• Clever | https://clever.com/in/escondidousd

• McGraw Hill Assignments | http://mh.telelearn.org

Game

A game for students to test their knowledge of the lesson.

• 01.1 Video: Leonardo da Vinci (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 01.1 Map: Trade Routes to Asia, 300 B.C.E. to 1500 C.E. (Identify the trade routes on the map and describe their paths on land and water.)

• 01.1 Image: Mona Lisa

• 01.1 Slide Show: The Compass (How does a compass help sailors at sea? How is the compass in slide 1 similar to the one in slide 5? How is it different? What special challenges do sailors face when in the middle of the ocean?)

• (Analyzing Key Ideas and Details: Read closely to identify the advances in technology that paved the way for European voyages of exploration. Record those advances in the diagram.)

• 01.1 Self-Check Quiz: Europe Looks Out on the World (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 01.1 Vocabulary Review: Europe Looks Out on the World (Crusade | classical | Renaissance | technology | astrolabe | compass)

• 01.1 True-or-False Game: A Changing World

• 01.2 Chapter 1 Lesson 2: Early Exploration (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 01.2 Image: Caravels (Christopher Columbus' flagship, the Santa Maria, was not a caravel. It was actually larger than the other two ships."

• 01.2 Map: Early Portuguese Exploration (What dangers did Dias encounter at the Cape of Good Hope? What is the major difference between the routes used by Bartolomeu Dias and Vasco da Gama What accounts for these differences?)

• 01.2 Primary Source: Vasco da Gama

• 01.2 Main Ideas Lecture Notes: Search for New Trade Routes

• 01.2 Biography: Queen Isabella

• 01.2 Chart: Isabella of Spain

• 01.2 Image: The Santa Maria

• 01.2 Map: European Voyages of Exploration, 1492–1609 (Click to view the Interactive Map)

• 01.2 Image: Magellan

• 01.2 Main Ideas Lecture Notes: Columbus and the Americas

• 01.2 Video: Conquest of the Inca (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 01.2 Map: Spanish Explorers, 1513-1542 (Click to view the Interactive Map)

• 01.2 Primary Source: Cortés and the Aztecs

• 01.2 Main Ideas Lecture Notes: Conquests and Settlements

• 01.2 Graphic Organizer: Early Exploration (Analyzing Key Ideas and Details: Read closely to identity the explorers who were sponsored by Portugal and those who were sponsored by Spain. Record the names of the explorers in the diagram. What general areas of the world were reached by the explorers of each country? Explorers | Sponsored by Portugal | Sponsored by Spain)

• 01.2 Video: Columbus's Voyage (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 01.2 Self-Check Quiz: Early Exploration (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 01.2 Vocabulary Review: Early Exploration

• 01.2 Tic Tac Toe: Early Exploration

• 01.3 Chapter 1 Lesson 3: Trade and Economic Change (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 01.3 Video: The Transatlantic Slave Trade (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 01.3 Image: The Moneylender and His Wife

• 01.3 Image: Woman at Spinning Wheel

• 01.3 Main Ideas Lecture Notes: The Commercial Revolution

• 01.3 Image: Gold

• 01.3 Main Ideas Lecture Notes: Government and Trade

• 01.3 Map: The Columbian Exchange Interactive Map with Narration (Into what categories can you put the exchange items shown on the map? What do you think was the most important item sent from the Americas to Europe, Asia, and Africa? What do you think was the most important item sent from Europe, Asia, and Africa to the Americas?)

• 01.3 Image: Sugarcane

• 01.3 Main Ideas Lecture Notes: Global Exchange

• 01.3 Graphic Organizer: Trade and Economic Change

• 01.3 Self-Check Quiz: Trade and Economic Change (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 01.3 Vocabulary Review: Trade and Economic Change (cape | circumnavigate | devote | saga | pueblo | mission | presidio | immunity | contact | conquistador)

• 01.3 Trade and Economic Change Identification Game

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 1.4 Video: The Church of England (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 1.4 Drag and Drop: Catholicism and Protestantism (Directions: Drag the items to the boxes, and then press Check Answer. Martin Luther | Spain | Mass | England | German | Roman | Pope | Reformation)

• 01.4 Image: Jacques Marquette and Louis Joliet (Were Marquette and Joliet the first persons ever to see the Mississippi River? What were the explorers the first to do? What kind of boats did these explorers use to travel down the Mississippi? What does the picture show about who helped the French explorers find their way down the river?)

• 1.4 Vocabulary Review: Competing for Colonies

• 1.4 Column Game: Competing for Colonies

• 1.4 Self-Check Quiz: Competing for Colonies (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 01.5 Video: The Enlightenment (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 01.5 Image: The Torah

• 01.5 Map: Spread of Christianity

• 01.5 Biography: John Locke

• 01.5 Image: Mary and her husband William of Orange

• 01.5 Image: Baron Charles de Montesquieu

• 01.5 Graphic Organizer: The Enlightenment (Integrating Knowledge and Ideas: Read carefully to determine the major changes that occurred in science and politics during this period. Record those changes in the chart. How was the concept of reason related to those changes?)

• 01.5 Self-Check Quiz: The Enlightenment  (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 01.5 Vocabulary Review: The Enlightenment

• 01.5 The Enlightenment Fill-in-the-Blank Game

• 01.5 Interactive Resource - Europe's Heritage of Ideas (Europe's Heritage of Ideas | The Greeks and Romans | Judaism and Christianity 1 | Judaism and Christianity 2 | Islamic Influence | Advances in Learning | Thomas Aquinas and Natural Law | Hobbes and Locke 1 | Hobbes and Locke 2 | Checking for Understanding | Checking for Understanding | Checking for Understanding)

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 02.1 Video: Jamestown  (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 02.1 Biography: John White (Who was John White? Why did he leave Roanoke? What did he discover when he returned? Would the illustration in the slide be considered a primary or secondary source? Why is the illustration a primary source?)

• 02.1 Chart: Mystery of the Lost Colony (Think about each of the clues and how it might provide evidence to support the various theories of what happened to the colony.)

• 02.1 Image: Life in Jamestown

• 02.1 Graph: The Golden Crop (1600s) (What finally made Jamestown a successful colony? How does the graph help you answer this question?)

• 02.1 Graph: The Golden Crop (2000s)

• 02.1 Biography: Pocahontas (How did Pocahontas affect the success of the Jamestown settlement? How did this help the colony of Virginia to expand?)

• 02.1 Graphic Organizer: Roanoke and Jamestown (Read closely to identify the hardships the people of Jamestown faced. List those hardships in the diagram and describe how they affected early English settlements in America.)

• 02.1 Self-Check Quiz: Roanoke and Jamestown (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 02.1 Vocabulary Review: Roanoke and Jamestown

• 02.1 Fill-in-The-Blank Game: Roanoke and Jamestown

• 02.1 Graphic Novel: Roanoke

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 02.2 Video: New England's Settlers  (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 02.2 Slide Show: Plymouth Colony (Do you think you would have gone with the Pilgrims on their voyage? Why or why not?)

• 02.2 Image: The Mayflower (What words would you use to describe the Pilgrims' voyage?)

• 02.2 Primary Source: Anne Hutchinson

• 02.2 Map: The New England Colonies (Narrated Interactive Map: Why did the colonists continue to move down the coastline instead of moving inland? What current New England states are missing from this map? Which New England state looks the most different today?)

• 02.2 Drag and Drop: New England Colonies (Directions: Drag the words to the correct colony, then press Check Answer. Massachusetts | Connecticut | Rhode Island)

• 02.2 Graphic Organizer: The New England Colonies (Integrating Knowledge and Ideas: Read closely to identify examples of cooperation and conflict between Native Americans and English colonists. Describe these conflicts in the diagram.)

• 02.2 Self-Check Quiz: The New England Colonies (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 02.2 Vocabulary Review: The New England Colonies

• 02.2 Tic-Tac-Toe Game: New England Colonies

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 02.3 Video: New Amsterdam (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 02.3 Image: New Amsterdam Then and Now

• 02.3 Biography: Peter Stuyvesant (What evidence supports the view that Stuyvesant was an unpopular governor? What was Stuyvesant the first to create?)

