History Notes

  • 9.1 A New Nation

    > > a written plan for government"},{"left":"Citizen","

  • 5.1 A New Nation

    A written plan for government \n\n`An official member of a city state or nation`\n\n`a law`\n\n`Land owned by a national government but has no representatives in the national government`"},{"left":"Constitution\n\nCitizen\n\nOrdinance\n\nTerrito

  • The Articles of Confederation

    Land ruled by a national government but which has no representatives in the government."},{"left":"constit

  • Lesson 9.1

                              Land ruled by a national government which has no representatives in the \n\n                          government.\n\n A written plan for government."},{"left":"ordinance \n\n \n\ncitize

  • American Revolution

    People who wanted the American colonies to gain their independence from Britain. They wanted their own country called the United States. (George Washington, Thomas Jefferson, John Adams)"},{"left":"Boston Massacr

  • The Industrial Revolution 9.1

    __Industrial Revolution - __social and economic changes that occurred when manufacturing shifted from people's homes and shops to factories\n\n__raw materials - __unprocessed natural products used in manufacturing"},{"left":"Revolution

  • The Urban North 9.2

    __municipal- __city or urban political unit"},{"left":"Urban Growth

  • Seeking a Better Way 9.3

    __temperance __- giving up all drinking of alcoholic beverages\n\n__utopias __- perfect community where all people are equal, prosperous, educated, and wise"},{"left":"Reform Takes Many

  • 9-3 Cornell Notes

    \n\nthe resolution not to drink any alcoholic beverages\n\na community established to create social and political reform"},{"left":"Refroming","right":"- Industrial

  • 10-1 Cornell Notes

    The Cotton Revolution","right":"- Because c

  • The Cotton Kingdom 10.1

    Cotton Revolution","right":"- cotton gin caused great changes in Southern economy\n- cotton increased to half of all US exports\n- planters (farmers with 20+

  • 10.1 Cornell Notes

    large farms on which crops were grown by slaves.

  • Life on the Plantation 10.2

    __cultural heritage __- custom's language, art, and beliefs of a people's culture"},{"left":"The Sla

  • 10-2 Cornell Notes

    \n\nthe customs, language, and beliefs of a people's culture"},{"left":"The Slave South","right":"- M

  • Thomas Jefferson vs. Alexander Hamilton

    /s3.amazonaws.com/classmint.img/190b0874-d849-4de1-ac50-bab4aa0b548e.jpg)"},{"left":"Alexander Hamilton","right":"Lived in a city. Thought nation would be stronger with a better economy. He had a bad impression of the lower cl

  • 10-3 Cornell Notes

    The Negl

  • The Other Souths 10.3

    __yeoman farmer __- owners of small farms\n\n__artisan __- workers trained in skilled trades"},{"left":"The Neg

  • The Sectional Conflict 11.1

    __free labor __- system of work in which employees have the right to leave their employer and their job for better opportunities"},{"left":"Differe

  • 11-1 Cornell Notes

    Different Regions, Different Needs","right":"- The North and the South of the early 1800s dif

  • The Antislavery Movement 11.2

    Antislavery Movement Speaks","right":"- slaves sought freedom at ever

  • 11-2 Cornell Notes

    \n\na movement that demanded an immediate and no-compromise end to slavery"},{"l

  • Road to Bleeding Kansas 11.3

    __popular sovereignty __- right of voters in each territory to decide whether to become a free or slave state\n\n__guerrilla __- irregular warfare by independent forces"},{"left":"Kansas-

  • Cornell Notes 11-3

    \n\nthe right of voters in each territory to decide whether to become a free or slave state\n\nindependece"},{"left":"The Kansas-Nebrask

  • Cornell Notes 11-4

    \n\na secret network fugitive slaves used to guide themselves to freedom"},{"left":"The Dred Scott Case","r

  • The House Divided 11.4

    __Underground Railroad __- secret network that guided slaves to freedom\n\n__secede __- withdraw formally from membership"},{"left":"Dred Sc

  • 12-1 Cornell Notes

    \n\nSouthern states that separated from the United States\n\nwithdraw formally"},{"left":"Build-Up of Southern Forces","rig

  • North vs. South 12.1

    __Confederacy __- Southern states separated from the US\n\n__secede __- withdraw formally from membership"},{"left":"Build-U

  • The Nation at War 12.2

    __moderate__ - people who disapproved of extreme political views within their own political parties\n\n__emancipation __- act of freeing"},{"left":"Two Com

  • 12-2 Cornell Notes

    \n\npeople who disapproved of extreme political views within their own political parties\n\nthe act of freeing"},{"left":"Two Commanders-in-Chief Take Stock","

  • War on the Homefront 12.3

    __civil rights __- rights and freedoms of people as citizens\n\n__draft__ - call to military service"},{"left":"Crisis

  • 12-3 Cornell Notes

    \n\nthe personal freedoms belonging to a person by virtue of his or her status as a citizen or as member of society\n\na call to military service"},{"left":"Crisis of Wartime Leadership","ri

