Eleventh Grade U.S. History Honors
Course Outline
Teacher: Mr.
Kay
East Lake High School
Text: American Pageant
Major Outside Project: National History Day
Read Aloud: My Brother Sam is Dead
Major In Class Assignment: Historical
Fictitious Character Folder
Duration
Topic Textbook Chapters
1St Semester
1st 6 weeks
2
weeks
Colonization
3-6
3
weeks American
Revolution 7-8
1
week Constitutional
Convention 9
2nd 6
weeks
2
weeks The New
Government 10
1
week Jefferson/Madison
and the War of 1812 11-12
3
weeks Jackson and the
spread of democracy 13-16
3rd 6 weeks
2
weeks Westward
Expansion 18-19
2
weeks Road to
War
17, 20-21
2
weeks Civil
War
22
Duration
Topic Textbook Chapters
2nd Semester
4th 6
weeks
1 week
Reconstuction
23
1 week
Imperialism
29, 30
2 weeks
progressivism, industry and
Indians 25,27,31
2 weeks
World War
One
32,33
5th 6
weeks
1 week
Roaring Twenties
34
1 week
Great
Depression
35,36
2 weeks
World War
II
37,38
2 weeks
Cold
War
39,40
6th 6
weeks
2
weeks Civil
Rights
41
1
week
Vietnam
42
1
week Watergate and the
1970’s 42
1
week Contemporary
History 43
1
week Review and
Projections 44
Eleventh Grade Honors U.S. History
Teacher: Mr.
Kay East Lake
High School Text: The American
Pageant
Class Website:
www.youngheroesofhistory.com/eastlake
Dear Parents and Students:
Welcome to American History! I am so
pleased and privileged to be able to bring to you the exciting stories of
our people. Indeed, throughout my life, I have striven to bring American
History alive with its countless stories. To help you understand what I am
all about, I have attached a printout from my web site. For now, let’s use
the remainder of our time highlighting the course.
Purpose:
The purpose of this course is to teach you
U.S. History from an American point of view however we will do our best to
critically analyze the past as world citizens as well. Unlike in the past,
our purpose will not be to sugar coat American History: Nor will it be to
bash it either. Our past, like all nations has successes and failures and
perhaps the greatest thing about our country is that we have the freedom to
interpret them as we please.
Overview:
This course will cover the major topics in
U.S. history from the European colonization to the present. It should be
remembered that this is NOT a Eurocentric history course and that the
student should not assume that because we are beginning with the European
colonization that Europe is more important than anywhere else. We begin
here because this was one of the major turning points in the continent's
history. However, to truly understand what American History is we will
study the cultures of the people from both Asia and Africa. You will see
how an American is truly a unique individual neither European nor African
nor Asian.
Supplies:
It is mandatory and an
essential part of your grade that you have a three ring binder that
is sturdier than simply the 99 cent folder with the clips. It must have
some form of separator or tabs to maintain organization. You must have
paper in one portion of your three ring binder to serve as your notebook.
Another portion of the binder will be used to keep all papers that are
passed out throughout the year. The most important part of the 3 ring
binder will be for your historical character folder.
Grades:
Grades are to be determined based on the
following formula: Tests=50%, Quizzes=30%, Homework= 20%. Homework will
be done in a format designed for college prep and will be brought to class
for use on quizzes. If homework is satisfactory to the teacher’s standards,
you will also be allowed to use the textbook on your quiz. Your historical
character folder and notes will also be graded as a test. So therefore you
MUST take notes in class. You will also get an optional class participation
grade. This grade will be earned when you replay history in class.
Attendance and Tardiness:
It is extremely important that
you be here for every class. However if you are forced to be absent then
any assignment (including a quiz or a test) that was due on the day you were
absent is due on the day you return. You are also
responsible for all work done during your absence. It is highly recommended
that you obtain the e-mail or instant message i.d. or cell phone or text
message or beeper or even a phone number of several classmates so that you
may obtain any make-up work. Calendars will be supplied to all and
emailed to those of you with email as well as on the website.
ONLINE Extra Help:
If you are having trouble with our textbook
or need an alternative reading then you can use the US History Regular Book,
American Visions. Go to
http://glencoe.com/sec/socialstudies/ose/national.html Then click on
us history. Find American Vision 2005 edition. The
User Name is AMVV1FL05 and
the Password is muxa2we7
Classroom management:
There is only one rule in the class:
respect. Respect your fellow students, their opinions, their need to learn
and their right to ask questions. Disrupting another student's right to an
education will not be tolerated. You are in high school now and will soon
be voting and paying rent. Therefore, I will assume we are all here for the
same goal and treat you like responsible, mature people. With that said let
me also let you know that I am also here to help you both with school or
anything else. If you have any problems, please feel free to come to me.
All conversations will be confidential. Remember that the only stupid
question is the one not asked. Let's have a great year!
Map Quiz; American History
Be Able to label the
following on a map of the United States
All 50 states
The 2 oceans
The following Mountains:
Rockies, Appalachians, Sierra Nevada
The Following rivers:
Mississippi, Missouri, Hudson, Ohio R.
All 5 Great Lakes
Canada
Mexico
Great Salt Lake
Gulf of Mexico
Chesapeake Bay
Great Plains
Historical Fictitious Character
Folder
In order to make the year more fun, give you a
reference point and to give you some true appreciation for history, you will
be required to keep a separate 3 ring folder titled "Historical Fictitious
Character Folder. Here's how it will work:
1) You will be given a character sheet to create a
person living in the time we are studying. This person may be anyone you
want: man, woman, white black, young , old etc.. You cannot be related to
anyone who actually existed and you cannot be unrealistic. If for example
you want to be Chinese you must know where a Chinese in America would live
and under what conditions.
2) This folder will be brought to class everyday for a
homework and project grade. Your grade will be directly based on how
accurate you are. If for example you are a Lutheran in 1300 you will lose
points since Lutheranism did not begin until the 1500's. You will keep in
this folder:
A. All historical character sheets.
B. A map of America of the time for your
character showing where the character lives.
C. A running family tree.
D. Additional write-ups and
characterizations as announced by the teacher.
3) Buying a grade. In order to give this realism, you
will earn class money for your character. Among other things, this money
will allow you to purchase a quiz or a test grade at the end of each term.
4) You will earn money for regular class duties.
However, you may also earn money by performing special activities with your
character. For example, you could travel on a trading expedition to
Alaska. You would write this up on a separate piece of paper. The more
detailed you are the better your chance of success. For more advice, ask
the teacher.
5) Since the grade you buy will be extra-credit, you
will all start out poor and YOU MAY BE KILLED AT ANY TIME AND LOSE ALL MONEY
IN YOUR PHYSICAL POSSESION! Therefore you should not take silly risks since
you will always want to buy a grade if you can.
6) You may not avoid or manipulate the future (no
leaving Pearl Harbor before WWII because you know its coming!) or invent
things that did not exist.
7) If you die, you must write an obituary for that
character as well as pay funeral costs.
