Generator CD-ROM ? Integrated Assessment RETEACH Copyright © by McDougal Littell/Houghton Mifflin Company. Cross-Curricular Connections ? Geography Application: Babylon, Unit 1 IDR, p. 72 ? Literature: “The Destruction of Sennacherib,” Unit 1 IDR, p. 79 Test-Taking Practice ? Test Practice Transparencies, TT13 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. com ? Reteaching Activity, Unit 1 IDR, p. 85 26 CHAPTER 4, SECTION 2 Name Date CHAPTER 4

Section 3 Lesson Plan The Persian Empire 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • Explain the rise of the Persian Empire. • List features of the Persian government. • Describe Zoroastrianism. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 2. 01 8. 04 Skills Competency Goals 1. 01, 1. 06, 3. 01 FOCUS AND MOTIVATE ? Discuss MAIN IDEA: By governing with tolerance and wisdom, the Persians established a well-ordered empire that lasted for 200 years. Discuss WHY IT MATTERS NOW: Leaders today try to follow the Persian example of tolerance and wise government. DIFFERENTIATING INSTRUCTION Copyright © by McDougal Littell/Houghton Mifflin Company. Struggling Readers ? Comparing Means of Contact, TE p. 102 IDR Unit 1 ? Guided Reading, p. 68 ? Building Vocabulary, p. 70 ? Reteaching Activity, p. 86 Reading Study Guide ? Section 3, p. 37 ? RSG Audio CD On-level IDR Unit 1 ? Guided Reading, p. 68 World Art and Cultures Transparencies ? AT8, Persian drinking horn Above-level ? Comparing Herodotus and Xenophon, TE p. 101 IDR Unit 1 ? Primary Source: “To the Fire,” from the Zend-Avesta, p. 5 ? Literature: “Babylon,” p. 80 ELPS ? “Customs of the Persians” English Learners ? Advertising Persia, TE p. 100 IDRS ? Guided Reading, p. 33 RSG (Spanish) ? Section 3, p. 37 ? RSG Audio CD Modified Lesson Plans for English Learners Multi-Language Glossary FIRST AGE OF EMPIRES 27 All Students Unit 1 ? TAKING NOTES: Comparing and Contrasting, PE p. 99 ? More About The Accession of Darius, TE p. 100 ? World Art and Cultures Transparency: AT8, Persian drinking horn ? Critical Thinking Transparency CT4 REVIEW AND ENRICH Integrate Technology ? Patterns of Interaction Video: The Rise of the Persians and the Inca ?

Power Presentations: Lecture Notes, Section 3 ? EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources Cross-Curricular Connections ? Literature: “To the Fire,” from the Zend-Avesta, Unit 1 IDR, p. 75 ? World Art and Cultures Transparency: AT8, Persian drinking horn ASSESS Content Assessment ? Section Assessment, PE, p. 103 ? Section Quiz, FA, p. 54 ? Test Generator CD-ROM ? Integrated Assessment Test-Taking Practice ? Test Practice Transparencies, TT14 ? Strategies for Test Preparation Book Copyright © by McDougal Littell/Houghton Mifflin Company. ? Online Test Practice: classzone. com RETEACH ?

Reteaching Activity, Unit 1 IDR, p. 86 28 CHAPTER 4, SECTION 3 Name Date CHAPTER 4 Section 4 Lesson Plan The Unification of China 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 Unit 1 SECTION CONTENT OBJECTIVES Students will • Summarize Confucian ideas about the family and about society. • Identify ethical systems of this period. • Describe the rise and fall of the Qin Dynasty. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 04, 2. 01, 2. 05, 2. 07, 8. 02 Skills Competency Goals 1. 4, 1. 06, 1. 08 FOCUS AND MOTIVATE ? Discuss MAIN IDEA: The social disorder of the warring states contributed to the development of three Chinese ethical systems. ? Discuss WHY IT MATTERS NOW: The people, events, and ideas that shaped China’s early history continue to influence China’s role in today’s world. Copyright © by McDougal Littell/Houghton Mifflin Company. DIFFERENTIATING INSTRUCTION Struggling Readers ? Understanding the Analects, TE p. 105 IDR Unit 1 ? Guided Reading, p. 69 ? Building Vocabulary, p. 70 ? Reteaching Activity, p. 20 Reading Study Guide ? Section 4, p. 39 ? RSG Audio CD On-level Skillbuilder Practice: Analyzing Causes and Recognizing Effects TE p. 107 IDR Unit 1 ? Guided Reading, p. 69 Geography Transparencies ? GT4, Empires of the World, 1570–202 B. C. Above-level IDR Unit 1 ? Primary Sources: from Intrigues of the Warring States, p. 76 ? from the Analects by Confucius, p. 77 English Learners ? Comparing LargeScale Projects, TE p. 108 IDRS ? Guided Reading, p. 34 ? Skillbuilder Practice: Analyzing Causes and Recognizing Effects, p. 35 RSG (Spanish) ? Section 4, p. 39 ? RSG Audio CD FIRST AGE OF EMPIRES 29 All Students Unit 1 ? TAKING NOTES: Recognizing Effects, PE p. 104 ?