  • Long March to Surrender 12.4

    - North tried to hurt the South economically, politically, morally\n- psychological warfare - destroying hopes of entire South\n- Lincoln appointed Ulysses S. Grant head of all Union forces\n- General Sherman in west and General Sheridan in east planned new tactics of destruction to end war"},{"left":"Shocking

  • 12-4 Cornell Notes

    - Through the last months of the war, the North tried to hurt the South economically, politically, and morally.\n- Yet in the third year of war, it was clear that a new instrument of war was necessary to end the conflict.\n- In March 1864, Lincoln appointed Ulysses S. Grant head of all Union forces.\n- With Grant's strong support, General Sherman in the west and General Sheridan in the east planned new tactics of destruction to bring the war to a close."},{"left":"Shocking Loss

  • Time for Reconciliation 13.1

    __sharecropping __- offering land to farm in return for portion of the crop\n\n__Reconstruction __- plan to bring back 11 Confederate states back into Union\n\n__amnesty __- every Southerner who took an oath of loyalty to the US would be pardoned\n\n__segregated __- separated by race"},{"left":"Souther

  • 13-1 Cornell Notes

    \n\na system of farming in which a tenant farmer gives a share of the corp to the farm owner instead of paying rent\n\nthe period during which the former Confederate states were controlled by the federal government before being readmitted into the Union\n\na general pardon for offenders by a government, especially for political offenses\n\nthe maintenance of separate facilities for members of different races or of facilities restricted to members"},{"left":"The Southern Way of Life Is Destroyed","right":"- The Civil War crippled Southern agri

  • Radical Reconstruction 13.2

    Military Reconstruction Acts","right":"- Radicals had enough votes to override President's ve

  • 13-2 Cornell Notes

    \n\ntemporary rule imposed on a civilian population by military authorities\n\nthe procedure of charging an office-holding official with misconduct before a formal tribunal\n\na Northerner who went to the South after the Civil War for political or financial advantage\n\na white Republican Southerner who had opposed secession and supported Radical Reconstruction"},{"left":"Congress Challenges Johnson","right

  • 13-3 Cornell Notes

    Black Codes Backlash","right":"- Cotton plantations had depended entirely on slave labor.\n- The Black Codes were passed in an effort to make African Americans accept the same conditions under which they had labored before the war.\n- White Southerners agreed to do away with slavery only in order to get back into the Union.\n- But they also wan

  • Christopher (10-1) History

    - A *__waterway__* __*used*__ for __*travel*__ and __*shipping.*__"},{

  • 10-1 Traveling West Andrew S.

    Is one of __first group of people__ to __settle__ in a __region.__"},{"left":"Front

  • Southern Life Under Reconstruction 13.3

    __redeem __- recover\n\n__vigilante __- group of citizens that, without authority, takes on itself powers"},{"left":"Forty A

  • A Time of Change 14.1

    __transcontinental __- crossing an entire continent\n\n__bonanza __- rich rock\n\n__boom town __- communities that appeared rapidly"},{"left":"Varied

  • 14-1 Cornell Notes

    \n\ncrossing a continent\n\na rich, valuable rock\n\na town that comes into existence suddenly"},{"left":"Varied Landforms","right":"- West of the Rockies lie

  • 14-2 Cornell Notes

    A Nomadic Way of Life","right":"- Soon enough, the sedentary way of life changed dramatically with the introduction of two critical items - the gun and the horse.\n- European fur traders from what is now Canada gave guns to the Chipewa in exchange for furs.\n- About the same time, Indians in New Mexico revolted against Spanish settlers.\n- Guns from the north and horses from the south spread rapidly across the Great Plains.\n- Tribes on the P

  • Culture of the Plains Indians

    - Indians' way of life changed radically when they obtained guns and horses from whites"},{"lef

  • Indian Lands Lost 14.3

    __annuity __- yearly provision of food, clothing, other necessary items\n\n__reservation __- land set aside for a particular tribe and off limits to white settlers\n\n__assimilate __- adapt and give up traditional ways"},{"left":"Indians

  • 14-3 Cornell Notes

    \n\na yearly provision of food, clothing, and other necessary items\n\nland set aside for a particular tribe and off limits to white settlers\n\nadapt to white culture and give up their traditional ways"},{"left":"Increasing Hostility","right":"- White settlers

  • 14-4 Cornell Notes

    On the Trail","right":"- After the roundup, cattle that were to be sold were driven to market.\n- The most experienced riders rode at the point or head of the herd.\n- Riders farther back kept the herd moving and stopped cattle from straying.\n- During the two-to-three-month trial drive, cowboys rode for up to 18 hours a day.\n- During the night, cowboys calmed the restless cattle by singing songs they made up about thei