8) Just as random events such as Hurricanes and
Tornadoes can effect us, you too can be subject to these events. At any
time the teacher can wipe you out just as he can decide you inherit 1000
coins from a dead uncle.
9) Arguing with the teacher means instant death.
10) You may not change MAJOR historical events but you
may participate in them.
Student
Name_____________________ Today's Date in History 1770
History 1770
Revolution Historical Fictitious Character
First
Name Surname
Sex-
Date of
Birth- Place of Birth-
Parents Names-
Number of
Siblings-
Name of
Spouse- Date of marriage-
Name(s) and
Age(s) of your children
Occupation-
Religion-
Area of
Domicile-
Remember to check your rules for your historical character folder, fill out
the sheet above then answer the following questions on a separate
piece of paper.
**In order to make sure your
information is accurate please underline all vocabulary
words in your write ups. Remember vocabulary words are words that are
descriptive to that time period. I.e. Puritan
1. Assess the rights you have as a colonist.
2. Evaluate the British Taxation system.
3. Describe your reaction to the Boston Massacre?
4. Analyze how a war with the British might affect you.
5. Participate in the town meeting. When it is done, write your opinion on
whether you think Independence will be declared.
6. If the American minorities do revolt, what will you do?
**Don’t forget your family
tree and map with this assignment!
Pinellas
County History Day Project
Is there something you are
good at? Is there something you have always wanted to do? Do you have a
hobby or an interest? Is there something you have always wanted to know
more about? Do you have someone in your family or your community who you
find interesting?
Well, I have good news for
you. Now you can study what you have always wanted to study AND get a good
grade for it.
History Day
projects are the way students in Mr. Kay’s class learn firsthand what
history, community and research is all about. Don’t let this scare you
because the most important part of History Day is that you
enjoy learning about something you have chosen to learn about.
Just what exactly are you talking about?
Well, History Day in Mr. Kay’s class has two basic tenets:
learn something about American History and teach something. You can learn
WHATEVER you want that deals with Americans in the 20th
century? This does not mean only the well known materials in your
texts like battles, Presidents and major events. You can learn about
anything that has had any impact on America whether it is cultural,
political, military, economic, etc… Indeed, the more unique your project is
the better because again, the second part of History Day is to teach us
something. We want to learn something new from you. We want to know about
our community or about our culture or about something we have not read in
our textbook.
Do you mean I have to get up in front of the class?
Of
course not. You can teach us anyway you want. You can write a paper or
perform a play or create a computer demonstration or a video or build a 3
dimensional board. Whatever you are good at, whatever will get your point
across best is what we want from you.
O.K. You have my interest now. Can you give me some details?
Sure. To begin with, look at the attached timeline of the assignments in
this project. You will notice that this is a year long project that will
take lots of planning and reworking. In the end, as you can see, you may
even decide to enter your project into the National History Day contest we
sponsor here in the county.
History Day Time-line
Theme
Triumph and Tragedy
in History
Task Due
Date Grade Equivalent
Topic
chosen After Labor
Day Quiz
Preliminary list of
sources 3rd weak of sept
Quiz.
Notes and updated list
of sources Middle of October Test
Outline and
Thesis Nov. 1st
Quiz
Rough
Draft December 1st
Test
Final
Project 1st week of
January Double
Test
**Whether you enter the contest or not, your project is due on the same day
as the fair.
Wow! This sounds like a lot of work. Do I do it all on my own? Are you
going to help us?
You
bet! You will be given handouts at each stage of the project outlining how
to choose a topic, how to write a bibliography and even how to design a
project. Class time will be spent answering questions and even going to the
media center. Finally, we even have a website written by Mr. Kay with
guidelines, advice, resources, links and even advice from past History Day
participants. Check it out at
www.pinellashistoryday.org
Alright, so I can see this is a really big project. It must count for a lot
on the grade right?
Absolutely! In fact, every due date above will count as a grade in the term
that it is due. At first, some students think this is unfair and don’t want
to do the project. However, once you get started, you will realize that the
History Day project is a great way to boost your grade because as
long as you do a good job and follow the criteria, you will get a good
grade.
You’ve led me to my next question then. How will I be graded?
As
stated above, each due date is a different grade. Now, if you look on the
next page, you will see how your overall grade breaks down:
How Your
Project will be Graded
Regardless
of which project a student creates, the following principles of evaluation
will be used in the grading of History Day entries.
Historical Quality
The most important aspect of a project is its
historical quality, which
determines 50% of the total evaluation. The evaluation will rest on
the students' success at conducting historical research, interpreting their
research, and drawing conclusions. A superior rating generally reflects
positive responses to the following questions:
-
Is the project historically accurate?
-
Does the project provide analysis and interpretation of
the historical data in addition to an accurate description? The project
should not simply recount facts but interpret them.
-
Does the project demonstrate an understanding of the
historical context – the intellectual, physical, social, and cultural
setting?
-
Does the project reflect historical perspective – the
causes and consequences of an event, for example, or the relationship of
a local topic to larger events?
Primary Sources and Documents:
This is another critical part of the project that counts for
30% of the grade. You MUST find primary sources such
as documents, letters, newspaper articles written at the time, photographs
and even interviews. With today accessibility to the internet, primary
sources are easy to find on archive and museum sites while interviews are
even easier to locate than ever before. This is one reason why we
recommend local history projects as much as possible. Grading will be
based on the following questions:
-
Does the annotated bibliography demonstrate solid
research?
-
Does the project demonstrate a balanced presentation of
materials?
-
Does the project use a variety of viewpoints (e.g.,
those who suffered as well as those who benefited, males, females,
people from different racial or ethnic socioeconomic groups, as
appropriate to the topic)?
-
Does the project demonstrate the use of available
primary sources and secondary sources?
Clarity of Presentation
Although historical quality
is most important, entries must be presented in an effective manner. This
section is worth 20% of the total evaluation. Do not be carried away
by glitz; simpler is often –but not always-better. The following questions
will be considered when looking at
clarity of presentation:
-
Is the project original, creative, well organized, and
imaginative in subject and presentation?
-
Is the project effective in communicating the
significance of the topic?
-
Is the written material clear, grammatical, and
correctly spelled?
-
In exhibits, are the title, sectional divisions, and
main points easy to discern?
-
Are photographs and images appropriate in terms of
content and location?
-
Is the overall project pleasing to the eye?
-
In a documentary or performance, is the script clear?
-
In a performance, do the students display stage
presence?
-
Is the visual material clear and appropriate for the
type of project?
- Do the students display adequate familiarity with
their equipment?
-
What exactly
are the different kinds of History Day Projects?
Remember one of the major
purposes of History Day, is for you to get a chance to show your skills in
presentation. Are you great with a computer or with public speaking? Is
writing your forte’? Is design right up your alley? Consider what you are
good at as well as what will present your information the best. Finally,
don’t forget practicalities like availability of materials, cost and
transporting your project.
Creating Exhibit Entries
Exhibits are designed to
display visual and written information on topics in an attractive and
understandable manner. They are similar to exhibits found in a museum.