Critical Thinking Transparencies: CT40, Chapter 4 Visual Summary ? World Art and Cultures Transparencies: AT9, Chinese army figures REVIEW AND ENRICH Integrate Technology ? Visual Summary Transparency, CT40 ? Power Presentations: Lecture Notes, Section 4 ? EasyPlanner Plus CD-ROM ASSESS Content Assessment ? Section Assessment, PE, p. 109 ? Section Quiz, FA, p. 55 ? Test Generator CD-ROM ? Integrated Assessment Test-Taking Practice ? Test Practice Transparencies, TT15 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. com Cross-Curricular Connections ? Geography Transparencies: GT4, Empires of the World, 1570–202 B.

C. ? World Art and Cultures Transparencies: AT9, Chinese army figures Struggling Readers ? Test Form A, FA pp. 56–60 On-level ? Test Form B, FA pp. 61–65 Above-level ? Test Form C, FA pp. 66–70 English Learners ? Test Form A, FA pp. 56–60 ? Form A (Spanish), classzone. com Copyright © by McDougal Littell/Houghton Mifflin Company. RETEACH ? Reteaching Activity, Unit 1 IDR, p. 87 30 CHAPTER 4, SECTION 4 Name Date CHAPTER 5 Section 1 Lesson Plan Cultures of the Mountains and the Sea INTRODUCE THE CHAPTER CHAPTER OBJECTIVE: Study the history and culture of classical Greece and analyze its impact on the modern world. Previewing Main Ideas, PE/TE p. 120 ? Time Line Discussion, TE p. 120 ? Interpreting the Map, TE p. 121 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 Unit 2 SECTION CONTENT OBJECTIVES Students will • Identify the ways geography and climate shaped Greek life. • Explain the rise and development of Mycenaean civilization. • Describe how Homer and Greek myths contributed to early Greek culture. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 1. 03, 2. 02, 8. 01 Skills Competency Goals 1. 4, 1. 06, 1. 07 Copyright © by McDougal Littell/Houghton Mifflin Company. FOCUS AND MOTIVATE ? Voices from the Past Audio CD: Alexander and Bucephalus ? Interact with History, PE/TE p. 122 ? Discuss MAIN IDEA: The roots of Greek culture are based on interaction of the Mycenaean, Minoan, and Dorian cultures. ? Discuss WHY IT MATTERS NOW: The seeds of much of Western cultural heritage were planted during this time period. CLASSICAL GREECE 31 DIFFERENTIATING INSTRUCTION Struggling Readers IDR Unit 2 ? Guided Reading, p. 1 ? Building Vocabulary, p. 6 On-level IDR Unit 2 ? Guided Reading, p. 1 Above-level Treasures from Mycenaean Tombs, TE p. 124 IDR Unit 2 ? Literature: from the Odyssey by Homer, p. 15 English Learners ? Cultural Interaction in Greece, TE p. 125 IDRS ? Guided Reading, p. 38 RSG (Spanish) ? Section 1, p. 38 ? RSG Audio CD Modified Lesson Plans for English Learners Multi-Language Glossary Unit 2 ? Reteaching Activity, p. 21 Reading Study Guide ? Section 1, p. 43 ? RSG Audio CD All Students ? TAKING NOTES: Categorizing, PE p. 123 ? More About The Trojan War, TE p. 125; The Legacy of Homer, TE p. 126 REVIEW AND ENRICH Integrate Technology ? Voices from the Past Audio CD: Alexander and Bucephalus ?

Power Presentations: Lecture Notes, Section 1 ? EasyPlanner Plus CD-ROM ? Electronic Library of Primary Sources ASSESS Content Assessment ? Section Assessment, PE, p. 126 ? Section Quiz, FA, p. 71 ? Test Generator CD-ROM ? Integrated Assessment RETEACH ? Reteaching Activity, Unit 2 IDR, p. 21 32 CHAPTER 5, SECTION 1 ? Literature: from the Odyssey by Homer, Unit 2 IDR, p. 15 Test-Taking Practice ? Test Practice Transparencies, TT16 ? Strategies for Test Preparation Book ? Online Test Practice: classzone. com Copyright © by McDougal Littell/Houghton Mifflin Company. Cross-Curricular Connections Name Date CHAPTER 5 Section 2

Lesson Plan Warring City-States 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 Unit 2 SECTION CONTENT OBJECTIVES Students will • Identify the different political systems that developed in the Greek city-states. • Describe the government of Athens. • Explain how Athenian and Spartan governments differed. • Summarize the battles and results of the Persian Wars. NORTH CAROLINA PLANNER EOC Competency Goals and Objectives 2. 02, 6. 03, 8. 01 Skills Competency Goals 1. 01, 1. 04, 1. 06, 1. 08, 3. 02 FOCUS AND MOTIVATE ?

Discuss MAIN IDEA: The growth of city-states in Greece led to the development of several political systems, including democracy. ? Discuss WHY IT MATTERS NOW: Many political systems in today’s world mirror the varied forms of government that evolved in Greece. DIFFERENTIATING INSTRUCTION Copyright © by McDougal Littell/Houghton Mifflin Company. Struggling Readers ? Sparta’s Military State, TE p. 131 IDR Unit 2 ? Guided Reading, p. 2 ? Building Vocabulary, p. 6 ? Reteaching Activity, p. 22 Reading Study Guide ? Section 2, p. 45 ? RSG Audio CD On-level ? Cooperative Learning: Daily Life in Sparta and Athens, TE p. 129 IDR Unit 2 ?

Guided Reading, p. 2 Geography Transparencies ? GT5, Greek View of the World, 494 B. C. Above-level ? Judging a Dispute, TE p. 128 IDR Unit 2 ? Primary Source: from The History of Herodotus, p. 10 ELPS ? “The Spartan Discipline for

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