  • Resettlement of the Land 14.4

    __homestead__ - file claim for land, build a house there, and work the land for five years"},{

  • Building the American Dream 15.1

    __entrepreneur __- farsighted, ambitious person who organizes and assumes risk of business venture\n\n__capital __- money or property used in a business\n\n__profit __- amount of money left over after all expenses had been paid\n\n__philanthropist __- person who promotes human welfare by funding beneficial public institutions"},{"left":"Amazing

  • Moving into Industrial Cities 15.2

    __urban society __- society based on city life"},{"left":"Industr

  • 15-2 Cornell Notes

    \n\nsociety based on city life"},{"left":"Industry Creates Cities",

  • The Workers' Changing World

    __assembly line __- continuously moving belt that moves parts past workers who each have a specific task\n\n__strike __- to stop working\n\n__labor union __- workers' organization that would try to obtain better wages and better working conditions"},{"left":"Product

  • 15-3 Cornell Notes

    \n\na continuously moving belt that carried parts past workers, each person performing a task\n\nto stop working\n\na workers' organization that would try to obtain better wages and better working conditions"},{"left":"Assembly Line","right":"- Henry Ford introduced the

  • Destination: America

    Asian Immigrants","right":"- Asians arrived on West Coast - majority were Chinese\n- Chinese fled from southern China who struggled with warfare, overpopulation, economic problems\n- first major wave came after discovery of gold in CA\n- demand for workers on Union Pacific railroad brought Chinese to Pacific coast\n- Japanese and Filipinos immigrated to US\n- Japan was overpopulated and was suffering from economic hardships\n- Japanese immigrants migrated to Hawaii & worked on sugar plantations\n- Japanese moved onto US mainland when Hawaii became US territory"},{"left":"Immigrants Become Americans","right":"-

  • Politics of Corruption 16.1

    __kickback __- payment made to a person in return for political or business favors\n\n__patronage __- practice of giving out government jobs in exchange for political support\n\n__political machine __- a powerful, tightly run political organization that developed in cities\n\n__graft __- money gained by elected or appointed officials through dishonest/illegal means

  • 16-2 Cornell Notes

    \n\na group of Republicans who supported reform\n\njobs in federal, state, or local government that are awarded on the basis of local government\n\nset rules for\n\ncompany that controls the market for one product or service\n\ncombination of companies that work together to control the market"},{"left":"Mugwumps Seek Reform","right":"- American politics suffered from a stale

  • The Reforming Impulse 16.2

    Mugwumps Seek Reform","right":"- American politics suffered

  • The Populist Revolt 16.3

    Roots of Populism","right":"- farmer's movement had roots in economic and social conditions that developed follow Civil War"},{"left":"Hard Times for Farmers","right":"- farmer

  • The Shame Cities 17.1

    A Time for Change","right":"- US had always had a capitalistic economy in which people are free to make or sell goods and services for a profit\n- monopolies raised prices even though there was less demand for their goods\n- cut pay of workers even though they were making more money\n- placed their own greed above public good\n- \"good government\" movement - get rid of government corruption and inefficiency through civil service reform\n- social welfare movement -

  • 17-1 Cornell Notes

    \n\nlet it be\n\nreform movement\n\njournalists who wrote about evil and corruption\n\ncheaply made apartments\n\nrestricted the kinds of buildings and businesses that could be developed in a given place"},{"left":"A Time for Change","right":"- During the depression, monopolie

  • Progressive Reform

    State Government Reform","right":"- changes at city level

  • 17-2 Cornell Notes

    \n\na procedure that allows citizens to propose a new law for the approval of voters\n\nprocess which people can vote directly on a bill\n\nspecial election that allows voters to remove an elected official from office before his or her term expire\n\nact of protecting and preserving natural resources and wilderness areas"},{"left":"Robert La Follette's Wisconsin Idea","right"

  • 17-3 Notes

    The Fight Against Child Labor","right":"- Children worked for long hours; their bodies were limp with fatigue and their faces grim with pain.\n- Children as young as 6 years old breathed the dust of coal mines and sweated in textile mills - worked 12-hour days and mad

  • Competing Crusades 17.1

    Moral Reform","right":"- women were major force in leading movements for moral reform"},{"left":"Call for Prohibition","right":"- Anti-Saloon League (join with Women's Christian Temperance Union) - publicized link between alcohol and health, family, poverty problems\n- armies of women protested sale and manufacture of alcohol\n- 18th Amendment - prohibited

  • 10.2 Chapter Review(Evans)

    Someone who uses machines to make goods."},{"le

  • 10-2 Recap

    __3rd American president, republican, bought__ the __Louisiana Purchase.__"},{"left":"Louisiana Purc

  • International Expansion 18.1

    protectorate - country or territory controlled by another nation\n\nabdicate - give up"},{"left":"Justify

  • Conflict and Conquest 18.2

    yellow journalism - reporting featuring huge headlines and melodramatic stories, twisting facts in order to influence public opinion and to attract readers\n\nimperialism - attempt to control other nations by economic or political means"},{"left":"Policin

