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It looks like your browser needs updating. For the best experience on Quizlet, please update your browser. Learn More. James Madison The two main reasons Americans wanted to go to war with Britain: -Impressment -The British were still arming Native Americans Supporters of the war. War hawks New Englanders opposed the war because..it would harm trade. The war did not come at a good time for Britain because..they were still at war with France. Near the start of the war, what did the British Navy do. Blockade the US coast. The US warship that won an early battle. USS Constitution US General William Hull invaded Canada, only to..retreat and become captured by British General Isaac Brock and his army. US naval commander who won an important battle on Lake Erie. Oliver Hazard Perry Tecumseh was killed at this battle. The Battle of Thames, won by US General William Henry Harrison. Andrew Jackson defeated the Creek Indians at this battle. The Battle of Horseshoe Bend. In 1814 the British defeated Napoleon and were able to do this. Send more troops to fight the war in the US. In the attack on our nation's capitol British troops did this. Burn down several government buildings including the White House. When the British attacked Fort Henry in Baltimore, Francis Scott Key wrote the words to this famous poem. The Star Spangled Banner This treaty ended the War of 1813. The Treaty of Ghent Before the word of the end of the war got to the US, Andrew Jackson led us to victory in this battle. The Battle of New Orleans. This convention had Federalists suggesting that New England secede from the US. Hartford Convention Causes of the War of 1812 1. Arming and helping Native Americans-British. 2. British practicing impressment. 3. Nationalism. 4. War hawks in Congress. Important Events of the War of 1812 1. 135 ship blockade of American ports. 2. USS Constitution v. Guerriere. 3. Battles at Lake Erie, Thames, and Horseshoe Bend. 4. US invades Canada, British burn Washington DC. 5.
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Fort McHenry, Star Spangled Banner. 6. Treaty of Ghent. 7. Battle of New Orleans Results of the War of 1812 1. Second war of independence. 2. European Nations and others around the world respect the US. It originated with Abraham and the Hebrew people. Yahweh was responsible for the world and everything within it. They preserved their early history in the Old Testament. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Section 4 And Notetaking Study Guide Answers. To get started finding Section 4 And Notetaking Study Guide Answers, you are right to find our website which has a comprehensive collection of manuals listed. Our library is the biggest of these that have literally hundreds of thousands of different products represented. I get my most wanted eBook Many thanks If there is a survey it only takes 5 minutes, try any survey which works for you. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Notetaking Study Guide Answers.html. To get started finding Notetaking Study Guide Answers.html, you are right to find our website which has a comprehensive collection of manuals listed. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Chapter 11 Note Taking Study Guide Wikispaces. To get started finding Chapter 11 Note Taking Study Guide Wikispaces, you are right to find our website which has a comprehensive collection of manuals listed. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Section 1 Notetaking Study Guide Great Depression. To get started finding Section 1 Notetaking Study Guide Great Depression, you are right to find our website which has a comprehensive collection of manuals listed.
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PowerPoint for Teachers: Creating Interactive Lessons No matter what organization you use, you can pull out individual worksheets from these Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. States could not interfere with federal institutions.Spain's control in Americas was weakening, especially Florida.France, Russia and other European powers hinted that they would help Spain get back their lost colonies.Up until 1841, Camada was divided into Upper (English) and Lower (French) Canada. 7 0 objStart studying Ch. Guided Reading AMSCO chapter 18.pdf. Your message goes here Now customize the name of a clipboard to store your clips. Although Table 10.3 “Selected Indicators of Racial and Ethnic Inequality in the United States” shows that African Americans, Latinos, and Native Americans fare much worse than whites, it presents a more complex pattern for Asian Americans. Learn vocabulary, terms, and more with flashcards, games, and other study tools. See our In 1811, the banks charter ran out. 5 0 objGet Started. If you continue browsing the site, you agree to the use of cookies on this website. endstreamThis was a huge defeat for the Federalist Party and in a few years the party had disappeared. 8 0 objWithout it, state banks made too many loans which led to an increase in prices.After the War of 1812 and the Embargo Act were no longer, Britain started dumping goods into America putting our new business out.McCulloch v. Maryland (1819)- MD could not tax the Federal Bank. Chapter 10 A Changing Nation 1815-1840. World History Ch. ??? Section 3: The Age of Jackson Key Terms. There was very little political partisanship or major national issues. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Answers Note Taking Study Guide Mrhauman.