People walking by should be attracted to an exhibit's main idea and,
therefore, stop to learn more about the topic. To be successful, an exhibit
must create an effective balance between visual interest and historical
explanation.
The most common form of
exhibit project is a three-panel display. This style is the least
complicated to design and build but is still a very effective way to present
information.
Creating Documentary Entries
Constantly changing technology
offers students limitless possibilities in developing media-based
presentations for the documentary category. Students may create
documentaries using
slides,
film,
videos, or
computers. Web sites are not acceptable.
Creating Paper Entries
After a topic has been
selected, a research paper involves three basic steps:
- Collect information.
- Organize the information.
- Present it to the reader in a clear and
interesting fashion.
The paper should consist of an
introduction stating the thesis of the work, a main section addressing the
theme, and a conclusion flowing logically from the thesis statement and
body.
Creating Performance Entries
Performances can be one of the
most exciting ways to participate in History Day, since it is the only
category in which students present their research live. Projects in this
category must have dramatic appeal, but not at the expense of historical
information. Creativity is the key here, and students must make effective
use of their 10-minute time allowance.
His MAJESTY King George III’s Most Gracious SPEECH To Both Houses of
PARLIAMENT,
On FRIDAY, October 27, 1775.
"My Lords, and Gentlemen,
"THE present situation of
America, and my constant desire to have your advice, concurrence and
assistance, on every important occasion, have determined me to call you thus
early together.
"Those who have long too
successfully laboured to inflame my people in America by gross
misrepresentations, and to infuse into their minds a system of opinions,
repugnant to the true constitution of the colonies, and to their subordinate
relation to Great-Britain, now openly avow their revolt, hostility and
rebellion. They have raised troops, and are collecting a naval force; they
have seized the public revenue, and assumed to themselves legislative,
executive and judicial powers, which they already exercise in the most
arbitrary manner, over the persons and property of their fellow-subjects:
And altho' many of these unhappy people may still retain their loyalty, and
may be too wise not to see the fatal consequence of this usurpation, and
wish to resist it, yet the torrent of violence has been strong enough to
compel their acquiescence, till a sufficient force shall appear to support
them.
"The authors and promoters of
this desperate conspiracy have, in the conduct of it, derived great
advantage from the difference of our intentions and theirs. They meant only
to amuse by vague expressions of attachment to the Parent State, and the
strongest protestations of loyalty to me, whilst they were preparing for a
general revolt. On our part, though it was declared in your last session
that a rebellion existed within the province of the Massachusetts Bay, yet
even that province we wished rather to reclaim than to subdue. The
resolutions of Parliament breathed a spirit of moderation and forbearance;
conciliatory propositions accompanied the measures taken to enforce
authority; and the coercive acts were adapted to cases of criminal
combinations amongst subjects not then in arms. I have acted with the same
temper; anxious to prevent, if it had been possible, the effusion of the
blood of my subjects; and the calamities which are inseparable from a state
of war; still hoping that my people in America would have discerned the
traiterous views of their leaders, and have been convinced, that to be a
subject of Great Britain, with all its consequences, is to be the freest
member of any civil society in the known world.
"The rebellious war now levied
is become more general, and is manifestly carried on for the purpose of
establishing an independent empire. I need not dwell upon the fatal effects
of the success of such a plan. The object is too important, the spirit of
the British nation too high, the resources with which God hath blessed her
too numerous, to give up so many colonies which she has planted with great
industry, nursed with great tenderness, encouraged with many commercial
advantages, and protected and defended at much expence of blood and
treasure.
"It is now become the part of
wisdom, and (in its effects) of clemency, to put a speedy end to these
disorders by the most decisive exertions. For this purpose, I have increased
my naval establishment, and greatly augmented my land forces; but in such a
manner as may be the least burthensome to my kingdoms.
"I have also the satisfaction
to inform you, that I have received the most friendly offers of foreign
assistance; and if I shall make any treaties in consequence thereof, they
shall be laid before you. And I have, in testimony of my affection for my
people, who can have no cause in which I am not equally interested, sent to
the garrisons of Gibraltar and Port-Mahon a part of my Electoral troops, in
order that a larger number of the established forces of this kingdom may be
applied to the maintenance of its authority; and the national militia,
planned and regulated with equal regard to the rights, safety and protection
of my crown and people, may give a farther extent and activity to our
military operations.
"When the unhappy and deluded
multitude, against whom this force will be directed, shall become sensible
of their error, I shall be ready to receive the misled with tenderness and
mercy ! and in order to prevent the inconveniencies which may arise from the
great distance of their situation, and to remove as soon as possible the
calamities which they suffer, I shall give authority to certain persons upon
the spot to grant general or particular pardons and indemnities, in such
manner, and to such persons as they shall think fit; and to receive the
submission of any Province or Colony which shall be disposed to return to
its allegiance. It may be also proper to authorise the persons so
commissioned to restore such Province or Colony, so returning to its
allegiance, to the free exercise of its trade and commerce, and to the same
protection and security as if such Province or Colony had never revolted.
"Gentlemen of the House of
Commons,
"I have ordered the proper
estimates for the ensuing year to be laid before you; and I rely on your
affection to me, and your resolution to maintain the just rights of this
country, for such supplies as the present circumstances of our affairs
require. Among the many unavoidable ill consequences of this rebellion, none
affects me more sensibly than the extraordinary burthen which it must create
to my faithful subjects.
"My Lords, and Gentlemen,
"I have fully opened to you my
views and intentions. The constant employment of my thoughts, and the most
earnest wishes of my heart, tend wholly to the safety and happiness of all
my people, and to the re-establishment of order and tranquility through the
several parts of my dominions, in a close connection and constitutional
dependance. You see the tendency of the present disorders, and I have stated
to you the measures which I mean to pursue for suppressing them. Whatever
remains to be done, that may farther contribute to this end, I commit to
your wisdom. And I am happy to add, that, as well from the assurances I have
received, as from the general appearances of affairs in Europe, I see no
probability that the measures which you may adopt will be interrupted by
disputes with any foreign power."
1.. In the 2nd
paragraph, 1st and 2nd sentence, how does the King say
the Colonists inflamed people?
2. In the same paragraph,
what does the King say they have done?
3. In the third paragraph,
how does the King say they have dealt with the rebellion?
4. In the 4th
paragraph, what does the King says is the purpose of the rebellion and why
is that bad?
5. In the 5th
paragraph and 6th paragraph, what actions does the King say he
will take?
6. When the colonists “shall
become sensible of their error”, how does the King say he will receive them?
7. What authority will he
give to certain persons?
8. As a colonist, how does
the King’s Speech make you feel? Please be detailed.