  • 18-2 Cornell Notes

    \n\nstyle of newspaper featuring and sensational headlines the attempt to control other nations by economic and political means"},{"left":"Policing the Hemisphere","right":"- Latin Am

  • 18-3 Cornell Notes

    Archduke Francis Ferdinand and his wife Sophie led a parade through the streets of Sarajevo.\n- Many resented Austria for taking their province. As they got out of the car, an 18-year-old shot them."},{"left":"American Neutrality","right":"- 1914: President Wilson discouraged American citizens from taking sides in the war, most Americans were sympathetic toward the Allied Powers: chiefly Britain, France, and Russia.\n- Others sided with the Central Powers: chiefly Germany and Austria-Hungary."},{"left":"The End of Neutrality","right":"- President Wilson made efforts to establish a peace agreement, but neither side would agree to negotiate.\n-

  • America at War 18.3

    Entering the War","right":"- Pres. Wilson at first succeeded in keeping nation out of WWI but was forced to choose sides"},{"left":"American Neutrality","right":"- President Wilson promoted neutrality\n- most Americans were sympathetic towards Allied Powers (Britain, France, Russia)\n\n - English ancestors, French helped in revolution\n\n- many of German descent sided with Central Powers (Germany, Austria-Hungary)\n- most Americans did not want to enter war on either side"},{"left":"End of Neutrality","right":"- Pres. Wilson made efforts to establish peace agreement - neither would agree to negotiate\n- Britain tried to starve Germans intro surrender by preventing ships of

  • 18-4 Cornell Notes

    \n\ncriticism\n\npayments made my defeated nations \n\nthe belief that the US should avoid alliance and minimize its involvement in the affairs of other nations"},{"left":"War at Home","right":"- America

  • Impact of the War 18.4

    War at Home","right":"- Amer

  • 19-1 Cornell Notes

    largest number of immigrants who can enter the Unites States\n\npolitical protection\n\npeople who faced persecution because of their political beliefs"},{"left":"Coming To America","righ

  • A Land of Immigrants 19.1

    __quota __- only a certain number of people were allowed to immigrate to the US\n\n__asylum __- political protection\n\n__refugees __- people who faced persecution because of their political beliefs"},{"left":"Coming

  • 19-2 Cornell Notes

    - Assimilation, the process of taking on the language, customs, and viewpoints or another culture, takes time.\n- Most immigrants choose to blend into American culture, but also to hold onto parts of their ethnic identity.\n- Hmong people - form Asian country of Laos.\n- The Hmong were mainly farmers in the mountains of Laos and began emigrating in the 1970s after the Vietnamese War.\n- Many Hmong in the United States practice their traditional religion, eat Hmong foods, and know as much about politics in Laos as American politics.\n- Unlike the Hmong, Mexican Americans have long been in the US.\n- Mexicans continue to immigrate to the US and to hold on their culture.\n- Mexican Americans tend to live in very concentrated areas, and most speak some Spanish, or both Spanish and English."},{"left":"For Many, Hard Work

  • America's Many Cultures

    - America called \"melting pot\" - country where customs of new arrivals melted down and blended into one culture\n- now US compared to \"salad bowl\" - made up of various cultures - mixed together but separate"},{"left":"How Groups Assimilate","righ

  • S.G The Articles of Confederation

    Having two separate lawmaking chambers."},{"left":"republi

  • Chapter 7-1 The Articles of Confederation

    having two separate lawmaking chambers"},{"left":"Republi

  • America Industrializing

    Technological Innovations:\n\n- Bessemer Process- Made 5 tons of steel in a mere 15 min. compared to before when it took a whole day to make steel.\n- Steam and water power replaced animals and humans/ Steam was usually fueled by the burning of coals to heat water. New pneumatic drills were able to cut deeper into the earth than ever before to mine the coal. The center of the coal mining was in western Pennsylvania, the first oil well was drilled there in 1859.\n- Telephone- created in 1876 by Alexander Graham Bell\n- The first use of electricity was for the telegraph\n- Lightbulb- created in 1879 by the well known Thomas Edison\n- By the 1900's they electricity to power other machines as well."},{"left":"","right":"The Growth of Railroads:\n

  • Ashton - The Articles of Confederation 7.1

    *Limits on Power*","right":"- Americans crafted constitutions that limited the power of the governor\n- States divided power between the governor (or council) and the legislature.\n- Most states set up \"two house\" or bicameral legislature to divide the work of government"},{"le

  • 7-1 Articles of Confederation Cliff Belknap


  • sam h. history 7-1

    legislatures to divide the work of government even farther "},{"left":"r

  • The Articles of Confederation 7.1 By: Philip Camuto


  • EQ: What is industrialization?

