United States History. Faculty reviewers have determined that the content in the sequence of AMHx010 and AMHx020 is comparable to the standards for United States History and therefore may be used as preparation for the associated End-Of-Course (EOC) assessment. For any other AMH course or set of courses taken through dual enrollment, the school district and postsecondary institution may determine if that course or set of courses may be used as preparation for the U.S.
United States History. Beginnings. Orlando: Harcourt School Publishers, 2003. 374-379 (or other similar textbooks). Inaugural Addresses of the Presidents of the United States: Xxxxxx Xxxxxxxxxx to Xxxxxx X. Xxxx. Xxxxxxxx.xxx. 23 July 2008 <xxxx://xxx.xxxxxxxx.xxx/124/>. XxXxxxxxx v. Maryland (1819):
United States History. ❑ American Government ❑
United States History. The main body of text within the 2008 edition (which was its first year of publication) of United States History (Xxxxxxx Xxxxxxxx Hall, publisher) was displayed in a single column, with sections, subsections, and divisions. Each chapter began with an image (generally across two pages), introductory text, chapter preview, and smaller images on the right margin of second page. At the end of each subsection was a Checkpoint Question. On the first page of each section located to the left of the main text were several parts of the sections: Objectives, Terms and People, and Note-taking Skills. At the end of each section was an Assessment, and at the end of each chapter were the Quick Study Guide, American Issues Connector, and Chapter Assessment. America: Pathways to the present. I analyzed the 2005 edition of Pathways to the Present (Prentice Hall, publisher), which was first published in 1995. Each chapter generally began with two images with captions, a map (on the second page), and a timeline that displayed American and World Events across the time period. At the top of the page was a listing of the sections for this chapter. Each section provided Reading Focus questions, Key Terms (these were bolded where they were first mentioned in main text and in Assessment), Target Reading Skill (with small diagram), and Main Idea sentence. The main text, formatted in a single column, started with Setting the Scene paragraph(s), and included images and callout boxes placed within page margins. The subsections were titled in red, and the divisions were titled in blue font. The section ended with an Assessment that included several Reading Comprehension questions and generally two Critical Thinking and Writing questions. A special section called Skills for Life described ways to engage historical material. At the end of each chapter were Review and Assessment activities, which included Creating a Chapter Summary (diagram), Reviewing Key Terms (identifications), Reviewing Main Ideas (questions), Critical Thinking (questions), and Standardized Test Prep (questions). Another special section (i.e. American Heritage My Brush with History) followed with some questions about content (primary sources, geography, etc…).