• 02.3 Map: The Middle Colonies (Narrated Interactive Map: Why do you think the Middle Colonies did not produce as many goods that relied on using the ocean as the New England colonies? How might you describe the relative location of the colony of New Jersey? Why might the locations of New York and New Jersey be considered strategic for trade? Why are the four colonies shown on the map called the Middle Colonies? Where was the main settlement of New Netherland located?)

• 02.3 Image: The Middle Colonies Summary

• 02.3 Drag and Drop: Middle Colonies (Directions: Drag the words to the correct colony, and then press Check Answer. Sir George Carteret | William Penn | Lord John Berkeley | Quakers | King Charles II | Duke of York)

• 02.3 Self-Check Quiz: The Middle Colonies (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 02.3 Vocabulary Review: The Middle Colonies

• 02.3 eFlashcards: The Middle Colonies

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 02.4 Video: Southern Colonies and Slavery in America (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 02.4 Image: Plantations (How did the growth of plantations contribute to the rise of slavery? Why were plantation crops valuable?)

• 02.4 Graph: Enslaved People in the Colonies 1650-1710

• 02.4 Primary Source: Bacon's Declaration in the Name of the People (What was significant about Bacon's Rebellion? How would you describe the tone of the declaration? How did Bacon justify his rebellion to himself and others?)

• 02.4 Chart: Indentured Servants and Enslaved Africans (Who were indentured servants? What other individuals did England ship to the colonies to work for the colonists? How could they earn their freedom?)

• 02.4 Map: The Southern Colonies (Narrated Interactive Map: Which colonies are included in the Southern Colonies? How was the economy of the Southern Colonies different from that of the New England and Middle Colonies? Why were ocean ports important in the development of the Carolinas? Which crops greatly increased the demand for slave labor? How did the geography of the Carolinas affect agricultural development?)

• 02.4 Image: Indigo (What color is indigo dye? Why was indigo an important crop in colonial America? Who worked to harvest indigo plants?)

• 02.4 Graphic Organizer: The Southern Colonies (Integrating Knowledge and Ideas | Read closely to identify the causes and effects of Bacon's Rebellion. List those causes and effects on the diagram. Causes | Bacon's Rebellion | Effects)

• 02.4 Self-Check Quiz: The Southern Colonies (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 02.4 Vocabulary Review: The Southern Colonies

• 02.4 Identification Game: The Southern Colonies

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 02.5 Video: The Great Awakening (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 02.5 Image: Whaling in New England

• 02.5 Image: New York City late 1750s

• 02.5 Primary Source: Life on a Colonial Plantation (How can you tell who is the overseer in this picture? How does this image support the text's argument that large plantation owners were wealthy and powerful?)

• 02.5 Map: Triangular Trade (What goods were sent from the British Colonies to Great Britain? What were rice, tobacco, indigo, and fur traded for? What was shipped from Great Britain to be exchanged for enslaved people? How long was the passage? Why was the route followed by the slave ships called the triangular trade? What was the Middle Passage?)

• 02.5 Image: Colonial Philadelphia (What was the result of Philadelphia's success as a seaport? Why was Philadelphia's location important?)

• 02.5 Image: The House of Burgesses (What can you tell about the people in the picture? How does this image complement or contradict the text you have just read? What was the first thing the House of Burgesses did? Why do you think this would have been important to the colonists? What kind of power did the House of Burgesses have later? Who served in the House of Burgesses? What does this tell about the way Virginians thought about government?)

• 02.5 Slide Show: Colonial Children (Which aspects of colonial life do you think you might like? Which ones dod you think you would dislike? Why? How was life for colonial children different from life for children today? How was it similar?)

• 02.5 Image: Colonial Kitchen

• 02.5 Image: The Great Awakening

• 02.5 Graphic Organizer: An American Identity Grows (Analyzing Key Ideas and Details: Read closely to identify the people and products involved in the triangular trade routes. List those people and products in the diagram. Identify the areas involved in the trade.)

• 02.5 Self-Check Quiz: An American Identity Grows (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 02.5 Vocabulary Review: An American Identity Grows

• 02.5 An American Identity Grows True or False Game

• 02.5a America's Literature: The Interesting Narrative of the Life of Olaudah Equiano

• 02.5b Analyzing Sources: Colonial America (After analyzing the three primary sources, answer all eight questions in complete sentences.)

05 Place & Time: A More Perfect Union 1777-1790

• Explain how the grid system set up by the Land Ordinance of 1785 was used to create a township.

• What formed the borders of the Northwest Territory? Why do you think the Northwest Territory was called what it was? Which geographic features on this map will become vital to American expansion?

• Based on the information listed in the time line, what can you infer about what was happening in the United States beginning around 1780?

Start 02/04/25 8am - Due 02/07/25 5pm

• 03.1 Chapter 3 Lesson 1: Rivalry in North America (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 03.1 Video: The French and Indian War (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 03.1 Image: George Washington and the French and Indian War

• 03.1 Political Cartoon: Unite or Die (Description: This political cartoon shows how Benjamin Franklin promoted his Albany Plan of Union. | Why would Franklin's cartoon be considered a credible source? What conclusions can you draw about how Franklin felt about the colonies uniting based on the cartoon? What does a political cartoon do better than an essay? What does an essay do better than a political cartoon?)

• 03.1 Map: The French and Indian War 1754-1763 (Description: This map illustrates disputed territories, troop movements, and British and French victories during the French and Indian War. | Narrated Interactive Map: What can you tell from the map about how the British attacked Montreal? What can you tell from the map about how the British attacked Montreal? What route did General Wolfe follow on his approach to Quebec? Where was most of the disputed land?)

  • The British held most of the land along the Atlantic Coast.

  • The French held most of the land near the Great Lakes.

  • The French won battles at Fort Duquesne and Fort Necessity.

  • The British won battles at Montreal, Quebec, and Louisbourg.

• 03.1 Image: The Battle of Quebec

• 03.1 Graphic Organizer: Rivalry in North America (Integrating Knowledge and Ideas: Read closely to identify the state of relations between Native Americans and the British and French during this period. Summarize those relations in the chart. Explain why the French had better relations with the Native Americans than did the British. Native Americans | Relations with the British | Relations with the French)

• 03.1 Self-Check Quiz: Rivalry in North America (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 03.1 Vocabulary Review: Rivalry in North America (militia | Iroquois Confederacy | convert | alliance)

• 03.1 True-or-False Game: Rivalry in North America

• 03.2 Chapter 3 Lesson 2: No Taxation Without Representation (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 03.2 Video: Taxation Without Representation (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 03.2 Map: The Proclamation Line of 1763 (How do you think the colonists felt about the proclamation? Why did the British government believe the proclamation was necessary? Why would Britain have wanted to prevent conflict with the Native Americans? Why is it possible that the Proclamation of 1763 might have started the colonists on the road toward a revolution? What natural feature marked the western boundary of British territory? What natural feature marked a portion of the Proclamation Line? How effective do you think British troops could be in enforcing the boundary?)

• 03.2 Chart: A Growing Debt (Why did the British leaders believe that this policy was "fair"? How did Britain plan to raise the revenue it needed? Why did British leaders believe that this policy was "fair"? How many symbols for a British pound are shown in the chart? For a British shilling? What unit of currency did the colonies use? How can you tell the difference between a British pound and a British shilling?)

• 03.2 Image: British Stamp

• 03.2 Graphic Organizer: No Taxation Without Representation (Analyzing Key Ideas and Details: Read closely to identify British policies that affected the colonists. Record each policy on the chart. Describe what the colonists thought of each policy. Write down evidence that shows their opinion. British Policy | Colonists' View)

• 03.2 Self-Check Quiz: No Taxation Without Representation (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 03.2 Vocabulary Review: No Taxation Without Representation (revenue | writ of assistance | resolution | effigy | boycott | repeal | prohibit | violate | commodity)

• 03.2 Fill-in-the-Blank Game: No Taxation Without Representation

• 03.3 Chapter 3 Lesson 3: Uniting the Colonists (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 03.3 Video: The Boston Tea Party and the American Revolution (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 03.3 Biography: Crispus Attucks (How did the Boston Massacre begin? Who was Crispus Attucks? What was his role in the American Revolution? Why do you think Adams defended them?)