Grade
for Historical Character Folder Assignment One:
Character work
Colony Character- 10
Questions
Revolution Character- 6
Questions
Family Tree with dates
Map
Obituary if Necessary
Classwork
and worksheets
Chart of Oral
Presentations
Broken Chain Movie
Questions
King’s Speech Questions
Notebook
Rubric
Have
all character questions=35
points (2 points per question, 5 points
for number 10)
Top Portion of Character
is Accurate=5 points
Map=2
points
Family
tree=5
points
Vocab=
15 points
Quality of answers=15
points
Realism=
5 points
Worksheets=
15 points
Notes=
5 points
Total:
Student Name__________________________________Today's
Date in History 1787
The New Country’s
Historical Fictitious Character
First
Name Surname
Sex-
Date of Birth- Place of
Birth-
Parents Names-
Number of Siblings-
Name of Spouse- Date
of marriage-
Name(s) and Age(s) of your
children
Occupation-
Religion-
Area of Domicile-
You live in a new country,
a country that is trying a new experiment in government: democracy.
Unfortunately, no one knows how it will work, there are enemies everywhere
and the people of your country are arguing amongst themselves. Now it is
time for you to take your role in the new country. As you make your
decisions, remember to check your rules for your historical character
folder, fill out the sheet above then answer the following questions on a
separate piece of paper. Each question should be one paragraph to
several paragraphs long.
**In order to make sure
your information is accurate please underline all vocabulary words in
your write ups. Remember vocabulary words are words that are descriptive to
that time period. I.e. Federalist
1. Hamilton and Jefferson
disagree vehemently on the direction the new country should take. What are
their positions and who do you agree with? Make sure to discuss how you
expect their policies to affect you.
2. Do you think a National
Bank is a good idea? Why? Does it give the Government too much power?
3. The press is going
crazy with opinions and accusations against the people in the government.
The Federalists believe in restricting the press. The Democratic
Republicans don’t. What do you think?
4. What do you think of
the Constitution now? What are its faults? What are its successes? Has it
done what it was supposed to do?
5. What do you think of
George Washington? Was he a good President? How did his rule affect you?
**Don’t forget your family tree and map with this
assignment!
George
Washington MiniSeries: The Presidency
Question
Sheet.
1. What did Patrick Henry say about the Constitution?
2. What does George tell Martha about their money
situation before he leaves Mount Vernon to become President?
3. What positions do Hamilton and Jefferson hold in
the new government?
4. What is Hamilton’s secretary doing to the veterans
with his knowledge of Hamilton’s plans?
5. What is Jefferson’s opinion of Hamilton’s financial
plan?
6. What health problem affects Washington?
7. In the argument in Washington’s house, Hamilton
and Jefferson lay out their differences about the future of the United
States. What are their beliefs?
8. How does Washington get Hamilton and Jefferson to
agree on the bank issue and the location of the new capital?
9. Hamilton has an affair. What does the woman’s
husband do when he finds out about it?
10. How are Hamilton and Jefferson using the
newspapers?
11. What do the newspapers say about Washington?
12. What does Jefferson do when he finds out about
Hamilton’s affair?
13. Why do the American people love the French
ambassador?
14. What is Washington’s attitude towards this man?
(Citizen Genet)
15. Why does the mob march on Washington’s house?
16. How does he react to the mob?
17. How does Washington react to the Whiskey
rebellion?
18. Why does Jefferson quit?
19. Why does Hamilton quit?
20. What is Washington’s reaction when he finds out
that his Secretary of State may be a spy?
21. How does Washington react when he is cleared?
22. Why does Washington not serve a 3rd
term?
22. Why is Washington’s stepping down and replacement
by John Adams such a momentous occasion.
24. Summation: Evaluate the Presidency of George
Washington. What impact did it have on the United States and what
Precedents did he set?
Review for American
History Test One: Colonization to Birth
Mr.
Kay East Lake High School
1.
Columbus
2. Crispus
Attuks was
3.
Hamilton’s
top priority was
4. A strength
of the Articles of Confederation was
5. A weakness of the Articles of
confederation was
6. The difference between the British
and French colonies
7. the
French Revolution’s effects on Americans?
8. Because of the short growing season and rocky soil, a relatively
small number of slaves existed in the
________colonies
9. Citizen Genet
10. Quakers
11. the
kinds of people who came to settle in
America
12. The main crop in colonial
Virginia
which required slave labor was
13. why
were The Europeans were able to conquer
North America
14. Slavery was most prominent
(obvious) in
15. In order to get
Jefferson
to agree to a National Bank Hamilton
16. The monarch the colonial
Americans despised was
17.
Jeffersonians accused
Washington
of
18.
Hamilton’s
plan to repay the war veterans was tarnished because
19.
Jefferson
refused to attack
Hamilton’s
20.
Washington
ran for a second term because
21. In the order of
Hamilton,
Jefferson and Knox, the offices they served were
22. As President,
Washington
did not free his slaves because
23. The Declaration of
Independence
was written in
24. The treaty of what ended the
American Revolution?
25. Farmers were revolting in
Pennsylvania
because of
26.
Hamilton
left office because
27.
Jefferson
left office because
28. Shay's rebellion was important
because it
29. Perhaps the most significant
achievement of
Washington’s
Presidency was
30. The first permanent English
settlement in
North America
was at
31. Joseph Brandt
32. Under the Articles of Confederation, every state had how many
votes?
33. the 1790s’ political conflict
between Thomas Jefferson and Alexander Hamilton
34. The
most controversial portion of Alexander Hamilton’s economic program
was
35. Which
MeN
DID NOT
BELIEVE
IN A STRONG NATIONAL GOVERNMENT
36. THE ARTICLES OF CONFEDERATION PROVED THAT
A CONFEDERACY
37. The form of Government the Iriquois
would most likely favor would be
39. THE GREAT COMPROMISE
40. Henry Knox
41. THE 2ND CONTINENTAL CONGRESS
42. THE STAMP ACT CONGRESS
43. "No taxation without Representation"
44. the Iriquois
45. Which Revolutionary War battle
was a victory for
Washington
due to his crossing of the
Delaware?
46. Thomas Paine's common sense was
most written for?
47. The Declaration of Independence could
BEST be characterized
as a
48. Which battle effectively ended the American Revolution?
49. Prior to the American Revolution,
most
colonists attitude toward the King could be described as
50. The state of
Maryland
51. Puritans
52. the battle of
Saratoga
53. The government set up by the Articles of Confederation had what
branches
54. Which of these states was the FIRST to ratify the constitution?
55. The idea that people
have the right to abolish an abusive and unresponsive government was
FIRST formally
expressed by Americans in the
56. At the Philadelphia Convention of 1787, the delegates agreed to
57. When colonial
Massachusetts’
governor Thomas Hutchinson attempted to force the sale of taxed tea
in
Boston
in 1773, Bostonians reacted with the
58. The first President of the
United States
under the NEW constitution was
59. The primary motive of those who
founded the British colony in
Virginia
during the seventeenth century was
60. The economic theory of
mercantilism
61. The Proclamation of 1763
62. The American Revolutionaries
gained help from
63. The first armed conflict in 1775
between the Americans and British soldiers took place at
64. What was the response to the Stamp
Act?
65. American tactics in gaining the
repeal of the Stamp and Townshend Acts
66.
Common Sense was written
by
67. The Intolerable Acts of 1774
68.
The major result of
England’s
attempts to tighten the enforcement of its mercantilist policies in
America
after the French and Indian War was to
69.
