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Planning Guide Key to Ability Levels Key to Teaching Resources BL Below level AL Above level Print Material Transparency OL On level ELL English CD-ROM or DVD Language Learners Levels Chapter Section Section Section Chapter BL OL AL ELL Resources Opener 1 2 3 Assess FOCUS BL OL AL ELL Section Focus Transparencies 9-1 9-2 9-3 TEACH BL OL ELL Reading Essentials and Study Guide p. 95 p. 98 p. 102 (and Answer Key) BL OL ELL Guided Reading Activities p. 33 p. 34 p. 35 BL OL ELL Vocabulary Activities p. 9 BL OL AL ELL Chapter Summaries BL OL American Biographies BL OL AL ELL Cooperative Learning Activities OL AL ELL Government Simulations and Debate p. 15 BL OL AL ELL Historical Documents and Speeches BL OL AL ELL Interpreting Political Cartoons p. 17 BL OL ELL Skill Reinforcement Activities p. 9 BL OL AL ELL Source Readings p. 9 BL OL Supreme Court Case Studies pp. 1, 161 p. 117 BL OL AL ELL Participating in Government Activities p. 17 BL OL ELL Spanish Declaration of Independence ✓✓✓✓✓ and U.S. Constitution BL OL AL ELL NGS World Atlas, Spanish ✓✓✓✓✓ BL OL AL ELL Unit Overlay Transparencies, ✓✓✓✓✓ Strategies, and Activities BL OL ELL Making It Relevant Transparencies ✓✓✓✓✓ BL OL AL ELL High School Writing Process Transparencies, Strategies, and ✓✓✓✓✓ Activities BL OL AL American Art & Architecture Transparencies, Strategies, ✓✓✓✓✓ and Activities ✓ Chapter- or unit-based activities applicable to all sections in this chapter 244A 244 A_D_C09_890908.indd 244A 3/16/09 3:38:47 PM Planning Guide • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily • Fully editable blackline masters assignments • Chapter Spotlight Videos Launch • Standards tracking system Levels Chapter Section Section Section Chapter BL OL AL ELL Resources Opener 1 2 3 Assess TEACH (continued) BL OL American Music: Hits Through History ✓✓✓✓ ✓ BL OL ELL Reading Strategies for the Social ✓✓✓✓ ✓ Studies Classroom ELL English Language Learner Handbook ✓✓✓✓ ✓ BL OL ELL Writer’s Guidebook for Social Studies ✓✓✓✓ ✓ BL OL AL ELL Living Constitution, SE ✓✓✓✓ ✓ BL OL AL ELL Living Constitution, TAE ✓✓✓✓ ✓ BL OL NGS World Atlas, English ✓✓✓✓ ✓ BL OL ELL The Constitution and You (poster set) ✓✓✓✓ ✓ BL OL AL ELL Spanish Chapter Summaries BL OL AL ELL Spanish Vocabulary Activities p. 9 BL OL ELL Spanish Reading Essentials and Study p. 95 p. 98 p. 102 Guide (and Answer Key) BL OL AL ELL PresentationPlus! with ✓✓✓✓ ✓ MindJogger CheckPoint ASSESS BL OL AL ELL ExamView® Assessment Suite 9-1 9-2 9-3 Ch. 9 BL OL AL ELL Authentic Assessment with Rubrics p. 16 p. 16 BL OL AL ELL Section Quizzes and Chapter Tests p. 103 p. 104 p. 105 pp. 107–114 BL OL AL ELL Spanish Section Quizzes and Tests p. 103 p. 104 p. 105 pp. 107–114 CLOSE BL ELL Reteaching Activities p. 9 p. 9 BL OL AL ELL StudentWorks™ Plus with Audio ✓✓✓✓ ✓ Summaries BL OL ELL Graphic Organizer Transparencies ✓✓✓ BL OL ELL High School Government Reading p. 52 p. 52 p. 52 and Study Skills Foldables® 244B 244 A_D_C09_890908.indd 244B 3/16/09 3:38:52 PM Integrating Technology Teach With Technology What is Section Audio? • review important concepts for struggling readers Section Audio is a recording of each section of the • improve listening comprehension textbook. It helps students learn the content in the textbook. Visit glencoe.com to access the Media Library, and enter a ™ code to go to Section Audio recordings. How can Section Audio help my students? Section Audio allows students to: • read and listen simultaneously to improve content comprehension • practice reading skills You can easily launch a wide range of digital products Visit glencoe.com and enter ™ code from your computer’s desktop with the McGraw-Hill USG9085c9T for Chapter 9 resources. Social Studies widget. Student Teacher Parent Media Library • Student Edition Section Audio ●● • Chapter Spotlight Videos ●●● United States Government Online Learning Center (Web Site) • Chapter Overviews ●●● • Multilingual Glossaries ●●● • Study-to-Go ●●● • Student Web Activities ●●● • Self-Check Quizzes ●●● • Online Student Edition ●●● • Vocabulary eFlashcards ●●● • Web Activity Lesson Plans ● • Vocabulary PuzzleMaker ●●● • Landmark Supreme Court Cases ●●● • Beyond the Textbook ●●● 244C 244 A_D_C09_890908.indd 244C 3/16/09 3:38:58 PM Additional Chapter Resources Reading List Generator CD-ROM • Timed Readings Plus in Social Studies helps Use this database to search more than 30,000 titles to create students increase their reading rate and fluency while a customized reading list for your students. maintaining comprehension. The 400-word passages are similar to those found on state and national • Reading lists can be organized by students’ reading level, assessments. author, genre, theme, or area of interest. • Reading in the Content Area: Social Studies • The database provides Degrees of Reading Power™ (DRP) concentrates on six essential reading skills that help and Lexile™ readability scores for all selections. students better comprehend what they read. The • A brief summary of each selection is included. book includes 75 high-interest nonfiction passages written at increasing levels of difficulty. Leveled reading suggestions for this chapter: • Reading Social Studies includes strategic reading • Abraham Lincoln: The Writer, by Harold Holzer instruction and vocabulary support in Social Studies • Kennedy, by Theodore D. Sorensen content for ELLs and native speakers of English. • Leader by Destiny: George Washington, Man and Patriot, www.jamestowneducation.com by Jeannette Eaton Review suggested books before assigning them. Economics Connection Personal Finance Literacy Do Don’t Arrive early Say anything negative about Acing an Interview former employers Applicants for civil service and other jobs complete Be polite to everyone you Look disinterested applications, but whether a person is applying for a meet in the office government job or a civilian one, the interview is the most important step. Tell students: Prepare by researching the Ask questions showing Mention salary until the company’s products, history, financial status, and so on. Use interest in the company interviewer does the Internet or ask the human resources department for Follow up with a thank-you Chew gum, eat, leave your brochures. Practice answering questions such as “Why do note; briefly state your cell phone or pager on, talk you want to work here?” If you are asked, “What are your interest in the job and your about your personal life weaknesses?” be prepared with one that would not interfere qualifications with doing a good job. Ask students: How many of you have had job interviews? Appearance is important, so dress neatly and appropriately What was your experience like, and did you get the job? for the job or one level up. Ask the receptionist what the dress code is. If it is “business casual,” do not wear jeans and a T-shirt or a double-breasted suit. Shake hands firmly with the interviewer and address the person as Mr. or Ms. unless told In a recent survey, hiring managers cited these reasons otherwise. Be enthusiastic, maintain eye contact, and answer for not hiring applicants: 51% inappropriate dress, questions honestly. Focus on how you can meet the needs of 49% badmouthing a former employer, 44% arrogance, the company—not on yourself. After the interview, shake hands 30% insufficient answers. and give the interviewer a typed list of references. 244D 244 A_D_C09_890908.indd 244D 3/16/09 3:39:03 PM INTRODUCING CHAPTER 9 Chapter Audio Spotlight Video Essential Question Refer students to the Essential Question on this page. Ask stu- dents if they can list the powers of the president. Have them deter- mine which of those powers affect the other two branches of govern- ment. Ask students if they think the president has too much or too little power over the other branches. To generate student interest and provide a springboard for class discussion, access the Chapter 9 ▲▲ Video at glencoe.com or on the President John F. Kennedy video DVD. Dinah Zike’s Foldables are three-dimensional, interactive graphic organizers that help Essential Question students practice basic writing What basic powers of the skills, review key vocabulary presidency directly affect terms, and identify main ideas. the other two branches of Have students complete this government—the legislature chapter’s Foldable activity or and the judiciary? activities in Dinah Zike’s Reading and Study Skills Foldables booklet. OL Chapter Overview Visit glencoe.com and enter ™ code USG9822c9 for an overview, a quiz, and other chapter resources. 