    Before the Civil War\n\n- The South achieved its economy almost entirely from\n\nagriculture\n\n- The primary way to successfully plant and pick crops\n\nwas by hand\n\n \n\nAfter the Civil War\n\n- Inventions began to come into existence which were\n\nmore efficient than picking crops by hand\n\n- They could do exponentially more work than a\n\nfield worker could do and thus the South began to\n\nindustrialize\n\n \n\nEconomic Policy\n\n- The United States had a Laissez-Faire style\n\neconomy\n\n- Corporations began forming trusts, the likes of which\n\nhad never been seen in American history\n\n- Trust- A large company that has or attempts to gain\n\nmonopolistic control of a market\n\n- Figures during this time had absurd wealth\n- Adjusted for today’s inflation rate Andrew Carnegie\n\nhad an estimated net worth of $297.8 billion\n\n \n\nCarnegie’s Wealth\n\n- Oprah $2.9 billion\n- Bill Gates $81.3 billion\n- He could pay for all 36,168 students’ full four years of\n\nschool at UNT for 400 years\n\n- He could buy every NFL, MLB, NBA and NHL team\n\nand make them all wear dresses\n\n \n\nHow?\n\n- Immigration\n- Invention\n- Child Labor\n- No Unions\n- Corruption\n\n \n\nImmigration\n\n \n\n- Immigration boomed during this time\n- Workers from Southern and Eastern Europe worked\n\nfor significantly less money in the factories\n\n- Workers from China worked for significantly less\n\nmoney on railroads\n\n \n\nResults of Immigration\n\n- Led to increased acts of prejudice and discrimination\n- Resulted in a housing shortage in major cities\n- Resulted in the establishment of ethnic\n\nneighborhoods\n\n- Introduced new languages, foods and religions\n\n \n\nInvention\n\n- Bessemer Process- First industrial process for the\n\nmass-production of steel\n\n- Light bulb- invented by Thomas Edison\n- Telephone- Alexander Graham Bell\n- Elevator- led to larger buildings\n\n \n\nPolitical Machines\n\n- Run by political “bosses”\n- The boss would hire immigrants in exchange for their\n\nvotes\n\n- Then he would tell them (the machine) what to vote\n- The boss’s power depended on his ability to rally\n\nvotes\n\n- If he rallied enough votes for a certain city politician it\n\nearned him favors\n\n \n\nBoss Tweed\n\n- Boss Tweed of Tammany Hall\n- One of the most famous political bosses\n- Would use government “patronage” jobs, where the\n\ngovernment would pay companies he owns for a\n\nspecific service\n\n- Often overpaid himself on construction projects and\n\nland sales, stealing millions from the city\n\n- In order to gain support, the political bosses would\n\nimprove urban infrastructure\n\n \n\nNot All Bad\n\n- Helped Immigrants settle\n- Found Housing for the immigrants\n- Got the immigrants jobs\n- Helped immigrants become naturalized citizens\n- Provided immigrants money to get them through\n\nhard times\n\n \n\nChild Labor\n\n- There were no laws against it at first\n - Children were smaller and thus could fit their hands\n\ninto places adults could not in textile mills\n\n- Cheap labor source\n- Easily manipulated\n- Employers fought to keep child labor\n- Very unsafe working conditions for children\n- Didn’t give any training programs for the children\n\n \n\nNo Unions\n\n- Without Unions there was no job security\n- Jobs now required little skill and thus without a union\n\nyou were easily replaceable\n\n- Long hours\n- Low wages\n- Unsafe working conditions\n- Unequal distribution of wealth\n\n \n\nLabor Unions\n\n- The unions utilized several strategies\n-Strikes\n- Unioned workers would refuse to go in to work\n-Boycotts\n- Unioned workers used “secondary boycotts”\n-Sabotage\n- Unioned workers would sabotage the machinery to stop\n\nwork while it was fixed\n\n \n\nRobber Baron Response to Strikes\n\n- Robber Barons responded to strikes in three main ways:\n-Lock Outs\n\n\\*The owners of the factories would not allow workers to\n\ncome to work and thus not let them be paid\n\n-Yellow-Dog Contracts\n\n\\*Contracts that the employee signed, forbidding him from\n\njoining a union\n\n-Scabs\n\n\\*Scabs were strike-breakers; new workers brought in to take\n\nover for the striking workers\n\n \n\nCorruption\n\n- Big business was paying off government officials\n- This ensured that they were given unfair advantages\n\nover their competition\n\n- Business owners would take advantage of\n\nimmigrants and force them to work without unions\n\nand all of the negatives listed in the previous slide\n\n- Political Machines began in which big business\n\nbosses would force employees to vote a certain way\n\nensuring political favors for their business\n\n \n\n \n\n \n\nGovernment decides to Act\n\n- The government decides that monopolies are bad\n- They begin a series of new policies that try to break\n\nup the trusts\n\n- Eventually they succeed\n\n \n\nSherman Anti-Trust Act\n\n- Allowed Government to dissolve business\n\nmonopolies\n\n- Large corporations were obviously against this\n- Created more competition\n\n \n\nOther Acts\n\n- Meat Inspection Act of 1906\n- Pure Food and Drug Act of 1906\n-These two were brought on by Upton Sinclair’s\n\nThe Jungle which was written to portray the lives of\n\nimmigrants but also shined the light on health violations\n\nand unsanitary practices by meatpacking industries\n\n- Interstate Commerce Commission\n- Created to deal with fair rates and no discrimination on\n\nrailroads\n\n \n\nMigration West\n\n- Primarily Chinese immigrants began moving to the\n\nwest and would be the main source of labor on the\n\ntranscontinental railroad\n\n- Americans began moving west to get out of crowded\n\nEastern cities\n\n- Added 9 states in a 20 year period (Nevada,\n\nNebraska, Colorado, North Dakota, South Dakota,\n\nMontana, Washington, Idaho, Wyoming and Utah)"},{"left":"Summary","right":"Industrialization Helped build the USA to where we currently are today."}]

