Pacing

Gordie's pacing

[|US I Final Review.doc] [|US II Unit Pacing Guide.doc] [|Unit III Final Review.doc] [|US I UNIT 4 Final Review.doc]

FIND OTHER PACING GUIDES/QUESTIONS TO ASSIST Alaska - essential questions [|grade8_pacing_guide.pdf] Detroit-activities and other questions included [|US History.Gr9.Instructional Pacing.rev.8-10.doc] More essential questions[| 8th SS Pacing Chart.pdf] North Carolina-[|ushistorysupportdoc2007.pdf] NYC "AIM" is overarching question and requirement http://www.scribd.com/doc/27997697/U-S-History-I-Curriculum-1 State not clear- many vocab: [|pacing guide us history.pdf] Boston: [|Citywide Learning Standards - High School US History I.pdf] This was something I worked on back in September of 2007. I think someone may have added to the text and/or vocab - if anyone has this doc, post here... [|pacing.doc] This is a link to pacing guides/vocab of OUR TEXTBOOK by Joy Hakim http://resources.chuh.org/curriculum/SS8/default.html and/or broad questions || VOCABULARY || POSSIBLE ACTIVITIES || SAS ANCHOR? || % of Midterm (M) or Final (F) || Bias Xenophobia Primary Source Secondary Source ||  ||   ||   || Anarchy Democracy Dictatorship Monarchy Republic Communism ||  ||   ||   || New Jersey Plan Connecticut or Great Compromise Bicameral 3/5 Compromise Federalists Anti-federalists ||  ||   ||   || Executive Branch Judicial Branch Treaties Nominate Impeach ||  ||   ||   || Electoral College Primary Candidate Legislative Branch House of Representatives Senate (Senators) All or none ||  ||   ||   || Bill Unconstitutional ||  ||   ||   || Separation of powers ||  ||   ||   || Warrant Self-Incrimination Due Process ||  ||   ||   || Cabinet Whiskey Rebellion ||  ||   ||   || Democratic-Republicans/Jeffersonians Alexander Hamilton Thomas Jefferson Strict vs. Loose Interpretation ||  ||   ||   || Alien and Sedition Acts Impressments Judicial Review (1803) ||  ||   ||   || duel Louisiana Purchase Embargo ||  ||   ||   || Sacagawea York ||  ||   ||   || Essential Questions and vocabulary
 * DAY(S) || ESSENTIAL QUESTIONS
 * || How and why should we study history? || Ethnocentrism
 * || What do you remember from middle school?: Review the foundation, creation of US || **D**eclaration of Ind.
 * A**rticles of Confed.
 * C**onstitution
 * || Why was a federal system of government created? || Virginia Plan
 * || How does the Constitution explain the powers of the three branches? || Legislative Branch or Congress
 * || Why do some consider the electoral college undemocratic? || Popular Vote
 * || How does a bill become a law? || Veto
 * || Can the separation of powers prevent tyranny? How do checks and balances protect citizens? || Checks and balances
 * || How do the bill of rights protect basic rights and liberties? || Amendments #1-10
 * || Does the Constitution protect student-rights? || Minor ||  ||   ||   ||
 * || How did George Washington and his administration deal with the new nation's problems? || Precedent
 * || How did political parties develop? || Federalists
 * || How did John Adams and John Marshall strengthen the federal government? || Jay's Treaty
 * || What did Thomas Jefferson accomplish as president? || Aaron Burr
 * || How did the explorations of Lewis and Clark expand the nation's identity? || Lewis and Clark