My Brother Sam is Dead
70. actions
seen in America
during the Revolution
Hurricane Katrina Devastates Gulf History and Culture
The devastating winds and
waves of Hurricane Katrina that wiped out people's homes, communities and
livelihoods also swept away many historic treasures, including famous
architecture and works of art. As the human search and rescue
operations from Hurricane Katrina wind down, efforts began to assess the
toll the storm took on the cultural heritage and history of the Gulf Coast
region.
Cultural experts worry that the storm also will impact
less tangible characteristics of the area, such as the food, language and
music that make a place unique.
"I think this could represent
the greatest cultural disaster in the history of the country," Richard Moe,
president of the National Trust for Historical Preservation, which is
working to resurrect the region, told the Washington Post.
The history of the region hit
hardest by Hurricane Katrina has much to do with its location at the
convergence of the Mississippi River and Gulf of Mexico. Long before
trains and highways linked the United States, the Mississippi was the
country's main trade route. New Orleans was founded in 1718 as a French
colony. The busy Louisiana trade center was transferred to the Spanish in
1763, but given back to France in 1800. In 1803, Napoleon sold New Orleans,
along with the entire state, to the United States in a transaction known as
the Louisiana Purchase. Europeans of French and Spanish descent, Africans,
Latin Americans, Caribbeans, Native Americans and others called the city
home. The Creole people, a mix of African, French and American Indians, are
famous for their language, zydeco music and food.
Tourists came from all over
the world to eat distinctly Creole and Cajun foods: gumbo, jambalaya, dirty
rice and crawfish, po'boy sandwiches and turtle soup, café au lait and
beignets.
New Orleans neighborhoods were filled with
Spanish-styled homes from the late 1700s, multi-story French colonial
buildings and single-story, wood-framed buildings from the 19th and early
20th centuries.
Jazz, considered the most
uniquely American form of music, found a solid foundation in 20th century
New Orleans. The music is celebrated in the city's annual Mardi Gras -- or
Fat Tuesday -- parades and jazz festivals and funerals. Louis Armstrong,
often referred to as a father of jazz, was born in one of the poorest
sections of New Orleans in 1901. His mentor Joe "King" Oliver, was one of a
handful of noted musicians in New Orleans -- along with Jelly Roll Morton,
Sidney Bechet and others -- who created a distinctive and widely popular new
band music out of blues and ragtime.
What was
lost
Though much of the city's historic French Quarter was
built on higher ground and may have avoided the most severe flooding,
officials fear historical objects -- from antique musical instruments to
furniture -- could be lost. Heat and humidity could damage physical
artifacts such as the paintings and documents housed in the Pitot House
Museum, which shows how traditional Creole families lived, said Meg
Lousteau, director of the Louisiana Landmarks Society, according to the
Washington Post. And others worry about what will happen to the vibrant
arts feel of the region if artists don't return.
"It is hard to sit in silence,
to watch one's youth wash away," said jazz singer and pianist Harry Connick
Jr. on his Web site. "New Orleans is my essence, my soul, my muse, and I can
only dream that one day she will recapture her glory."
In Mississippi, Katrina's
winds also wiped away architecture that is part of American history.
"Almost all our old houses
have gone. This isn't just a question of financial loss, this is our history
that has disappeared," Helen Sirmon, a teacher who took her classes on tours
of Biloxi's historic buildings, told Reuters.
The Brielmaier House, which
was built around 1895 and had served as a visitors' center was seen floating
down the street during the storm. All that is left of the Pleasant Reed
House, built by a former slave around 1887 and home to an African-American
museum, is the chimney.
Beauvoir, the 1852 Greek Revival house where the
Confederate president during the Civil War, Jefferson Davis, spent his last
12 years, is in tatters. Will the region ever be the same?
Historic preservation experts and tourism officials
alike are working with disaster officials to save and restore the region.
"The lessons we've learned
from other hurricanes and recovery efforts is that the things that were
important before the storm need to be important after the storm," John
Hildreth, director of the National Trust for Historic Preservation's
southern office, told Architectural Record News.
"The city that is reborn is
one that still has its heritage and culture."
Reading Comprehension Questions:
1. In addition to wiping out homes, communities and
livelihoods, what else has been lost in Hurricane Katrina?
2. What are less tangible characteristics of the area?
How would experts rate the degree of devastation?
3. Where is the region located? Why is this area
significant?
4. Who are the Creole people and what are they famous
for?
5. What music is famous in New Orleans?
6. What is the state of devastation in the French
Quarter? What do historical experts fear may happen in the future?
7. What happened in Mississippi?
Student Name__________________________________Today's
Date in History 1787
The New Country’s
Historical Fictitious Character
First
Name Surname
Sex-
Date of Birth- Place of
Birth-
Parents Names-
Number of Siblings-
Name of Spouse- Date
of marriage-
Name(s) and Age(s) of your
children
Occupation-
Religion-
Area of Domicile-
You live in a new country,
a country that is trying a new experiment in government: democracy.
Unfortunately, no one knows how it will work, there are enemies everywhere
and the people of your country are arguing amongst themselves. Now it is
time for you to take your role in the new country. As you make your
decisions, remember to check your rules for your historical character
folder, fill out the sheet above then answer the following questions on a
separate piece of paper. Each question should be one paragraph to
several paragraphs long.
**In order to make sure
your information is accurate please underline all vocabulary words in
your write ups. Remember vocabulary words are words that are descriptive to
that time period. I.e. Federalist
1. Hamilton and Jefferson
disagree vehemently on the direction the new country should take. What are
their positions and who do you agree with? Make sure to discuss how you
expect their policies to affect you.
2. Do you think a National
Bank is a good idea? Why? Does it give the Government too much power?
3. The press is going
crazy with opinions and accusations against the people in the government.
The Federalists believe in restricting the press. The Democratic
Republicans don’t. What do you think?
4. What do you think of
the Constitution now? What are its faults? What are its successes? Has it
done what it was supposed to do?
5. What do you think of
George Washington? Was he a good President? How did his rule affect you?
**Don’t forget your family tree and map with this
assignment!
Student
Name__________________Today's Date in History 1810
Jefferson
and Madison
Historical Fictitious Character
First
Name Surname
Area of Domicile-
**. Ten years have
passed. The country’s problems with Britain have gotten worse but the good
news is the United States has more than doubled in size overnight with the
purchase of Louisiana. Lewis and Clark have returned from their expedition
with plenty of good news to report and settlers are already beginning to
move further west. Now is your chance to take advantage of all the new
opportunities in the country both in the east and newly settled west. As
you make your decisions, remember to check your rules for your historical
character folder, fill out the sheet above then answer the following
questions on a separate piece of paper. Each question should be
several sentences to a paragraph long.
**In order to make sure
your information is accurate please underline all vocabulary words in
your write ups. Remember vocabulary words are words that are descriptive to
that time period. I.e. Impressment
1. Have you or any of your
friends been affected by the British policy of Impressment? Analyze what
options the Unites States has and what you think the United States should do
about it?