• 03.3 Primary Source: The Boston Tea Party (What is being shown in this painting? How can you tell the ships are British? What is the foreground of this painting? What does this tell you about the artist's possible point of view? What was the Boston Tea Party? Who owned the tea that was destroyed? Who threw it overboard? Why did they do this? How did Britain respond to this act of civil disobedience?)

• 03.3 Image: King George III

• 03.3 Chart: The Coercive Acts

• 03.3 Graphic Organizer: Uniting the Colonists (Read closely to identify how the Intolerable Acts affected the lives of the colonists. Record those effects in the diagram. Include evidence from the text demonstrating how the Acts changed views within the colonies.)

• 03.3 Self-Check Quiz: Uniting the Colonists (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 03.3 Vocabulary Review: Uniting the Colonists (rebellion | propaganda | committee of correspondence | occupy | encounter)

• 03.3 Tic-Tac-Toe Game: Uniting the Colonists

• 03.4 Chapter 3 Lesson 4: A Call to Arms (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 03.4 Video: The Founding of America (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 03.4 Main Ideas Lecture Notes: A Meeting in Philadelphia

• 03.4 Chart: A Massachusetts Community Prepares (How did the Salem community prepare to fight?)

• 03.4 Image: Militia, Minutemen, and the Continental Army (How did the New England colonists prepare to fight?)

• 03.4 Biography: Patrick Henry (How did Patrick Henry inspire other colonists to join the fight for freedom?)

• 03.4 Map: Battles of Lexington and Concord, April 1775 (Narrated Interactive Map: What state is being shown on the map? How do we know that? How many rivers are labeled on the map? What other body of water is shown? How do you think the mapmaker chose that symbol? How were the results of the battle at Lexington different from the results at Concord? What color is used to show the route of the colonial messengers? The British troops? The colonial troops?)

• 03.4 Image: The North Bridge (What must this confrontation have been like for soldiers on both sides? Is the American or British point of view more represented in the image?)

• 03.4 Main Ideas Lecture Notes: Fighting Begins

• 03.4 Image: The Battle of Bunker Hill

• 03.4 Chart: Choosing Sides (Why might it have been difficult for people to decide which side to support? Do you think the Loyalists' reasons for supporting Britain would be considered more valid if the opposing viewpoint was not American Independence? Explain your answer.)

• 03.4 Main Ideas Lecture Notes: More Military Action

• 03.4 Graphic Organizer: A Call to Arms (Read closely to identify the key actions taken by the Continental Congress. Record three of those actions on the diagram. Use evidence from the text to help explain why the actions you listed were important.)

• 03.4 Self-Check Quiz: A Call to Arms (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 03.4 Vocabulary Review: A Call to Arms (minuteman | Loyalist | Patriot | approach)

• 03.4 Concentration Game: A Call to Arms

• 3.4a America's Literature: Paul Revere's Ride by Henry Wadsworth Longfellow (After reading the poem, answer the five questions in complete sentences.)

• 03.5 Chapter 3 Lesson 5: Declaring Independence (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 03.5 Video: Declaration of Independence (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 03.5 Primary Source: George Washington on Lexington & Concord (How did General Washington feel about the events that had taken place in Massachusetts?)

• 03.5 Map: The Siege of Boston, 1775-1776 (Why do you think the British boarded their ships and sailed away?)

• 03.5 Main Ideas Lecture Notes: The Second Continental Congress

• 03.5 Image: Common Sense

• 03.5 Biography: Thomas Paine (Who was Thomas Paine? How do you know that he liked to persuade or argue with people? How do you think Thomas Paine's Common Sense influenced people? Why was it such an important writing?)

• 03.5 Slide Show: The Committee of Five (Who was the committee chosen to write the Declaration of Independence? Who was asked to write the first draft? Why?)

• 03.5 Image: The Liberty Bell (View the interactive images of the Liberty Bell and discuss the history of the bell and its role as a symbol of freedom. Reword the inscription on the Liberty Bell from Leviticus into today's English.)

• 03.5 Image: The Second Continental Congress

• 03.5 Image: The Lee Resolution (What did Richard Henry Lee propose at the Second Continental Congress? What caused approval of the Lee Resolution to be delayed? What was the effect of this delay?)

• 03.5 Main Ideas Lecture Notes: Declaring Independence

• 03.5 Graphic Organizer: Declaring Independence (Read closely to identify the parts of the Declaration of Independence. Record those parts in the diagram. Part 1 | Part 2 | Part 3 | Part 4)

• 03.5 Self-Check Quiz: Declaring Independence (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 03.5 Vocabulary Review: Declaring Independence (petition | preamble | discipline | debate)

• 03.5 Identification Game: Declaring Independence

• 3.5a Points of View: Should the Colonies Declare Their Independence From Great Britain? (After analyzing both sources, answer the six questions in complete sentences.)

• 3.5b Analyzing Sources: The Spirit of Independence (After analyzing the three primary sources, answer all nine questions in complete sentences.)

• 3.5c The Declaration of Independence (Thoroughly read this document.)

0 Place & Time: 4

• 04.1 Chapter 4 Lesson 1: The War for Independence (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 04.1 Video: How America Won the Revolution (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 04.1 Image: Hessian Soldiers (What is a Hessian?)

• 04.1 Map: The Revolutionary War 1776-1777 (Who won the Battle of Long Island and why? Why did the British let General Washington escape from New York after the Battle of Long Island?Compare and contrast the numbers and locations of the American and British victories?)

• 04.1 Image: The Continental Army (How were the militia forces different from Continental Army soldiers? Why were militias important to the revolution? Did the colonies have an army established before the start of the war?)

• 04.1 Image: Women in the Military - Then and Now

• 04.1 Slide Show: Women of the Revolution (What actions did these women take to help in the war? Why might these women have wanted to participate in dangerous war activities?)

• 04.1 Image: The Liberty Bell (How does the Liberty Bell serve as a symbol of freedom? What are other American symbols? "The Liberty Bell's inscription is from the Bible (King James version): "Proclaim Liberty Throughout All the Land Unto All the Inhabitants thereof." What are the meaning of such words as proclaim, liberty, throughout, and thereof?)

• 04.1 Graph: The Fighting Forces (How did the number of troops on each side compare? Given these statistics, did Great Britain have good reason to be confident about winning? Given these data, why did the Patriots think the war would be over quickly? Have you ever been doing something and then realized that it was going to be harder than you thought it would be? From this graph, how would you compare the two armies in size? What gave the Patriots some advantage over the larger British army? British: Loyalists, Tories, British Regular Army, mercenaries, Hessians. Americans: Patriots, Continental Army, colonial militias.)

• 04.1 Main Ideas Lecture Notes: The Two Armies Face Off

• 04.1 Biography: Peter Salem (What were some of the reasons that African Americans fought in the American Revolution?)

• 04.1 Secondary Source: The Battle of Trenton (Why was Washington's attack on Trenton a surprise? Why were the battles at Trenton and Princeton so important to the American Revolution?)

• 04.1 Main Ideas Lecture Notes: British Strategy

• 04.1 Main Ideas Lecture Notes: Early Campaigns

• 04.1 Graphic Organizer: The War for Independence (Analyzing Key Ideas and Details: Read closely to identify the Patriot defeats and victories during the early years of the American Revolution. List those events in the diagram. Which American victories could be considered turning points? Early Battles | Defeats | Victories.)

• 04.1 Self-Check Quiz: The War for Independence (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 04.1 Vocabulary Review: The War for Independence (mercenary | recruit | transfer | previous)

• 04.1 eFlashcards: The War for Independence

• 04.2 Chapter 4 Lesson 2: The War Continues (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 04.2 Video: Valley Forge Winter (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 04.2 Biography: Benjamin Franklin (How did Benjamin Franklin support the fight for American independence?)