  • Forging a Constitution 7.2 By: Philip Camuto

  • S.G. Forging a New Constitution 7.2

    A period when economic activity slows and unemployment increases"},{"left":"Manumission <

  • 7.2 Forging a New Constitution

    a period when economic activity slows and unemployment increases"},{"left":"Manumiss

  • Ashton Arjomand - Forging a New Constitution 7.2 by Ashton Arjomand by Ashton Arjomand by Ashton Arjomand by Ashton Arjomand by Ashton Arjomand

    A period when economic activity slows and unemployment increases."},{"left":"Manumiss

  • William Baxter-7.2 by William Baxter by William Baxter by William Baxter

    a period when economic slows and unemployment continues."},{"left":"Manumiss

  • History Sam Hall 7-2

    a period when economics activity slows and unemployment increases"},{"left":"Manumiss

  • History Sam Hall 7-2

    a period when economics activity slows and unemployment increases"},{"left":"manumiss

  • History Questions Day 9-22

    The Defeat of the Spanish Armada, the Protestant Reformation, and the changes in the English Economy, were changes made in England that allowed for colonization in the 1600's."},{"left":"*2.) The English Defeat of the Spanish Armada played an important role

  • Sam Hall 7-3 history notes

    cultural beliefs and practices"},{"left":"Federali

  • S.G A New Plan of Government 7.3

    Longstanding cultural belief and practice."},{"left":"federal

  • Ashton - A New Plan of Government 7.3

    Longstanding cultural belief and practice."},{"left":"*Federalism *

  • A New Plan of Government 7.3 By: Philip Camuto


  • Plymouth

    They were people from England seeking religious freedom. They were separists because they wanted to separate themselves from the church of England."},{"left":"Why did they leave England?

  • Plymouth

    People from England seeking religious freedom.\n\nThey were separatists because they wanted to separate from the Church of Eangland."},{"left":" Why did they leave E

  • Plymouth

    The pilgrims are people who left England for religious freedom. "},{"left":"Where did the pilgrims go?<

  • Plymouth

    Freedom of religion "},{"left":"What year?","right":"16


    Where are they come from?","right":"The Pilgrims came from England\n\n "},{"left":"What th

  • Plymouth

    People from England seeking for religious freedom.\n\nThey were separatists because they wanted to separate from the Church of England."},{

  • Plymouth

    Freedom of religion"},{"left":"Who were the Pilgrims?",

  • Plymouth

    people from England seeking religious freedom\n\nThey were separatists because they wanted to separate from the church of england"},{"left":"Why did they leave

  • Plymouth

    Answer or Notes about the Keyword or Question here..."},{"left":" ","right":"

  • History 8-1 notes Sam Hall

    Limited Government","ri

  • S.G. Principles of the Constitution 8.1

    the belief that government is subject to the will of the people"},{"left":"limited governmen

  • Principles of the Constitution 8.1

    The belief that government is subject to the will of the people"},{"left":"Limited Governmen

  • S.G The First President 9.1

    something done or said that becomes an example for other to follow"},{"left":"Cabinet

  • The First President 9.1

    Something done or said that becomes an example for others to follow."},{"left":"Cabinet"

  • The First Presidents 9.1

    Something done or said that becomes an example for others to follow."},{"left":"Cabinet"

  • Chapter 9-1 by: David Beeson

    something done or said that becomes an example for others to follow"},{"left":"cabinet

  • WillMorton 8.4

    Something done or said that becomes an example for others to follow."},{"left":"Cabinet","right

  • History 9-1 Sam Hall

    a group of advisers to a president"},{"left":"unif

  • The Middle Colonies

    New York, New Jersey, Delaware and Pennsylvania"},{"left":"Why are they called the middl

  • Notes on Southern Colonies

    in the Carolinas and virginia slavery was a big thing some people thought it was rwong but had to do it or else they would become por nd bankrupt."},{"left":"What are the 5 southern col

  • Notes on Southern Colonies

    North Carolina had pirates and people who didn't really care what their neighbors were doing. So people think that is why the pirates made their base their. Or maybe the pirates paid the governor to not bother them."},{"left":"Who ruled North Carolina?","right