2. Assess the
effectiveness of the Embargo Act. How is it affecting you and your
friends? How should it be changed if so?
3. Analyze the reason for
going to War in 1812. What do you think the country should do?
4. Will you sign up for
the war? How does it affect you? (Do not answer this question until we
have finished playing out the war in class!)
5. Explain the reasons for
the Hartford Convention? Do the New Englanders have a legitimate
grievance? Do you want to go?
6. Finally, now it is time
to get your pay. Are you going to move anywhere? What is your life like
now economically? Once you have finished the question, collect your pay and
move your map pin if necessary.
***If you are interested in fighting in the war or
in rising more in your social status you may want to use this opportunity to
play your son so you will be younger!
How to do a note card
|
Topic
of the notecard A-1
(code)
Notes
themselves dealing with the topic of the notecard
Page
or pages info is found |
A is a code for the source. Your first source (book,
website, magazine) is A. Your second is B, third is C, etc…
The 1 simply means the first card. Next card is A-2
for that source.
Topic should be as specific as you can make it.
The next source you use will be B, then C… etc…
|
Bibliography Card
A
(this
is the code letter for the book so you don’t have to keep writing it
on the notecards)
Here
is where you simply write down all the bibliographic info, in no
particular order. Simply record the title, author, publisher, date
of publication, and place of publication and other info that may be
relevant on the source of your info. |
History
Day Rubric for Bibliography and Notes
Remember
that this is a major Test Grade
Requirements:
10 Primary Sources
10 Secondary Sources (or more Primary for a total of 20
sources or more)
No more than One Encyclopedia
**Remember! Web pages that have the same address but
different pages (i.e.
www.history.com/washington and
www.history.com/jefferson) are the SAME source. (Like different pages
in the same book)
Number of notes required:
25+notecards if 20+web pages printed out
Or 50+ notecards with no websites
Or 10+notecards with 40+ web pages printed out
Point System:
10 Primary Sources=
20 points
20 Total
Sources= 20 points
Variety of your
sources= 10 points
Information spread out among multiple
sources= 10 points
Quality of the sources
themselves= 10 points
Quality of the notes (relevant info, non-repetitive)=
10 points
Amount of
notes= 20 points
Organization of
notes= 5 points
Coding of notecards
correct= 5 points
Total= 110
points
Student Name__________________________________Today's
Date in History 1828
Westward Ho!
Historical Fictitious Character
First
Name Surname
Sex-
Date of Birth- Place of
Birth-
Parents Names-
Number of Siblings-
Name of Spouse- Date
of marriage-
Name(s) and Age(s) of your
children
Occupation-
Religion-
Area of Domicile-
The United States is
growing in ways it has never before. Industry is popping up everywhere in
the North. Canals and Railroads and steamboats are being built. Easterners
are moving west in never before seen numbers. The only problems are that
the Indians already live there, the Southerners still use the controversial
slave system and only about 25% of Americans have the right to vote.
However, with all these new opportunities, voting and rights seems like a
minor nuisance. As you take advantage of this new land and make your
decisions, remember to check your rules for your historical character
folder, fill out the sheet above then answer the following questions on a
separate piece of paper. Each question should be one paragraph to
several paragraphs long.
**In order to make sure
your information is accurate please underline all vocabulary words in
your write ups. Remember vocabulary words are words that are descriptive to
that time period. I.e. Steam boat
1. Describe your reasons
for moving. What new opportunities are you hoping for and where did you
move to? Make sure to show your route on your map from your last character.
1. Describe your reasons
for not moving. How do you expect the industrial changes in the country to
affect you?
2. Please write your own
primary source in the form of a letter, diary entry or newspaper article
that describes your move or the changes around you. Use the readings you
have been given over the past two days to use as an example.
3. Evaluate what you think
should be done about the Indians living near you. Should they be left
alone, forced to move, forced to integrate with the United States? Remember
they occupy large amounts of valuable land.
4. Discuss who you think
should be allowed to vote. Should property qualifications or educational
concerns play any role at all? Do you think anyone can be smart enough to
vote or should there be limits?
5. Describe how voter
rights changed in your state during Andrew Jackson’s Presidency.
6. Evaluate whether states
should be able to nullify Federal Laws. Is Andrew Jackson abusing his power
or doing the right thing?
7. Analyze the spoils
system. Is it an effective and efficient way to run the government?
**Don’t forget your family tree and map with this
assignment!
Name
*****Turn this sheet in with
your folder and fill out the student section at the bottom.
Historical Character Folder
Assignment Two:
Due: Tuesday October 17
**Turn the following in
the exact order below or 5 points will be deducted!
Characters:
New Country Character- 5
Questions
Jefferson and Madison
Character- 6 Questions
Westward Character- 7
Questions
Worksheets
George Washington Movie
Questions 24 (skip 21 and 22) **Make sure 24 is done!!
Hurricane Katrina Questions
(7)
War of 1812 Movie questions
(19)
West Readings 76-80
Other Character work
Family Tree with
dates and characters you
played underlined or hi-lited
Map ***Show your move if you
went west.
Obituaries from the war of
1812 if Necessary
Rubric Check
off Grade
Student Teacher
Have
All character questions =36 points
_______ _______
T=
top portion of character=6
_______ _______
Map=3
points
_______ _______
Family
Tree=5 points
_______ _______
Vocab=
20 points
_______ _______
Quality=10
points
_______ _______
Realism=
5 points
_______ _______
Worksheets=
20 points
_______ _______
Total: _________
Student
Name_________________ Today's Date in History 18_____
The
Beginnings of Diversity
Historical Fictitious Character (Honors)
First
Name Surname
Sex-
Date of
Birth- Place of Birth-
Parents Names-
Number of Siblings-
Name of
Spouse- Date of marriage-
Name(s) and Age(s) of your
children
Occupation-
Religion-
Area of Domicile-
The United States has
survived. England is no longer a major threat and the country can go on its
merry way to whatever destiny awaits it. More immigrants are coming,
religious groups are forming, factories and roads are being built and the
move west is accelerating everyday. During all these changes for your
country, your family also meets some changes. After you find out what new
personal event has changed your family history answer the following
questions and be prepared to give a short oral report on your new
family to the class. Keep in mind that you will be teaching the
class about your group and that you will therefore be the major source of
their information. Use the following questions as a guideline to discuss
yourself but be prepared to elaborate. As you make your decisions, remember
to check your rules for your historical character folder, fill out the sheet
above then answer the following questions on a separate piece of
paper. Each question should be several sentences to a paragraph long.
**In order to make sure
your information is accurate please underline all vocabulary words in
your write ups. Remember vocabulary words are words that are descriptive to
that time period. I.e. Suffragette
1. Pick a piece of paper
from the pile, open your book to the pages listed and find out about how
your family has been affected. To begin with, Describe how this person is
related to you?
2. Read the primary source
given to you. Summarize the source in a paragraph or more telling us who
the author is, what are they describing and what does this mean for your
family member.
3. Now, discuss what
events in the United States and the world have affected this person.
4. Analyze this person.
What is it about them that makes them interesting?