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To get started finding Answers Note Taking Study Guide Mrhauman, you are right to find our website which has a comprehensive collection of manuals listed. The Civil War was a direct outgrowth of the country's divisions over slavery. Section 4 Notetaking Study Guide Answers Section 4 Notetaking Study Guide Answer Key Compared to Europe, colonists had greater opportunity to change social class. Enlightenment thinkers like Locke and Montesquieu, who emphasized rational thinking, helped inspire the Revolution, the Constitution, and slavery's end. These ideas continue to help shape American democratic thought today. Summary The events leading up to the American Revolution began with various actions by the British designed to exert control over the colonies. The Proclamation of 1763, the Sugar Act, the Quatering Act, and the Stamp Act, all added to the friction between colonists and the British. The colonists grew resentful of having to obey British law, without having any voice in Parliament. The passage of the Tea Act was one of the final acts that finally led to open war between the colonies and Great Britain. The fighting at Lexington and Concord in 1775 marked the beginning of the American Revolution. When the war began, both sides were expecting a very fast resolution. (You will need to view these documents.).: Print this worksheet and use it to report what you've learned from the Internet activities. Summary The Declaration of Independence, which was approved by Congress on July 4, 1776, clearly spelled out the reasons the colonies wanted their freedom and independence. Fundamentally, the document charged that King George had violated the colonists' natural rights. The Revolutionary War became a war fought to protect and expand the ideas of rights and self-government that were drawn from the Enlightenment. The American War for Independence was the first time in the history of the world that a colony had successfully rebelled against its ruling country.
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(You will need to view these documents.).: Print this worksheet and use it to report what you've learned from the Internet activities. Your Visual Preview. Chapter Outline Section 1: Governing a New Nation Section 2: The Constitutional Convention Section 3: Debating the Constititution Summary Weaknesses in the Articles of Confederation convinced leaders of the United States that the country needed a strong central government. After months of intense debate, delegates to the Constitutional Convention agreed on a new plan of government. The states approved the Constitution, but many of the states insisted that it also include a bill of rights. Review Chapter Content. (PDF). (PDF). (PDF). (PDF) Review Vocabulary Words. Test Yourself. Chapter 8: Launching a New Nation (1789-1800). Painting of the Capitol in 1800 Courtesy Library of Congress. Chapter Outline Section 1: Launching a New Nation Section 2: The Birth of Political Parties Section 3: Troubles at Home and Abroad Section 4: The Presidency of John Adams Summary George Washington took office as the first President of the United States. He oversaw the creation of new federal departments and asked Alexander Hamilton to serve as secretary of the treasury. Soon two political parties began to take shape—the Federalists and the Republicans. Under Washington, the United States dealt with challenges from Native Americans in the Northwest Territory and from the British navy at sea. Later, political divisions grew bitter during the presidency of John Adams, as he struggled to keep peace with France. Review Chapter Content. (PDF). (PDF). (PDF). (PDF). (PDF) Review Vocabulary Words. Test Yourself. Take a Virtual Field Trip!. Learn more about George Washington by paying a virtual visit to the first President's home.