• 04.2 Time Line: Thaddeus Kościuszko (How did Thaddeus Kościuszko assist the Continental Army?)

• 04.2 Biography: Baron von Steuben (How do you think Baron von Steuben's presence at Valley Forge affected the morale of the Continental Army? Who was Marquis de Lafayette, and what role did he play in the American Revolution?)

• 04.2 Biography: Juan de Miralles (Which nations did Juan de Miralles persuade to help the United States?)

• 04.2 Main Ideas Lecture Notes: Gaining Allies

• 04.2 Image: Early American Currency (What is the Bureau of Engraving & Printing? What does the United States Mint manufacture?)

• 04.2 Biography: Abigail Adams (What new responsibilities did women take on while their husbands fought in the war against the British? Why might these new roles make women think about their own freedom and rights? Read the Letter from Abigail to John Adams.)

• 04.2 Main Ideas Lecture Notes: Life on the Home Front

• 04.2 Graphic Organizer: The War Continues (Analyzing Key Ideas and Details: Read closely to determine the aid received by the Patriots during the American Revolution. List the examples of aid in the diagram. Allies | Individuals | Sources of Aid to the Patriots | Volunteers | George Washington told his troops of France's help in April of 1778, at the end of the terrible winter at Valley Forge.)

• 04.2 Self-Check Quiz: The War Continues (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 04.2 Vocabulary Review: The War Continues (inflation | aid | desert | issue)

• 04.2 True-or-False Game: The War Continues

• 04.3 Chapter 4 Lesson 3: Battlegrounds Shift (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 04.3 Video: American Naval Hero (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 04.3 Image: The Oneidas at the Battle of Oriskany (At the time of the Revolution, approximately how many Native Americans lived along the western frontier?)

• 04.3 Chart: Native American Alliances in the Revolutionary War (What could have motivated the Native Americans to side with the British over the Americans?)

• 04.3 Main Ideas Lecture Notes: Fighting in the West

• 04.3 Biography: John Paul Jones (What were some of the accomplishments of John Paul Jones?)

• 04.3 Image: Naval Warfare During the American Revolution (Why is the battle between the warships Bonhomme Richard and Serapis one of the most famous naval battles of the war?)

• 04.3 Main Ideas Lecture Notes: The War at Sea

• 04.3 Time Line: Bernardo de Gálvez (How did Gálvez help the United States? What position did Gálvez hold during the Revolutionary War? How did Gálvez help the United States? Which entries on the time line show how Gálvez helped the United States? Which entry on the time line indicates that Bernardo de Gálvez was rewarded by Spain for his successes during the American Revolution?)

• 04.3 Map: The Revolutionary War in the West and South, 1778 - 1781 (Why was the surrender of Charles Town considered the worst American defeat of the war? What natural feature made Savannah an important city in Georgia? Where did Patriot forces under George Rogers Clark defeat British forces to strengthen the American position in the West?)

• 04.3 Political Cartoon: The Horse America, Throwing His Master (How did people in 1779 know that the rider in the cartoon was British? If the cartoon was published in London before the war ended, what might have been its purpose?)

• 04.3 Main Ideas Lecture Notes: Fighting in the South

• 04.3 Graphic Organizer: Battlegrounds Shift (Integrating Knowlege and Ideas: Read closely to identify why the British lost control in the Southern colonies. List those reasons in the diagram. What new sort of warfare led to British defeats in the region? British Defeats in the South)

• 04.3 Self-Check Quiz: Battlegrounds Shift (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 04.3 Vocabulary Review: Battlegrounds (blockade | privateer | impact | sustain)

• 04.3 Fill-in-The-Blank Game: Battlegrounds Shift

• 04.4 Chapter 4 Lesson 4: The Final Years (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 04.4 Video: French Revolution (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 04.4 Map: Siege at Yorktown 1781 (Who led an attack to capture key British defenses? Why did Cornwallis finally surrender? How many prisoners did the Patriots capture? Which side were the French troops and ships on? How would you describe the position of Cornwallis's British troops in relation to the French and American troops? Why couldn't the British get more supplies so that they could hold out longer?)

• 04.4 Biography: Comte de Rochambeau (What advantage did Rochambeau bring to the Americans and the Continental Army?)

• 04.4 Main Ideas Lecture Notes: Victory at Yorktown

• 04.4 Image: Yankee Doodle (Press the play arrow for the audio of "Yankee Doodle.")

• 04.4 Image: Mount Vernon (Where did General Washington return after the war?)

• 04.4 Image: Revolution in Haiti (How did the ideals of the American Revolution inspire the people of Haiti to fight for the independence of their French colony? How did the French Revolution and the revolution in Saint Domingue inspire other countries?)

• 04.4 Main Ideas Lecture Notes: Independence Achieved

• 04.4 Graphic Organizer: The Final Years (Analyzing Key Ideas and Details: Read closely to identify the terms agreed to by both the United States and Great Britain in the Treaty of Paris. List those terms in the diagram. What had led Great Britain to accept the terms of the treaty? United States | Great Britain)

• 04.4 Self-Check Quiz: The Final Years (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 04.4 Vocabulary Review: The Final Years (siege | ratify | ambush | strategy | pursue)

• 04.4 Concentration Game: The Final Years

05 Place & Time: A More Perfect Union 1777-1790

• Explain how the grid system set up by the Land Ordinance of 1785 was used to create a township.

• What formed the borders of the Northwest Territory? Why do you think the Northwest Territory was called what it was? Which geographic features on this map will become vital to American expansion?

• Based on the information listed in the time line, what can you infer about what was happening in the United States beginning around 1780?

• 05.1 Chapter 5 Lesson 1: The Articles of Confederation (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 05.1 Video: America Unites (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 05.1 Chart: Capitals of the United States (List the nine different cities that have served as capitals of the United States.)

• 05.1 Biography: Richard Henry Lee (What did Virginia's Richard Henry Lee do that helped make the Articles of Confederation a reality?)

• 05.1 Chart: Weaknesses of the Articles of Confederation (What were the strengths and weaknesses of the Articles of Confederation? Which weaknesses might have posed the greatest problems for the country?)

• 05.1 Map: Capitals of the United States (Click on each of the nine city markers to learn about its time as the U.S. Capital city. Why do you think the capital changed so frequently in the early days of the republic? Why do you think Washington, D.C., has been the capital for so long?)

• 05.1 Primary Sources: State Constitutions (Click on the buttons to read the preamble of each state's constitution. Delaware | New York | Massachusetts | Pennsylvania | South Carolina. How are the constitutions similar? How are they different?)

• 05.1 Chart: Comparing and Contrasting the Articles of Confederation and the Constitution (What were three major differences between the national government operated under the Articles of Confederation and the United States Constitution?)

• 05.1 Main Ideas Lecture Notes: The Making of a Republic

• 05.1 Map: The Northwest Territory (Narrated Interactive Map: What was the major provision of the ordinance of 1785? What current states were once part of the Northwest Territory? Why would the government encourage settlement of these and other western lands? How did the Northwest Territory change between 1800 and 1820?)

• 05.1 Image: The Northwest Territory and Ordinance (What was the basic principle established by the Northwest Ordinance? What was the procedure set up by the Northwest Ordinance that made it possible for a territory to become a state? What provision did the ordinance provide regarding slavery in the new territory?)

• 05.1 Main Ideas Lecture Notes: Policies for Western Lands

• 05.1 Slide Show: American Money (What is Currency? What was the problem with Continentals in the years after the Revolutionary War was over? Why would it be important to have one standard form of money in all of the United States?)