5. Describe what their
life is like. Where do they live, what do they do?
6. Explain the challenges
that face them.
7. Overall, asses what you
think of this person. Are they someone you admire or do you think their
just nuts?
8. Finally, write 5
multiple choice questions that can be used on a test of your peers!
Review words for Test II American History
Francis Scott
Key
Hartford Convention
Andrew
Jackson
Battle of New Orleans
Slavery and the
Louisiana Purchase Compromise of 1820
The Spoils
System
Westward migration
Canals
Railroads
National
Road
Monroe Doctrine
“From Snobs to
Mobs” Eli Whitney
Lowell
Girls
Mormons Today
Indian
Policy
Voter Qualifications
Nullify
Cherokee
Education and
Artwork Jackson and
the Court
Trail of
Tears
Election of 1824
John
Calhoun
Seminoles
Osceola
Send ‘Em SOuth
Early Settlement of
Texas Sequoya
Irish
Nativism
The
Famine
Mormons
Seneca Falls
Susan B. Anthony
Mexican
War
Unions
The
Alamo
Lone Star State
Manifest
Destiny The
N word
Slave
Life
Eerie Canal
John
Hughes
War of 1812 Jacksonian Democracy
Review words for Test II American History
Francis Scott
Key
Hartford Convention
Andrew
Jackson
Battle of New Orleans
Slavery and the
Louisiana Purchase Compromise of 1820
The Spoils
System
Westward migration
Canals
Railroads
National
Road
Monroe Doctrine
“From Snobs to
Mobs” Eli Whitney
Lowell
Girls
Mormons Today
Indian
Policy
Voter Qualifications
Nullify
Cherokee
Education and
Artwork Jackson and
the Court
Trail of
Tears
Election of 1824
John
Calhoun
Seminoles
Osceola
Send ‘Em SOuth
Early Settlement of
Texas Sequoya
Irish
Nativism
The
Famine
Mormons
Seneca Falls
Susan B. Anthony
Mexican
War
Unions
The
Alamo
Lone Star State
Manifest
Destiny The
N word
Slave
Life
Eerie Canal
John
Hughes
War of 1812 Jacksonian Democracy
Student
Name_____________________Today's Date in History 18_____
Slavery and Secession?
Historical Fictitious Character
First
Name Surname
Sex-
Date of
Birth- Place of Birth-
Parents
Names-
Number of
Siblings-
Name of
Spouse- Date of marriage-
Name(s)
and Age(s) of your children
Occupation-
Religion-
Area of
Domicile-
Mexico has been humbled. The United States
spans from Sea to Shining Sea. Our Manifest Destiny seems complete. But now
there is a problem. The slavery issue, always a hotbed of contention,
threatens to blow up in our faces with the addition of so many lands. Will
they be slave or free? What will the new government look like with so many
new states? As you live through these times, consider the following
questions and be prepared for the most difficult issues you may ever face.
As you make your decisions, remember to check your rules for your historical
character folder, fill out the sheet above then answer the following
questions on a separate piece of paper. Each question should be
several paragraphs to a page long.
**In order to make sure your information is
accurate please underline all vocabulary words in your write ups.
Remember vocabulary words are words that are descriptive to that time
period. I.e.abolitionist
1. Assess the options the United States has
now that the Mexican War has been won. Then tell us what you think should
be done with the new territories won from Mexico. Should they be slave or
free? Consider what was decided in the Missouri Compromise.
2. Discuss the new Fugitive slave law. Is
it right? Is it fair? Are slave catchers good or bad people?
3. Describe what you have heard of the
Underground railroad. How would you react if an escaped slave came to you
for help?
4. Analyze the reaction to the book Uncle
Tom’s Cabin. Discuss your feelings of slavery in general.
5. Do you have any desire to go to Kansas?
If so describe life there for you. If not, describe what you have heard
that makes you not want to go.
6. Explain your opinion as to whether slaves
are property or not. Analyze the Dred Scott decision and how you think it
will affect the country.
7. Evaluate John Brown. Is he a hero or a
murderer?
8. Finally, for a FULL LETTER GRADE VALUE
write a well written thesis on whether you think the South has the right to
secede. Under your thesis, list supporting Constitutional and
Historical facts and arguments! Some suggestions are words like the
Kentucky and Virginia resolutions, nullify, tariff of abominations,
constitutional convention, Hartford convention, and others.
SOME Suggested Vocabulary for this unit
Constitutional Convention, Slavery, Expansion, Mexican War, Territory,
Compromise of 1850, Missouri Compromise, the Federal Government,
Nullification, Hartford Convention, John C. Calhoun, Fugitive Slave Law,
Dred Scott Case, Underground Railroad,
Harriet Tubman, Abolitionists , Frederick Douglas, William Lloyd Garrison,
property rights, Kansas Nebraska Act, Stephen Douglas, Lawrence,
Mass., Harper’s Ferry, Uncle Tom, New England Emigrant Aid Society,
Secession, plantation, King Cotton, Mason Dixon Line, Slave States
Student Name_____________________ Today's Date in History
1860
History 1860_____
Civil
War or 2nd American Revolution?
Historical Fictitious Character
“Secession was the
cause of the war; Slavery was the cause of Secession.”
“They did not fight
over slavery, but it was slavery that made them fight.”
First
Name Surname
Sex-
Date of
Birth- Place of Birth-
Parents Names-
Number of Siblings-
Name of
Spouse- Date of marriage-
Name(s) and Age(s) of your
children
Occupation-
Religion- Area of Domicile-
South Carolina and 10 other
states have declared independence from the United States and set up a new
country called the Confederate States of America. Lincoln refuses to
acknowledge the new country. War seems inevitable. As you live through
these dark times, we ask you to record your thoughts in the same way
soldiers of the times did: through diary entries. Look at the
examples given to you by your teacher and answer each question as a
separate diary entry. Be sure to include a date with each entry and start
it “Dear Diary”. (One option if you are not a soldier is to write a diary
about the letters you receive from friends and the newspaper accounts you
read.) Each entry should be several paragraphs to a page long.
**In order to make sure
your information is accurate please underline all vocabulary words in
your write ups. Remember vocabulary words are words that are descriptive to
that time period. I.e.abolitionist, copperheads
Diary Entry #1:
Who do you expect will win this war and how
long do you expect it to last? Who has the advantage and why? What must
each side do to win?
Diary Entry #2.
Will you sign up to fight in the war? Why/ why not? What do you think of
the others who are signing up?
Diary Entry #3.
Describe your life in a battle.
Diary Entry #4.
What is your wife/mother doing to
help the war effort? Are your children doing anything?
Diary Entry #5.
Should the government be allowed
to draft soldiers for the war effort? Why/ why not?\
Diary Entry #6.
What is your reaction to the
Union attack on Fredericksburg? Should civilians be legitimate targets in a
war?
Diary Entry #7.
What is your reaction to the
victoy/defeat at Gettysburg?
Diary Entry #8.
Describe a friend of yours who is
a minority. What is life like for him? What do you think of him?
Diary Entry #9.