Your Visual Preview Chapter Outline Section 1: Jefferson Takes Office Section 2: The Louisiana Purchase and Lewis and Clark Section 3: A Time of Conflict Section 4: The War of 1812 Summary The election of Thomas Jefferson to the presidency in 1800 marked the end of the Federalist era. Jefferson hoped to limit the federal government's power over the states and over the economy. Yet, he took the opportunity to double the size of United States by purchasing the Louisiana Territory from France. Then, Jefferson sent an expedition led by Meriwether Lewis and William Clark to explore this vast region. During Jefferson's presidency, disputes with Britain and with Native Americans in western territories continued. In 1812, conflicts with Great Britain and the Native Americans led to war. Although the War of 1812 did not resolve British-American disputes, many Americans considered the war a victory. Create an online map with photographs that document Lewis and Clark's journey to lands west of the Mississippi River. Test Yourself. Explore the role the USS Constitution played in the War of 1812. Tour the route Meriwether Lewis and William Clark took with their Corps of Discovery. Study the construction of the USS Constitution, the oldest commissioned warship still afloat. Learn the origins of Francis Scott Key's Star Spangle Banner and other patriotic songs. Your Visual Preview Chapter Outline Section 1: Building a National Identity Section 2: Dealing With Other Nations Section 3: The Age of Jackson Section 4: Indian Removal Section 5: Finance and States' Rights Summary After the War of 1812, America entered a new period of national pride and identity. Yet, economic and cultural differences among the North, the South, and the West emerged, causing some conflict. On the international scene, a confident United States challenged European interest in the Americas by issuing the Monroe Doctrine.
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At the same time, democracy in the United States was on the rise as more adult white males could vote and hold office. Yet, women, African Americans, and Native Americas were excluded from suffrage and from political life. In 1824, Andrew Jackson became President, supported by those who saw him as the 'People's President.' As President, Jackson was a controversial figure, defying a Supreme Court ruling by ordering the forced removal of Native American nations from the Southeast. Jackson opposed the nullification of federal laws by states during the tariff crisis, and successfully blocked renewing the charter of the second Bank of the United States. Review Chapter Content. (PDF). (PDF). (PDF). (PDF). (PDF). (PDF) Review Vocabulary Words. Test Yourself. Explore the historic site of Martin Van Buren's home in New York's Hudson River valley. Discover what tariffs accomplish and why the U.S. Congress passed the Tariff of 1816. Chapter Outline Section 1: The West Section 2: Trails to the West Section 3: Conflict with Mexico Section 4: A Rush to the West Summary By the mid-1800s, many Americans wanted the nation to extend westward to the Pacific Ocean. To journey westward, traders and settlers had to travel along difficult and dangerous trails. While the Mormons migrated to Utah, other settlers flocked to California in search of gold. Farther south, the Texas War for Independence led to conflict and war between the United States and Mexico. Review Chapter Content. (PDF). (PDF). (PDF). Section 4 Notetaking Study Guide Answers (PDF). (PDF) Review Vocabulary Words. Test Yourself. Find out about Sam Houston and his role in making the battle of the Alamo a rallying cry. Visit several sites about the Alamo to find out more about the significance of this battle. Then write a report. Discover the causes of the Mexican-American War and troop movement in an interactive feature. Explore the people who traveled West and helped make San Francisco a large and exciting western city.
Find Internet resources of eyewitness accounts of the Texas War for Independence and create a journal entry. Explore the inner workings of a steam engine and how this invention revolutionized the textile industry in the 1800s. Explore the roads and canals that allowed the transportation of people and goods to western lands. Chapter Outline Section 1: The Industrial Revolution Section 2: The North Transformed Section 3: The Plantation South Section 4: The Challenges of Growth Summary The Industrial Revolution brought great changes to the way in which people lived and worked. Inventions that mechanized the textile industry made factory work the most efficient way to spin thread and weave cloth. In the United States, most textile factories opened in the North, while the South's economy relied on agriculture. The invention of the cotton gin increased the South's dependence on the labor of enslaved African Americans. At the same time, settlers were moving west. Debates raged in Congress over the spread of slavery to the western territories. These debates heightened tensions between the North and the South. Use Internet tools to create a graph showing data that shows the connection between the Industrial Revolution and immigration to the United States. Test Yourself. Explore the Black Heritage Trail in Portsmouth, New Hampshire, and find out more about slave ships that docked in this seaside town. Learn about the lives of enslaved African Americans who lived in Portsmouth and were shipped from there to the South. Find out how a typical plantation was organized. Explore the chapter's Essential Question. Web Extra! Use web tools to create a trail of Web sites and information about the leaders of the social reform movements. What were classrooms like in the mid-1800s. Find out in this interactive feature.