  • Southern Colony Notes

    Who was Daniel Boone  ","right":"Daniel Boone was a very adventuro

  • Cooperation and Conflict

    land","right":"Some of the settlers would take the natives' land and push them out and claim it for themselves, even though they were alrea

  • Religious Beliefs

    The Catholics got persecuted by many people in the Colonies because the English Church was against the Catholics. Many of the colonies' religions were based off the English Anglican church. The Quakers didn't persecute them. Maryland was originally founded by a Catholic baron even though it became Protestant later."},{"left":

  • Religious Beliefs

    These people wanted to purify the Church of England, and after many times of trying and failing and getting persecuted, they moved to America. They were very strict about religion and didn't have any tolerance for other religions. They thought their religion was the only right one."},{"left":"Catho

  • Chapter 9-2 Early Challenges by: David Beeson

    Challenges In The West","right":"- France/Britain get Natives angry about U.S expansion\n- to stop this Washington signed treaties with Natives but settlers ignore=fights\n- Washington use force and sent G

  • Slavery in the Colonies

    Most slavery was taking place in the southern colonies for plantations. These include Georgia, North Carolina, South Carolina, Virginia, and Maryland."},{"left":"Where did they come from and how

  • Early Challenges 9-2 by: Ashton A

    - Britain and France were pushing the U.S to get involved in their conflicts.\n- Native Americans, aided by the British and Spanish, fought the westward advance of American settlers\n- Growing unrest within the American population"},{"left":"The Whiskey Rebellion",

  • 9-2 Sam Hall

    to keep "},{"left":"impressmen

  • The first political parties 9.3 S.G

    firmly favoring one party or faction"},{"left":"distin

  • 9-3 Sam Hall

    favoring one party "},{"left":"distinct

  • French and Indian War

    The war was between the British, the French, and the Native Americans who sided with both nations. "},{"left":"When and why did the war happe

  • French and Indian War

    The French and Indian War was a war between the French and English and natives in North America. Most of the natives were on the side of the French, but some of them like the Iroquois League were on the side of the English. George Washington was a general fighting for the British. The Ottawa leader Pontiac started a rebellion against the British after the war. La Salle went exploring in these regions and claimed the Mississippi River and all its parts, which included the Ohio River. That made the French think that the Ohio River was theirs. British General James Wolf helped capture Quebec. George III was the King of England at that time, and he sent more troops to win the war."},{"left":"W

  • 10.1 A New Party in Power S.G

    tax collected on goods that are imported"},{"left":"Jurisdicti

  • Sam Hall 10-1

    Sharing qualities, but not the same as; like"},{"left":"Custo

  • People Of The American Revolution

    Paul Revere rode to worn the people of the colonies that the British/Red Coats were coming"},{"left":"George Wa

  • 10-1 Teddy Elmlinger

    Tax collected on goods that are imported"},{"left":"JURISDICTI

  • A New Party in Power by Ashton

    - Feds. supported Adams for 2nd term and Pinckney for V.P\n- Repubs. nominated Jefferson for Pres. and Burr for V.P\n- Feds. accused Jefferson of being \"godless\"\n- Repubs. thought Feds. would favor the wealthy and bring monarchy back."},{"left":"The Vote is Tied",

  • The Louisiana Purchase 10-2 by Ashton vocab

    To withdraw or break away from a nation or organization."},{"left":"Auth

  • 9.3 The Louisiana Purchase S.G

    the power to influence or command thought, opinion, or behavior"},{"left":"purchas

  • 10-2

    \"Mr. Gill spotted the manuscript at a local auction and purchased it for $1,500\"\n\nsynonyms:\tbuy, pay for, acquire, obtain, pick up, snap up, take, procure; invest in; informalget hold of, score"},{"left":"Author

  • Patriots at War

    Capture of Fort Ticonderoga May 1775, Washington had several defeats in New York city in the summer of 1776, Washington crossed the Delaware River and camped in Pennsylvania in December 1776, October 17, 1777 Burgoyne surrendered his entire army to the Americans, In May 1782, Sampson put on men's clothes and entered the Continental Army as Robert Shurtleff, 1777 The British captured Philadelphia."},{"left":"Peo

  • notes on american revolution

    What happened at Fort Ticonderoga was that there was one guard who was sleeping. About 80 Americans came in and stormed the Fort. They went up to the British commanders headquarters and demanded that they give the fort to the Ethan Allen, who was the commander of the Americans. Ethan Allen and his men called themselves the Green Mountain Boys."},{"left":"When was this?","right":

  • 10.2 The Louisiana Purchase S.G

    The Lewis and Clark Expedtion","right":"- Jefferson persuaded Congress to allow an expedition to record all of the territory's people, plants, and anim

  • Battles of the Revolution

    Battle of Saratoga","right":"1777 Was a turning point in the war because General Burgoyne's army was surrounded and Burgoyne