244 Visit glencoe.com and enter ™ code USG9085c9T for Chapter 9 Resources Launching the Chapter including Chapter Overview, 244_251_U3C09S1_879982.indd 244 10/29/08 12:35:52 PM Student Web Activity, Self- Evaluating The president of the United in chief, and chief executive. Essential Check Quiz, and other materials States must assume many roles while in office. Question: What qualities and skills should a for students and teachers. Each role requires him or her to perform president possess to fulfill these roles? (Allow different duties. The president is the nation’s students to brainstorm ideas. Then, discuss chief diplomat, economic planner, head of which presidents have best demonstrated state, chief legislator, party leader, commander those qualities.) OL 244 244_251_C09S1_890908.indd 244 3/16/09 3:39:26 PM SECTION 1 Presidential Powers CHAPTER 4,9, SECTION 1 Focus Reader’s Guide Content Vocabulary Academic Vocabulary Reading Strategy Bellringer ★ mandate (p. 248) ★ enforce (p. 245) Create a graphic organizer Section Focus Transparencies ★ forum (p. 249) ★ annual (p. 247) like the one at the right ★ Powers 9-1 medium (p. 249) to list some of the powers of the given to the president by President Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. ANSWERS 1. President Richard M. Nixon 2. Possible answers UNIT include: These words represent the opposite extremes of the Constitution.
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  • The Teacher and American Literature. Papers Presented at the 1964 Convention of the National Council of Teachers of English

    The Teacher and American Literature. Papers Presented at the 1964 Convention of the National Council of Teachers of English

    DOCUMENT RESUME ED 042 741 TB 001 605 AUTHOR Leary, Lewis, Fd. TITLE The Teacher and American Literature. Papers Presented at the 1964 Convention of the National Council of Teachers of English. INSTITUTION National Council of Teachers of English, Champaign, Ill. PUB DATE 65 NOTE 194p. EDITS PRICE EDRS Price MF-$0.75 HC-$9.80 DESCRIPTORS American Culture, *American Literature, Authors, Biographies, Childrens Books, Elementary School Curriculum, Literary Analysis, *Literary Criticism, *Literature Programs, Novels, Poetry, Short Stories ABSTRACT Eighteen papers on recent scholarship and its implications for school programs treat American ideas, novels, short stories, poetry, Emerson and Thoreau, Hawthorne and Melville, Whitman and Dickinson, Twain and Henry James, and Faulkner and Hemingway. Authors are Edwin H. Cady, Edward J. Gordon, William Peden, Paul H. Krueger, Bernard Duffey, John A. Myers, Jr., Theodore Hornberger, J. N. Hook, Walter Harding, Betty Harrelson Porter, Arlin Turner, Robert E. Shafer, Edmund Reiss, Sister M. Judine, Howard W.Webb, Jr., Frank H. Townsend, Richard P. Adams, and John N. Terrey. In five additional papers, Willard Thorp and Alfred H. Grommon discuss the relationship of the teacher and curriculum to new.a7proaches in American literature, while Dora V. Smith, Ruth A. French, and Charlemae Rollins deal with the implications of American literature for elementary school programs and for children's reading. (MF) U.S. DEPAIIMENT Of NE11114. EDUCATION A WOK Off ICE Of EDUCATION r--1 THIS DOCUMENT HAS KM ITEPtODUCIO EXACTLY AS IHCEIVID 1110D1 THE 11115011 01 014111I1.1101 01,611111116 IL POINTS Of TIM PI OPINIONS 4" SIAM 00 NOT IKESSAIllY INPINSENT OFFICIAL OW Of IDS/CATION N.