Chapter Outline Section 1: Improving Society Section 2: The Fight Against Slavery Section 3: A Call for Women's Rights Section 4: American Literature and Arts Summary By the mid-1800s, people were seeking reform in many areas of American life, including education, ending slavery, female and suffrage. Abolitionists sought to end slavery in the United States. Other reformers worked toward winning political and economic rights for women. At the same time, American artists, writers, and musicians developed a distinct style that set them apart from the European style. Test Yourself. Explore the path thousands of runaway slaves took to reach the North and freedom. Section 4 Notetaking Study Guide Answer Key Find out in this interactive feature. Learn about the key figures in the early women's movement in the United States. Explore the Underground Railroad via the Internet and create a brochure. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Chapter 17 Section 1 Guided Reading The Origins. To get started finding Chapter 17 Section 1 Guided Reading The Origins, you are right to find our website which has a comprehensive collection of manuals listed. If you continue browsing the site, you agree to the use of cookies on this website. See our User Agreement and Privacy Policy.If you continue browsing the site, you agree to the use of cookies on this website. See our Privacy Policy and User Agreement for details.You can change your ad preferences anytime. Why not share! New Deal era. Culture of the 1930sAmerican idealism and the triumph of the commonCulture of the 1930sCulture of the 1930sFederal support for the arts added to theCulture of the 1930sMovies, radio, and musicCulture of the 1930sDwarfs. Culture of the 1930sAs the New Deal restored confidence, films such as. G-Men began portraying government officials as heroes.Culture of the 1930sCulture of the 1930sMake Believe Ballroom.
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Orson Welles’ 1938 radioWorlds was so realisticCulture of the 1930sThe folk singer. Leadbelly describedAfrican Americans. Latin music andWoodie Guthrie wroteDust Bowl and the. Okies. Culture of the 1930sThe Federal Art Project, Federal Writers’. Project, and Federal Theater Project were allWPA writers created a seriesCulture of the 1930sPhotographers like. Dorothea LangeCulture of the 1930sArt programs wereThis led to a dropThough its funding was cut, the Federal ArtCulture of the 1930sSt eOkie fam eDust BowNative S. InRiCulture of the 1930s. Lillian. HellmanThe first greatCulture of the 1930sQuickTake Quiz. Know It, Show It Quiz. Culture of the 1930sNow customize the name of a clipboard to store your clips. But if you take a close look, many who are claiming to take notes on their laptops are actually surfing the Web, and paper notebooks are filled with doodles interrupted by a couple of random words with an asterisk next to them reminding you that “This is important!” In college, these approaches will not work. In college, your instructors expect you to make connections between class lectures and reading assignments; they expect you to create an opinion about the material presented; they expect you to make connections between the material and life beyond college. Your notes are your road maps for these thoughts. Do you take good notes. After learning to listen, note taking is the most important skill to ensure your success in a class. In fact, research indicates that there’s a 34 percent chance that students will remember key information if it’s present in their notes but only a 5 percent chance if it’s not. It doesn’t matter whether you prefer to write brief summaries or make visual guides and diagrams in your notes. The important thing is to find a note-taking strategy that works for you. Each can be used in a notebook, index cards, or in a digital form on your laptop.
No specific type is good for all students and all situations, so we recommend that you develop your own style, but you should also be ready to modify it to fit the needs of a specific class or instructor. To be effective, all of these methods require you to listen actively and to think; merely jotting down words the instructor is saying will be of little use to you. For example, you might have a different notebook and folder for each class or a large notebook with a different tab for each class. This will save you the time of trying to organize and locate your notes when studying for an exam. Instead, every time your instructor changes topics, flip to a new page. This allows you to find the material easily and makes your notes much cleaner. This will call attention to these sections and remind you to spend more time reviewing them. You can try drawing the main concept and connecting it to smaller, related concepts or making an outline of the information. Either one can serve as an effective study guide. However, writing as clearly as possible when you take notes will make it easier to review them later. It’s also helpful if you’re asked to share your notes with another student who missed class. If laptop use is permitted during class, you can also type your notes. They are described in more depth later in the chapter. Lists may be short phrases or complete paragraphs describing ideas in more detail. This method typically requires a lot of writing, and you may find that you are not keeping up with the professor. It is not easy for students to prioritize ideas in this method. Supporting ideas to these main concepts are indented and are noted with capital letters. Under each of these ideas, further detail can be added, designated with an Arabic number, a lowercase letter, and so forth. Easy to use when taking notes on your computer. Use arrows and lines to connect the various ideas. Also good if the instructor tends to hop from one idea to another and back.