• 05.1 Main Ideas Lecture Notes: Problems At Home and Abroad

• 05.1 Graphic Organizer: The Articles of Confederation (Read closely to identify the powers of the national government created under the Articles of Confederation. List those powers in the diagram. Powers of National Government)

• 05.1 Self-Check Quiz: The Articles of Confederation (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 05.1 Vocabulary Review: The Articles of Confederation (bicameral | republic | ordinance | depreciate | abandon | clause) 

• 05.1 Concentration Game: The Articles of Confederation

• 05.2 Chapter 5 Lesson 2: Forging a New Constitution (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 05.2 Video: Forging a New Constitution (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 05.2 Image: Shays's Rebellion

• 05.2 Primary Source: Plantation Life (Do you think the painting accurately reflects the treatment of African Americans in the South? Explain. Why did the South cling to the practice of slavery?)

• 05.2 Main Ideas Lecture Notes: The Need for Change

• 05.2 Chart: The 55 Framers (Which occupation appears in the chart most often?)

• 05.2 Drag & Drop: Contributors to the Constitutional Convention (Directions: Each person listed contributed something important to the Constitutional Convention. Drag each contribution to the correct row in the table, and then press Check Answer. George Washington | James Madison | James Wilson | Edmund Randolph | Benjamin Franklin | William Paterson | Gouveneur Morris. What are the two major differences in these plans for the legislative branch?)

• 05.2 Chart: Comparison of the Virginia and New Jersey Plans (Who proposed your plan? How many houses does your Plan want in the federal legislature? Who chooses the executive branch in your plan? In your plan could the Executive Branch veto legislation? In your plan is the executive branch subject to recall on the request of state governors? In your plan how long would the judicial branch serve? In your plan, how many branches are in the federal government?)

• 05.2 Chart: Framers of the Constitution (Read each Framer's occupation and the state from which he came.)

• 05.2 Image: William Paterson

• 05.2 Image: The Great Compromise (In what way was the Great Compromise an agreement in which each side gave up something?)

• 05.2 Main Ideas Lecture Notes: The Constitutional Convention

• 05.2 Main Ideas Lecture Notes: Agreeing to Compromise

• 05.2 Graphic Organizer: Forging a New Constitution (Read closely to identify the roles of the individuals listed in creating a new government for the United States. Take notes about those individuals and their roles in the chart. Leader: Edmund Randolph | James Madison | Roger Sherman | Gouverneur Morris)

• 05.2 Self-Check Quiz: Forging a New Constitution (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 05.2 Vocabulary Review: Forging a New Constitution (depression | manumission | proportional | compromise | convention | amend)

• 05.2 Crossword Puzzle: Forging a New Constitution

• 05.2 Identification Game: Forging A New Constitution

Start 03/14/25 8am - Due 03/18/25 5pm

Who were the Anti-Federalists? What did the Anti-Federalists fear? Why did Mercy Otis Warren oppose the proposed new Constitution? Why did James Wilson seem satisfied with the Constitution?

• 05.3 Chapter 5 Lesson 3: A New Plan of Government (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 05.3 Video: Arguments Over Ratification (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 05.3 Image: Locke & Montesquieu (How are Locke's ideas about government similar to Montesquieu's ideas? How did Montesquieu's idea about separating the powers of government influence the Framers of the Constitution?)

• 05.3 Chart: Federal and State Powers (Which powers are shared by both? Why would it be important for states to regulate the trade within their states?)

• 05.3 Main Ideas Lecture Notes: The Constitution's Sources

• 05.3 Image: State of the Union Address Milestones (What "union" is the president talking about in these addresses?)

• 05.3 Drag and Drop: A Bicameral Legislature (Compare the upper house or Senate with the lower house or House of Representatives that make up the bicameral legislature of the United States Congress.)

• 05.3 Main Ideas Lecture Notes: Government Structure

• 05.3 Biography: George Mason

• 05.3 Main Ideas Lecture Notes: Debate and Adoption

• Graphic Organizer: A New Plan of Government (Analyzing Key Ideas and Details: Read closely to identify the powers of each branch of the federal government. List those powers in the chart. Branch: Executive | Legislative | Judicial)

• 05.3 Self-Check Quiz: A New Plan of Government (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 05.3 Vocabulary Review: A New Plan of Government (federalism | legislative branch | executive branch | Electoral College | judicial branch | checks and balances | amendment | tradition | reside)

• 05.3 Column Game: A New Plan of Government

• 05.3 Identification Game: A New Plan of Government

Start 03/18/25 8am - Due 03/20/25 5pm

Do you agree with John Jay's statement? How do these sources shape the type of government that we have today?

06.0 Ch 06 Entry Test The Constitution

• 06.1 Chapter 6 Lesson 1: Principles of the Constitution (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 06.1 Video: The Bill of Rights (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 06.1 Image: U.S. Department of Treasury (Why was the power of coining money and regulating trade given to Congress?)

• 06.1 Chart: A System of Checks and Balances (Based on this diagram, how do you think the legislative branch could stop the president (who is part of the executive branch) when legislators disagree with policy or an action?)

• 06.1 Main Ideas Lecture Notes: Our Constitution

• 06.1 Chart: Amending the Constitution (How can the Constitution deal with modern problems that the Framers could never have imagined? How many Senators and Representatives would need to vote "yes" for an amendment to be proposed?)

• 06.1 Main Ideas Lecture Notes: Amending the Constitution

• 06.1 Graphic Organizer: Principles of the Constitution (DETERMINING CENTRAL IDEAS Read closely to identity the seven major principles on which the Constitution was based. Use the diagram to record those principles. Which principles refers to the representative form of government of the United States? Major Principles)

• 06.1 Self-Check Quiz: Principles of the Constitution (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 06.1 Vocabulary Review: Principles of the Constitution (popular sovereignty | limited government | enumerated power | reserved power | concurrent power | separation of powers | implied power | contradict | involve)

• 06.1 Tic-Tac-Toe Game: Principles of the Constitution

• 06.2 Chapter 6 Lesson 2: Government and the People (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 06.2 Video: Dealing With Congress (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 06.2 Slide Show: The Oval Office (Whose office is this? What is the role of the executive branch as defined in the Constitution? Which presidents were responsible for the expansion and design of the Oval Office?)

• 06.2 Biography: Sandra Day O'Connor

• 06.2 Chart: The Federal Court System (What are the three levels of courts within the federal court system?)

• 06.2 Main Ideas Lecture Notes: The Federal Government

• 06.2 Image: Voting Rights (Who gained the vote through each amendment? 15th | 17th | 19th | 24th | 26th.  What happens if you neglect your responsibilities? Why is voter turnout higher in some years than in other years? Investigage voting requirements in California and surrounding states.)

• 06.2 Main Ideas Lecture Notes: What It Means to Be a Citizen

• 06.2 Graphic Organizer: Government and the People (Analyzing Key Ideas and Details: Read closely to identify the main functions of each branch of government. List those functions in the chart. Which branch deals most closely with foreign nations? Legislative Branch | Executive Branch| Judicial Branch)

• 06.2 Self-Check Quiz: Government and the People (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 06.2 Vocabulary Review: Government and the People (judicial review | due process | equal protection | naturalization | administrate | diminish)

• 06.2 Column Game: Government and the People

• 07 Place & Time: The Federalist Era 1789-1800 (What events occurred in 1789 in the United States and the world? What happened in 1793 in the United States and the world? What other significant events occurred between 1789 and 1793 in the United States and the world? Describe what the United States was like in 1790 and what it is like today.)

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 07.1 Chapter 7 Lesson 1: The First President (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 07.1 Video: The First President (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 07.1 Image: The First Cabinet (What qualities would make a good cabinet member? Who were the four original members of President Washington's cabinet? Which department did he lead? What was one responsibility for each cabinet member?)

• 07.1 Slide Show: The U.S. Supreme Court (What changes to the Supreme Court have occurred over the years? How are the Constitution and the Supreme Court connected? How are the Supreme Court justices chosen? What does the word justice mean as it is typically used?)

• 07.1 Main Ideas Lecture Notes: Washington Takes Office

• 07.1 Chart: Protective Tariffs (What is a tariff? Why were Hamilton's tariffs important to the country? Why did the South oppose tariffs?)

