Nt1330 Unit 3
PACING
Pacing Guidance for Unit 3: The Constitution: 20 days
Days
DC Power Content Standard
Notes
1-2
8.3.4: Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations.
Teachers will design and implement their own instructional strategies to support students’ learning about the actual construction of the Constitution. For guidance and suggestions for the entire unit, see the Unit Overview as well as the BLISS Module Can You Compromise
3-4
8.3.3: Explain the Constitution and its success in implementing …show more content…
For guidance and suggestions for the entire unit, see the Unit Overview
5-17
8.3.6: Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.
This standard is addressed by the Cornerstone
18-20
8.4.3: Explain the strict versus loose interpretation of the Constitution and how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., their views of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding, and assumption of the revolutionary debt).
Teachers will design and implement their own instructional strategies to support students’ learning about the development of the party system. For guidance and suggestions for the entire unit, see the Unit Overview.
Suggested Pacing
(40 min)
Supporting Questions
Lessons
Class
Pacing Guidance for Unit 3: The Constitution: 20 days
Days
DC Power Content Standard
Notes
1-2
8.3.4: Evaluate the major debates that occurred during the development of the Constitution and their ultimate resolutions in such areas as shared power among institutions, divided state-federal power, slavery, the rights of individuals and states (later addressed by the addition of the Bill of Rights), and the status of American Indian nations.
Teachers will design and implement their own instructional strategies to support students’ learning about the actual construction of the Constitution. For guidance and suggestions for the entire unit, see the Unit Overview as well as the BLISS Module Can You Compromise
3-4
8.3.3: Explain the Constitution and its success in implementing …show more content…
For guidance and suggestions for the entire unit, see the Unit Overview
5-17
8.3.6: Describe the principles of federalism, dual sovereignty, separation of powers, checks and balances, the nature and purpose of majority rule, and the ways in which the American idea of constitutionalism preserves individual rights.
This standard is addressed by the Cornerstone
18-20
8.4.3: Explain the strict versus loose interpretation of the Constitution and how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., their views of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding, and assumption of the revolutionary debt).
Teachers will design and implement their own instructional strategies to support students’ learning about the development of the party system. For guidance and suggestions for the entire unit, see the Unit Overview.
Suggested Pacing
(40 min)
Supporting Questions
Lessons
Class