Advanced Floor Timelines is part of the Teaching for Recall & Analysis series of books. The goal of this series is to provide educators with simple, yet powerful, tools that will enable more students to experience success in courses such as Advanced Placement, International Baccalaureate, etc. These courses possess end of the year, mastery-of-content, standardized exams; which are far more complex than most traditional test. Students need to recall and analyze specific content details while demonstrating a broad base of knowledge about material that was studied over the course of an entire school year. Students must possess the capability to recall previously covered material from memory, analyze it, and then evaluate the accuracy of this information. Because of these new academic challenges, many teachers feel that they do not possess the necessary "tools" to reach students who are struggling in these advanced classes. The Teaching for Recall & Analysis series provides with teachers with strategies that work well for any course that requires the analysis, memorization, and then re-analysis of a large amount of content-specific material. These teaching methods and principles give educators the tools to reach students of all academic readiness, as well as teach a curriculum that possesses a vast amount of academic content. These strategies provide students with the ability to access and retrieve a board base of previously learned knowledge, which later allows them to create inferences and evaluations based on this recalled information. * Step-by-step instructions * Teacher created and classroom tested * Blends with existing educational practices * Numerous pictures and illustrations

"We hold these truths to be self-evident," "Four score and seven years ago," "We the people" -- these quotes are now part of the American vernacular; these expressions are now embedded in the very fabric of the nation's culture. From Patrick Henry's speech to Abraham Lincoln's Emancipation Proclamation, these principles and documents have defined American political theory as well as history. In fact, the very notion of what it means to be an American is, at least partially, shaped by these political beliefs. Some have argued that these political concepts are irrelevant and outdated and are simply quaint reminders of America's earlier days, with their message not as pertinent for a 21st century contemporary society. Yet, many of the ideas presented in these speeches and writings are just as applicable today as they were the many decades, or even centuries, ago when they were first created. American society in the last 200 years has undergone rapid political, social, and economic changes; but the essential question about the nature of government and its relationship to the people is eternal. The ideas and values articulated in these documents are not archaic abstractions, but reflections on how people can create, as well as maintain, a stable and just society. The individuals who drafted these documents knew that history did not simply repeat itself, but instead the desires and actions of the people were repeating themselves. It is for this reason that these political documents are still relevant and essential in order to reflecting and evaluating the actions of people and their government. These principles are still visible in contemporary American society; even though these same political principles seem to conflict with each other and create a level of tension within the society. The timeless nature of these values is something that readers of this book will hopefully remember as they contemplate the various ideas presented in these pages. Provides readers with: the original historical text, easy to understand modern-day interpretations, as well as a description of the historical context surrounding each document.

There are new academic challenges in social studies that students have to confront in the 21st century classroom: Advanced Placement, International Baccalaureate, SAT Subject Test, State Graduation Exams, etc. In the above instances, students are required to display their academic competence on a single high-stakes "mastery-of content" test. Student participation in these academically rigorous classes has grown dramatically. However, as course enrollments have increased; so has the number of students who are struggling with the academic demands of these rigorous courses. Yet, many teachers feel they do not possess the necessary "tools" to reach students who are struggling in these academically advanced classes. New strategies are required in order to reach students of all academic readiness, as well as teach a curriculum that possesses a vast amount of academic content. The ability to analyze, reflect and then re-analyze the original information is a skill that is difficult to learn for many students. These new strategies work well for any student enrolled in a course that requires the analysis, memorization and then re-analysis of a large amount of content-specific material. * Step-by-step teaching strategies * Teacher created and tested * Blends easily and quickly with existing educational practices * Numerous pictures and illustrations