• 07.1 Biography: Alexander Hamilton

• 07.1 Main Ideas: The New Economy

• 07.1 Graphic Organizer: The First President (Analyzing Key Ideas and Details: Read carefully to discover important facts about the central figures in the nation's early years. Complete the table. Which of the individuals you listed were part of the first cabinet? Name: George Washington | Role: Vice President)

• 07.1 Self-Check Quiz: The First President (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 07.1 Vocabulary Review: The First President (precedent | cabinet | bond | uniform | accumulate | compromise)

• 07.1 Crossword Puzzle: The First President

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 07.2 Chapter 7 Lesson 2: Early Challenges (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 07.2 Video: Whiskey Rebellion (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 07.2 Map: Native American Campaigns, 1791-1795 (Why was Washington concerned about European interest in the Northwest Territory? What two battles are shown and discussed on the map? What were the outcome and resulting actions of the Battle of Fallen Timbers?)

• 07.2 Primary Source: Little Turtle and the Treaty of Greenville (Who was Little Turtle, and what was his relationship with the United States? According to the language in the treaty, what was its purpose? What did the treaty allow Native Americans to do?)

• 07.2 Main Ideas Lecture Notes: Trouble in the New Nation

• 07.2 Biography: John Jay (What is significant about John Jay's support for independence? What experiences most likely led to Jay becoming the chief justice?)

• 07.2 Image: George Washington - The American President

• 07.2 Main Ideas Lecture Notes: Problems with Europe

• 07.2 Graphic Organizer: Early Challenges (Analyzing Key Ideas and Details: Read carefully to determine how the treaties mentioned in this lesson affected the United States. Use the diagram to describe the treaties. How did Jay's Treaty lead to Pinckney's Treaty? Treaty: Treaty of Greenville | Jay's Treaty | Pinckney's Treaty | Effect)

• 07.2 Self-Check Quiz: Early Challenges (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 07.2 Vocabulary Review: Early Challenges (impressment | issue | maintain)

• 07.2 Fill-in-the-Blank Game: Early Challenges

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 07.3 Chapter 7 Lesson 3: The First Political Parties (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 07.3 Video: Early American Politics (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 07.3 Drag and Drop: The First Party System (How might their differences regarding the Constitution create other differences?)

• 07.3 Political Cartoon: The Providential Detection

• 07.3 Chart: Jefferson and Hamilton (What did many Americans think about political parties? Why do you think many Americans had this attitude?)

• 07.3 Main Ideas Lecture Notes: Opposing Parties

• 07.3 Chart: The Alien and Sedition Acts (Who do you think led the movement to allow states to overturn federal laws? Why did Americans become more suspicious of aliens? Why do you think the Sedition Act lasted for such a short period? How would restrictions on free speech change the nature of our government?)

• 07.3 Image: The White House (Why is the White House significant to John Adam's presidency? What does the painting suggest about Adam's stay in the house? What do you notice about the room in the painting?)

• 07.3 Main Ideas Lecture Notes: John Adams As President

• 07.3 Graphic Organizer: The First Political Parties (Read closely to determine the goals of the first two U.S. political parties. Compare and contrast those goals in the diagram. Federalists | Issue Role of Federal Government | Republicans)

• 07.3 Self-Check Quiz: The First Political Parties (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 07.3 Vocabulary Review: The First Political Parties (partisan | caucus | alien | sedition | nullify | states' rights)

• 07.3 True or False Game: The First Political Parties

08.0 Ch 08 Entry Test The Jefferson Era

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 08.1 Chapter 8 Lesson 1: A New Party in Power (Assigned Page: 102 The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 08.1 Video: Jefferson and Hamilton (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 08.1 Map: The Presidential Election of 1800 (Which groups of people can you think of who did not vote in the election of 1800? Looking at the circle graphs, why do you think modern election volunteers work so hard to encourage people to vote? Why do the electoral vote and the popular vote not match?)

• 08.1 Main Ideas Lecture Notes: The Election of 1800

• 08.1 Biography: Thomas Jefferson (How is Jefferson's involvement in the construction of Monticello  a good example of being a "Renaissance Man."

• 08.1 Slide Show: Monticello

• 08.1 Main Ideas Lecture Notes: Jefferson As President

• 08.1 Graphic Organizer: A New Party in Power (Read carefully to analyze the ways in which the Republicans changed the government. Record your findings in the diagram. Why did Jefferson think these changes were needed?)

• 08.1 Self-Check Quiz: A New Party in Power (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 08.1 Vocabulary Review: A New Party in Power (customs duty | jurisdiction | similar | principle)

• 08.1 Identification Game: A New Party in Power (Marbury v. Madison| principle | jurisdiction | customs duties | Gibbons v. Ogden | similar | Electoral College | judicial review | Worcester v. Georgia | McCulloch v. Maryland)

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 08.2 Chapter 8 Lesson 2: The Louisiana Purchase (Assigned Page: 103-104 The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 08.2 Video: The Louisiana Purchase (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 08.2 Biography: Toussaint L'Ouverture (What happened in 1802 in Saint-Domingue? What did the leaders of the 1802 Haitian Revolution achieve? Name two important skills that Toussaint L'Ouverture had that helped him during his life. What was he able to accomplish as commander-in-chief of Haiti? Why was this accomplishment significant? Who felt threatened by Toussaint L'Ouverture?)

• 08.2 Main Ideas Lecture Notes: Westward, Ho!

• 08.2 Image: Lewis and Clark

• 08.2 Slide Show: The Lewis and Clark Expedition

• 08.2 Biography: Sacagawea (Who was Sacagawea? Why might the daughter of a Shoshone chief be a good choice as a guide and translator?)

• 08.2 Map: Exploring the Louisiana Territory (How did the fact affect New Orlean's importance as a city? Why? Do you think that President Jefferson envisioned the United States someday spreading from sea to sea? Why or why not?)

• 08.2 Biography: Zebulon Pike (Who was Zebulon Pike? How was the purpose of Pike's expedition similar to Lewis and Clark's? How was it different?)

• 08.2 Chart: Alexander Hamilton and Aaron Burr

• 08.2 Image: Hamilton and Burr Duel

• 08.2 Main Ideas Lecture Notes: An Expanding Nation

• 08.2 Graphic Organizer: The Louisiana Purchase (Read carefully to describe the areas that Lewis and Clark and Zebulon Pike explored. Record your descriptions in the diagram.)

• 08.2 Self-Check Quiz: The Louisiana Purchase (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 08.2 Vocabulary Review: The Louisiana Purchase (secede | authority | purchase)

• 08.2 eFlashcards: The Louisiana Purchase (secede | authority | purchase | L'Ouverture | Lewis and Clark | Sacagawea | Zebulon Pike | Aaron Burr | Conestoga | Northwest Passage)

• 08.2a America's Literature: The Journals of the Lewis and Clark Expedition (Students will read an extended literature excerpt, analyze the text, and apply reading, writing, and speaking and listening skills.)

• (Assigned Page: 000 The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 08.3 Video: The War on the Shores of Tripoli (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 08.3 Image: Stephen Decatur (What is happening in the picture? If you were an American in 1804, how do you think you would react to this image?)

• 08.3 Image: The Chesapeake-Leopard Affair

• 08.3 Graph: Imports and Exports 1800-1820

• 08.3 Graphic Organizer: Chain of Events Flowchart (Directions: Drag the events leading up to the War of 1812 to the correct order, and then press Check Answer.)

• 08.3 Image: The Battle of Tippecanoe (How does Prophetstown relate to the Battle of Tippecanoe? How might the destruction of a capital city affect both sides in a conflict?)

• 08.3 Graphic Organizer: A Time of Conflict (Demand for Tribute | Attacks on the Chesapeake | Tecumseh's Confederation Read carefully to analyze the actions the United States took in response to each of the situations shown on the graphic organizer. List those actions in the second column.)