What is your reaction to General
Lee’s surrender?
Diary Entry #10.
What is your reaction to
Lincoln’s assassination? What should be done with the killers?
Diary Entry #11.
What should be done with the
Southerners? Should they be punished?
pix of civil war battles
Historical Character
Folder Assignment Three:
Due: Tuesday, December 12,
2006
**Turn the following in the exact order below or 5 points will be
deducted!
Characters:
Slavery and Secession
Character- 8 Questions
Slavery and Secession
Character Question number 8.
Civil War Character- 11
Questions (skip number 4 and 8)
Worksheets
South Carolina and Secession
Worksheet 4 questions
Lincoln Assassination
Questions 10 questions
Other Character work
Family Tree with dates and
characters you played
underlined or hi-lited
Map
Send ‘Em South Summary so far
(one page)
Rubric
Have
All character questions including top portion=43 points
SC=Slavery
and secession question #8=10 points
Map=4
points
Family
Tree=5 points
Vocab=
20 points
Quality=10
points
Realism=
5 points
Worksheet=
7 points
Send
‘Em South= 5 points
Review for Civil War Test. American History Honors
Mr. Kay
Secession
Popular Sovereignty
Negro
Nig..r
Harper’s Ferry
Lawrence
Dred Scott
Charles Sumner
Wilmer Maclane
Peculiar Institution
The principle of Popular Sovereignty was applied to
The Underground Railroad
The compromise of 1850
“A house divided against itself cannot stand. I
believe this government cannot endure half slave and half free.”
Uncle Tom’s Cabin
The New England Emigrant Aid Company
The Kansas Nebraska territories in the 1850's
When Senator Charles Sumner of Massachusetts gave an
anti-slavery speech
Effects of John Brown’s Raid
In the election of 1860
The life of a slave
Free Blacks
Fugitive Slave Law of 1850,
Joshua Chamberlain
George Pickett
Little Round Top
Gettysburg
Antietam
Robert E. Lee
George B. McClellan
Fredericksburg
Jefferson Davis
Clara Barton
The shape of the Union lines at Gettysburg was
Conscription (Drafting)
The Emancipation Proclamation
union strategy during the war
Antietam
Shortly after the Battle of Gettysburg
Battle Wounds
The Role of Women during the war
The U.S. Sanitary Commission
“We cannot change the hearts of those people of the
South, but we can make war so terrible… make them so sick of war that
generations would pass away before they would again appeal to it.”
Lincoln’s assassination
The Gettysburg Address
Fort Sumter
Advantages the South had
U,S. History Final Semeseter One 2005-2006 School Year
Mr. Kay
1. America at the time of Columbus?
2. a main reasons Englishmen founded
colonies in America
4. Jamestown was settled because the
settlers were looking
5. The first Africans to America were
6. An indentured servant
7. The Puritans
8. The Virginia Company was established to
9. The Mayflower Compact was
10. The original 13 colonies
12. The Middle Passage
13. the Quakers?
14. membersof the
Iriquois nation
15. The first
permanent European settlement in North America was in
16. Which European
countries claim substantial land in North America?
17. the Middle
Colonies?
18. religion in the 13
colonies
19. Indians living in
the land claimed by the European colonists got along how
20. the government in
the colonies
21. The Great Peace
22. The founder of Pennsylvania was
23. The founder of Rhode Island was
24. The owners of slave ships believed in
what method of transporting their “cargo”?
25. The French and Indian war was about
26. Joseph Brandt
27. the Iriquois government?
28. The Proclamation of 1763
29. Mercantilism was the idea that
30. Taxes in the colonies were collected by
32. the rights of British subjects
33. The Stamp Act Congress
34. the Boston Massacre?
35. the attitude of the 1st
Continental Congress?
36. The Declaration of Independence states
that
37. April 19, 1775
38. In general, American colonists felt
what way about Independence?
39. the causes of the
American Revolution?
40. “That in America,
the Law is King” is a phrase that most likely would be seen in
41. “That among these
rights are life, liberty and the pursuit of happiness” would be seen in
“Give me Liberty or
Give me death”
George Washington was
NOT the First President of the United States because
What was Thomas Jefferson forced to take out
of the Declaration of Independence?
the role African Americans soldiers played
in the revolution?
the way the colonists fought the war against
the British?
“Not worth a continental” refers to
The most well known American Traitor
The Hero of Saratoga for the Americans was
George Washinton’s greatest victory before
the end of the war was
The victory at Yorktown could not have
happened Without
Hessians were
Shay’s rebellion proved that
weakness of the Articles of Confederation?
A consolidated government means a government
that
The Articles of Confederation ruled America
between what two events
Valley Forge was where
a Federalist
In order for the Constitution to become the
new law of the land
The first and last state to ratify the
Constitution were
In Washington’s Cabinet, Jefferson and
Hamilton respectively held the positions of
“I’ll fight that damnable bank with my
dying breath”
Hamilton’s financial plans during his term
in office
What role did Washington take in the French
Revolution?
Washington stepping down in favor of the new
President John Adams is a moment in history why?
In his farewell address, President
Washington warned of
The Alien and Sedition Acts addressed the
issue of
Impressment was a problem for President
Jefferson because
Jefferson’s response to the problem of
Impressment was to
The Louisiana Territory was sold to the
United States
Thomas Jefferson sent ________ out to
investigate the Louisiana Purchase
The Star Spangled Banner was written about
The hero of the Battle of New Orleans was
a reason for the war of 1812?
The Hartford Convention
The major problem created by the purchase of
the Louisiana territory was
the Cherokee
The trail of Tears
Genocide?
Nullification was the idea that
Voter requirements under the Presidency of
Andrew Jackson
Irish
The Mormons
Seneca Falls is where
William Lloyd Garrison was
The Lowell Girls were well known for
changes in society in the early 1800’s?
Texas?
The Missouri Compromise
The Compromise of 1850
The Kansas-Nebraska Act
The Dred Scott decision ruled that
John Brown
When Abraham Lincoln said “so you’re the one
who started this whole war” he was talking to
Frederick Douglas
Life on a plantation?
The word N*****
A mulatto was a person who
slave life?
the life of a free black?
problems of the
Confederacy
Fort Sumter was where
Which statement most accurately describes
the situation which led to the Civil War?
The major General for the North throughout
the war was
The Gettysburg Address
Colonel Joshua Chamberlain
In agreeing to join the United States and
accepting the new constitution
the states …
“General Lee, I have no division!”
the battles of the Civil War prior to
Gettysburg
The Union troops wore
An important part of the Union strategy
during the Civil War was to
One reason Thomas Jefferson opposed
Alexander Hamilton's financial program was that
Jefferson believed in
The main thrust of President Washington's
foreign policy was one of
The significance of McCulloch v. Maryland
was that it established
The expansionist movement known as Manifest
Destiny included the belief that
the industrial inventions in the early part
of the 1800’s
The largest increase in land for the United
States during the 1800’s
effects of westernization taking place in
America
the city of New Orleans?
High School, History Class, Alan Kay, teacher at Dunedin
High