  • Battles Of The American Revoution

    The Battle of Saratoga was considered the turning point for the United States. What happened was when they won, it convinced other countries to help them to fight for independence.. It happened in Saratoga in New York."},{"le

  • Sam Hall 10-3

    money paid to a leader or state for protection "},{"left":"Neutr

  • More Things In The Revolushon

     Many  women were a big part of the revolution. They would sew close, make food, care for the wounded, carry water out to the battle field to soldiers who needed it, and pretended to be men and went out to fight for their independents."},{"left":"","right":""},{"left"

  • 10.3 A Time of Conflict

    react","right":"to act in

  • Articles of Confederation

    Having two separate lawmaking chambers."},{"left":

  • Articles of Confederation 7.1 Dylan Kirsch

    Having two separate law making chambers"},{"left":"Republi

  • Articles of Confederation 7.1 Dylan Kirsch

    Having two separate law making chambers"},{"left":"Republi

  • Vocab Henry Sorbaro

    having two separate lawmaking chambers"},{"left":"Republi

  • The Articles of Confederation by Ben Yorke

    Having two separate lawmaking chambers "},{"left":"Republi

  • Articles of Confederation Dylan Kirsch

    Having two separate lawmaking chambers"},{"left":"Republi

  • Kirsch Forging a New Constitution 7.2


  • Social Studies Lesson 7-2 A.R.B.

    a period when economic activity slows and unemployment increases"},{"left":"manumiss

  • Lesson 7-3 Social Studies Textbook A.R.B

    -the Constitution has roots in other civilizations \n-the Framers who shaped the document were familiar with the parliamentary system of Britain \n-many had taken part in their colonial or state assemblies"},{"left":"European Influences","ri

  • 7-2 notes and vocab Beanie Richter

    a period in which economic activity slows and unemployment decreases"},{"left":"Manumiss

  • Lesson 7-2 Social Studies Textbook A.R.B.

    - a growing number of Americans came to believe that the Articles of Confederation were too weak to deal with its problems\n- they had serious economic difficulties"},{"left":"Shay's Rebellion"

  • Dylan Kirsch 7.3 by Dylan Kirsch by Dylan Kirsch by Dylan Kirsch by Dylan Kirsch

    Longstanding cultural belief and practice"},{"left":"Federal

  • A New Plan of Government by Ben Yorke

    sharing power between the federal and state governments "},{"left":"traditio

  • Social Studies Lesson 7-3 Vocabulary A.R.B.

    to exist in"},{"left":"legi

  • What challenges appeared to the Shogun's athourity?

    -For about 100 years, the shogun kept order in Japan, with help from the samurai\n\n -However, there were serious challenges that came about that brought the shogun's rule to an end."},{"left":"Foreign in

  • Later Crusades Fail

    -The kingdoms the Cristian's created in Jerusalem didn't last\n\n -The Muslims started taking land from the Christians\n\n -To strike back, Christians launched more Crusades"},{"left":"The

  • The causes of World War I

    Immediate causes. \n\n \n\nThe assassination of the Austro-Hungarian heir to the imperial throne, Franz Ferdinand in Sarejevo. \n\nThis led to the July crisis of 1914. The Austo-Hungarians issuing a series of unacceptable demands on the Serbian government that were rejected. Germany provides an assurance to Austro-Hungary that they will give unconditional support. Serbia seeks the support of Russia. Russia partially mobilises. Diplomatic attempts at resolution fail. The British Ambassador in Berlin, Sir Edward Goschen, is informed by the German Chancellor that Germany is contemplating war with France, and wishes to send its army through Belgium. He tries to secure Britain's neutrality in such an action. Germany prepares for war. Failing to have its demands accepted Austro-Hungary declares war on Serbia. Germany sends an ultimatum to Russia, demanding that they halt military preparations within twelve hours. Britain requests that both France and Germany respect the neutrality of Belgium, France agrees, Germany does not respond. France mobilises after rebuffing a German suggestion that it remain neutral in the event of war between Germany and Russia. France mobilises. Germany mobilises. Germany declares war on Russia. Germany and the Ottomans sign a treaty. Germany declares war on France after its request that France remains neutral in a war with Russia is rejected. Germany orders the implementation of the Schlieffen Plan to defeat France. Having failed to receive confirmation from Germany that it will respect the neutrality of Belgium, Great Britain declares war on Germany. Austria-Hungary declares war on Russia. The Japanese, honoring the Anglo-Japanese treaty with Britain declares war on Germany. Japan declares war on Austro-Hungary. "},{"left":"What were the diplomatic and geopolitical reasons

  • Compare and Contrast About Greece and Rome

    [http://www.ancientgreece.com/s/Olympics/](http://www.ancientgreece.com/s/Olympics/) \n\n![5995cf2b57867caf72922de9](https://s3.amazonaws.com/classmint.img/d9278f51-462e-448b-91a3-7b3657e4abba.png)"},{"left":"Famous Leaders","right":"[http://www.an

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