• 08.3 Self-Check Quiz: A Time of Conflict (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 08.3 Vocabulary Review: A Time of Conflict (tribute | neutral rights | embargo | nationalism | react | restriction)

• 08.3 Identification Game: A Time of Conflict (customs duties | laissez-faire | secede | export | tribute | neutral rights | embargo | nationalism |  | import | balance of trade) 

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 08.4 Video: The Star-Spangled Banner (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 08.4 Biography: William Henry Harrison (What happened to Tecumseh at the Battle of the Thames? How did this affect other Native Americans? What are some reasons Tecumseh was not likely to listen to William Henry Harrison's warning about the strength of the U.S. Army?)

• 08.4 Map: The War of 1812 (Narration: Which event shown on this map is the fourth event that occurred? Which event happened first: Perry defeats the British on Lake Erie or Americans win the Battle of Lake Champlain? How do you know?)

• 08.4 Biography: Dolley Madison (Why do you think she risked her life to save valuables in the White House from the British?)

• 08.4 Image: The Battle of New Orleans

• 08.4 Time Line: A Time of Conflict

• 08.4 Graphic Organizer: The War of 1812 (Read carefully to determine the outcome of each battle listed on the graphic organizer. Record your findings in the diagram. What other battles were important to the outcome of the war?)

• 08.4 The British Offensive (Why were Americans instilled with national pride after the battle of New Orleans? How did Britain's war with France influence the movement of the United States toward war? How did the end of the war with France affect the War of 1812? Why do you think she risked her life to save valuables in the White House from the British? Why did the British decide to stop fighting? What treaty ended the war? What did the treaty provide? What did it leave out?)

• 08.4 Self-Check Quiz: The War of 1812 (Take the Self-Check Quiz to check your understanding of the lesson. After you have selected your response, select the Check Answer button to see how you did.)

• 08.4 Vocabulary Review: The War of 1812 (frigate | underestimate | goal)

• 08.4 Concentration Game: The War of 1812 (Andrew Jackson | Treaty of Ghent | Oliver Hazard Perry | privateer | frigate | Francis Scott Key | underestimate | goal)

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 09.1 Video: The Slave Trade and the Cotton Gin (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 09.1 Drag and Drop: The Textile Industry (Select Pre-Industrial Revolution or Post-Industrial Revolution for each item, then press the Check Answer button.)

• 09.1 Graph: Measuring Population (When was the most recent census? What contributed to growth during this period? In 1820, how many times larger was the rural population than the urban population? Where did most people live in 1820? What was the most likely reason for this?)

• 09.1 Image: The Lowell Girls (How does the photo indicate that the Lowell Girls are workers?)

• 09.1 Image: Lowell Factory System (What is the source of the power in the mill? Why do you think this system increased efficiency?)

• 09.1 Image: Wheat (In what type of climate does cotton thrive? In what type of climate do corn and wheat thrive?)

• 09.1 Image: South Street, New York (Where were cities likely to develop in the 1800s? How would you describe city life based on the image? If you build two cities on land by the ocean, what structures do you think they would have in common? Why might building ships and making candles have been profitable businesses in the 1700s? Why do you think the Schermerhorns might have built buildings for hotels, restaurants, and other businesses?)

• 09.1 Image: Yellow Fever (How does this information illustrate one of the dangers of living in the city?)

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 09.2 Video: Daniel Boone (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 09.2 Map: The National Road, 1811-1837 (What towns did the National Road pass through on the way to Vandalia, Illinois? What was the population of Ohio in 1820? How would you describe the population change in Indiana? How did the National Road play a role in the increase in population?)

• 09.2 Biography: Robert Fulton

• 09.2 Map: Canals, 1820 - 1860 (What bodies of water did the Illinois and Michigan Canal connect? Why do you think so many of the canals were built north of the Ohio River and in the Northeast?)

• 09.2 Slide Show: The Erie Canal (How was the Erie Canal project financed? What was Benjamin White's role in the project?)

• 09.2 Slide Show: Pioneer Life (What was life like for adults? What was life like for children?)

• 09.2 Graphic Organizer: Moving West (Read carefully to determine the order of the major developments in transportation during the early 1800s. Record those developments under the time line. What form of transportation saw the greatest change?)

• 09.2 Self-Check Quiz: Moving West

• 09.2 Vocabulary Review: Moving West ()

• 09.2 Tic-Tac-Toe Game: Moving West

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 09.3 Video: Growing Sectionalism (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 09.3 Map: The Missouri Compromise (How many states developed from the compromise? What did it state about the Unorganized Territory? Why was this only a temporary solution? According to the Missouri Compromise, could the Michigan Territory enter the Union as a slave state? Why or why not? Why did Missouri become a slave sate although it is north of its southern boundary?)

• 09.3 Image: Mexican Leaders Declare Independence (How does the painting relate to the information in the "Relations With Spain" section?)

• 09.3 Chart: The Seminole Wars (How were the Seminole involved in the U.S. acquisition of Florida? What was the Adams-Onis Treaty? What did Spain keep in the treaty?)

• 09.3 Map: Acquisition of Florida (Why was Spanish control of Florida a source of anger for white Southerners? What was the conflict created by the Louisiana Purchase of 1803?)

• 09.3 Biography: Henry Clay (How does the image of Henry Clay relate to the meaning of his words?)

• 09.3 Image: The Second Bank of the United States (What was the result of the closure of the First Bank of the United States? How does a chartered bank help people with economic affairs? How does lending money to borrowers stimulate economic growth?)

• 09.3 Graphic Organizer: Unity and Sectionalism (Read carefully to determine how the Missouri Compromise affected different parts of the country. Record those effects in the diagram. Why was the Missouri Compromise necessary?)

• 09.3 Self-Check Quiz: Unity and Sectionalism

• 09.3 Vocabulary Review: Unity and Sectionalism ()

• 09.3 Fill-in-the-Blank Game: Unity and Sectionalism

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 10.1 Video: President Andrew Jackson (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 10.1 Biography: Andrew Jackson (Why would many Americans admire someone born in a log cabin who became an army general and then president?)

• 10.1 Map: Presidential Election of 1824 (How could the difference between the popular and electoral votes be so large? If there was only one political party, why were there four candidates for president in 1824? Who was the official party candidate in 1824? Who were the other candidates, and where were they from? Why did Andrew Jackson believe he should have been elected president in 1824? Did anyone win a majority of the electoral vote? Explain. Who won a plurality of the popular vote? Did Adams win a plurality or a majority of the vote of the House of Representatives? Explain.)

• 10.1 Map: The Election of 1828 (Which candidate had support from a larger number of states? Where were these states located? In which region of the country did Adams win his states? In which regions did Jackson win his states? Which party favored a strong central government? Which region of the country favored a strong central government? Why did Jackson win 68.2 percent of the electoral vote when he won only 55.93 percent of the popular vote?)

• 10.1 Image: Jackson's Inauguration (Why was the inauguration such a wild event? What can you tell about the crowd from what they are wearing?)

• 10.1 Political Cartoon: The Nullification Crisis (The cloud a the top of the cartoon is labeled DESPOTISM. The stairs are labeled DISUNION, DECEPTION, CIVIL WAR, TREASON, S.C. ORDINANCE, and NULLIFICATION. The banners on the two figures (injured or dead) at the bottom of the stairs read CONSTITUTION and E. PLURIBUS UNUM. The figure on the steps is John C. Calhoun, and he is saying, "one step more and it will be within my grasp." The two men on the stairs are urging him on. The figure on the right is Andrew Jackson, and he is saying, "Stop you have gone too far, or by the Eternal, I'll hang you all.")

• 10.1 Graphic Organizer: Jacksonian Democracy (Read carefully to compare political parties, their candidates, their views, and their supporters. Use the diagram to record what you find. Which party ran four candidates in the 1824 election?)

• 10.1 Self-Check Quiz: Jacksonian Democracy

• 10.1 Vocabulary Review: Jacksonian Democracy ()

• 10.1 True-or-False Game: Jacksonian Democracy

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 10.2 Graph: Native American Removal (Click the buttons below the graph to display the information.)

• 10.2 Image: The Trail of Tears (Look for different ways people traveled and carried their belongings. Identify the weather or season. Describe what is happening in the painting.)

• 10.2 Primary Source: Walt Whitman about Osceola

• 10.2 Image: The Seminole Wars (What evidence in the illustration shows that the Seminole have adopted some parts of white culture? What shows that they have not completely adopted white culture? How are the causes of the three Seminole wars similar? How are they different?)

• 10.2 Video: Blending of the Seminole (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 10.2 Self-Check Quiz: Conflicts Over Land

• 10.2 Vocabulary Review: Conflicts Over Land ()

• 10.2 eFlashcards: Conflicts Over Land

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 10.3 Video: Jackson and His Successors (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 10.3 Political Cartoon: King Andrew I (How did some of the Bank's assigned duties make it a powerful institution? Summarize Jackson's objections regarding the Bank. What word is on the piece of paper that Jackson is holding? What is ripped apart at Jackson's feet? How can you tell the cartoonist was showing bias and making fun of President Jackson?)

• 10.3 Political Cartoon: The Panic of 1837 (Why is the Ghost of Commerce holding a paper that says "Repeal the Treasury Order?" What did the Panic of 1837 lead to? How did Van Buren's belief in laissez-faire influence his decisions with regard to the Panic of 1837?)

• 10.3 Biography: William Henry Harrison (How did Harrison present himself to voters? What were voters supposed to think of when they heard "Tippecanoe" from Harrison campaign?)

• 10.3 Map: The Election of 1836 (In what parts of the country was Van Buren strong? In what part of the country was Harrison strong? Who won the popular vote, and who won the electoral vote? What do the numbers on the map show? How many candidates ran in this election? What was the total number of electoral votes a candidate could win? How many electoral votes did Van Buren win? What percentage of electoral votes did he win?)

• 10.3 Map: The Election of 1840 (Which party held the White House for 12 years before 1840? How many more states did Harrison win in the 1840 election than he won in the 1836 election?)

• 10.3 Graphic Organizer: Jackson and the Bank (Read carefully to identify the actions taken by President Jackson that put the Bank of the United States out of business. Record those actions in the diagram. Why did Jackson dislike the bank and its president?)

• 10.3 Self-Check Quiz: Jackson and the Bank

• 10.3 Vocabulary Review: Jackson and the Bank ()

• 10.3 Fill-in-the-Blank Game: Jackson and the Bank

1. The Jackson Era (What does the introductory text make you think the primary sources we are about to read will be about? What perspective do you think you are likely to see?)

2. Primary Source: Letter Blocking Improvements (2)

3. Primary Source: Letter To the American People (2)

4. Primary Source: Book Democracy in America (2)

5. Multiple Perspectives (1)

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 11.1 Video: Achieving Manifest Destiny (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 11.1 Primary Source: Osborne Russell: Journal of a Trapper (What happened to the mountain men?)

• 11.1 Image: The Fur Trade (What did mountain men do for a living?)

• 11.1 Image: The Whitman Mission (Why did the Whitmans go to Oregon?)

• 11.1 Map: Oregon County, 1846 (How many miles did they travel? What kinds of hardships and challenges would you predict they might face? What did they travel in? Why was it given that name?)

• 11.1 Graphic Organizer: The Oregon Country (Read carefully to determine the key events in the history of the Oregon Country. List those events on the time line. How did the Oregon issue relate to the 1844 presidential campaign?)

• 11.1 Self-Check Quiz: The Oregon Country

• 11.1 Vocabulary Review: The Oregon Country ()

• 11.1 Concentration Game: The Oregon Country

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 11.2 Video: The Alamo (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 11.2 Slide Show: Florida's Capitol Buildings (What was the capital of the Florida territory? What is the difference between the terms capital and capitol?)

• 11.2 Map: Texas War for Independence, 1835-1836 (Why do you think that the defenders of the Alamo believed it had so much strategic importance? Why might it have been important to control the coast? How did San Jacinto play a role in the final victory for the Republic of Texas?)

• 11.2 Graphic Organizer: Statehood for Florida and Texas (Read carefully to determine the key events in the war for Texas independence and, later, annexation. List those events on the time line. How did the institution of slavery affect both Florida and Texas in their bid for statehood?)

• 11.2 Self-Check Quiz: Statehood for Florida and Texas

• 11.2 Vocabulary Review: Statehood for Florida and Texas

• 11.2 Identification Game: Statehood for Florida and Texas

• 11.2 Biography: Notable Tejanos (Who were the Tejanos?)

• 11.2 Slide Show: Remember the Alamo (What is the Alamo? During the battle, how many soldiers in Santa Anna's army were killed? How long did the fighting last? What happened when the Mexican army entered the fortress?)

• 11.2 Biography: Davy Crockett

• 11.2 Image: Alamo Defenders

• 11.2 Image: Remember the Alamo

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 11.3 Video: James K. Polk and Western Expansion (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 11.3 Map: The Santa Fe Trail (Why do you think that so much of the trail follows the Arkansas River? Can you think of any reasons that some settlers would prefer the mountain route? Who used the Santa Fe Trail and why did they use it? Why did more Americans begin settling in the New Mexico Territory? Which trail would you rather follow? Why?)

• 11.3 Biography: John C. Frémont (Who was John C. Frémont? What did John C. Frémont do that affected California?)

• 11.3 Primary Source: The Bear Flag (Where did the idea for the Bear Flag come from?)

• 11.3 Map: War With Mexico, 1846-1848 (Which area is larger? How many U.S. victories are shown on the map? How many Mexican victories are shown? Where did the last battle take place? How do you think the U.S. naval blockade affected the course of the war?)

• 11.3 Graphic Organizer: War With Mexico (Read carefully to determine why the United States wanted to acquire New Mexico and California, and how those acquisitions came about. As you read, describe in the chart the achievements of individuals involved in the events.)

• 11.3 Conflict Begins (Why did war break out between the United States and Mexico? Answer all 8 questions.)

• 11.3 Self-Check Quiz: War With Mexico

• 11.3 Vocabulary Review: War With Mexico ()

• 11.3 True-or-False Game: War With Mexico

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 11.4 Video: New Citizens of the Mexican-American War (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 11.4 Primary Source: The Gold Rush (What does the miner say will happen to many who come? Do you think this miner would encourage others to come to California? Why or why not?)

• 11.4 Graph: San Francisco Population Growth (How did the population of San Francisco change between 1860 and 1900? What problems might a city experience by gaining so many people in a short time? What caused San Francisco to grow to have more than seven time the population in 1870 than it had in 1830?)

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 12.1 Video: Machines and Industry (After watching this video, write a one sentence summary statement that sums up all of the main points.)

• 12.1 Map: Major Railroads (Which regions were connected by the railroads by 1860? Which region might have an advantage for transporting goods and people more easily?)

• 12.1 Biography: John Deere (Why might people be willing to move to the Midwest after this invention? How did the growth in the number of farmers affect John Deere's sales?)

• 12.1 Biography: Donald McKay (How did the clipper ships get their name?)

• 12.1 Morse Code (Directions: Below is an example of how Morse Code is translated into text. Try and decode the message. Click to reveal one letter at a time. How did the ability to send a message in Morse Code change the life for people in the 1800s? https://morsedecoder.com | https://morsecode.world/american/morse.html)

• 12.1 Image: The Steamboat (What was the relationship between steamboats and snagboats? How did the invention of the steamboat lead to the growth of cities?)

• 12.1 Image: The Flying Cloud

• 12.1 Graphic Organizer: The Industrial North (Read carefully to identify the three phases of the development of industrialization in the North. Use the diagram to describe these phases. Which phase led to mass production? How would dividing jobs into smaller steps be beneficial?)

• 12.1 Self-Check Quiz: The Industrial North

• 12.1 Vocabulary Review: The Industrial North ()

• 12.1 Identification Game: The Industrial North

•  (The Interactive Student eBook presents the complete Student Edition with additional interactive content to enhance and extend student learning.)

• 12.2 Video: Potato Famine and Irish Immigration (After watching this video, write a one sentence summary statement that sums up all of the main points.)