The left column takes up no more than a third of the page and is often referred to as the “cue” or “recall” column. The right column (about two-thirds of the page) is used for taking notes using any of the methods described above or a combination of them. After class or completing the reading, review your notes and write the key ideas and concepts or questions in the left column. You may also include a summary box at the bottom of the page, in which to write a summary of the class or reading in your own words. Most colleges recommend using some form of the Cornell method. Most students who have not learned effective study skills use this method, because it’s easy to think that this is what note taking is all about. Even if you are skilled in some form of shorthand, you should probably also learn one of the other methods described here, because they are all better at helping you process and remember the material. You may want to take notes in class using the list method, but transcribe your notes to an outline or concept map method after class as a part of your review process. It is always important to review your notes as soon as possible after class and write a summary of the class in your own words. Key ideas are written to the left of the page, subordinate ideas are then indented, and details of the subordinate ideas can be indented further. To further organize your ideas, you can use the typical outlining numbering scheme (starting with roman numerals for key ideas, moving to capital letters on the first subordinate level, Arabic numbers for the next level, and lowercase letters following.) At first you may have trouble identifying when the instructor moves from one idea to another. This takes practice and experience with each instructor, so don’t give up. In the early stages you should use your syllabus to determine what key ideas the instructor plans to present. Your reading assignments before class can also give you guidance in identifying the key ideas.
Format your document by selecting the outline format from the format bullets menu. Use the increase or decrease indent buttons to navigate the level of importance you want to give each item. The software will take care of the numbering for you! This summary will significantly affect your recall and will help you prepare for the next class. Concept maps harness your visual sense to understand complex material “at a glance.” They also give you the flexibility to move from one idea to another and back easily (so they are helpful if your instructor moves freely through the material). Select an overriding idea (high level or abstract) from the instructor’s lecture and place it in a circle in the middle of the page. Then create branches off that circle to record the more detailed information, creating additional limbs as you need them. Arrange the branches with others that interrelate closely. When a new high-level idea is presented, create a new circle with its own branches. Link together circles or concepts that are related. Use arrows and symbols to capture the relationship between the ideas. For example, an arrow may be used to illustrate cause or effect, a double-pointed arrow to illustrate dependence, or a dotted arrow to illustrate impact or effect. It is recommended by most colleges because of its usefulness and flexibility. This method is simple to use for capturing notes, is helpful for defining priorities, and is a very helpful study tool. In it you write identification information like the course name and the date of the class. Underneath the header are two columns: a narrow one on the left (no more than one-third of the page) and a wide one on the right. The wide column, called the “notes” column, takes up most of the page and is used to capture your notes using any of the methods outlined earlier. The left column, known as the “cue” or “recall” column, is used to jot down main ideas, keywords, questions, clarifications, and other notes.
It should be used both during the class and when reviewing your notes after class. Finally, use the box in the footer to write a summary of the class in your own words. This will help you make sense of your notes in the future and is a valuable tool to aid with recall and studying. They actually lend themselves quite well to the Cornell method. Use the “back” or lined side of the card to write your notes in class. Use one card per key concept. The “front” unlined side of the card replaces the left hand “cue” column. Use it after class to write keywords, comments, or questions. When you study, the cards become flash cards with questions on one side and answers on the other. Write a summary of the class on a separate card and place it on the top of the deck as an introduction to what was covered in the class. Any review of your notes is helpful (reading them, copying them into your computer, or even recasting them using another note-taking method). But THINK! Make your review of notes a thoughtful activity, not a mindless process. When you review your notes, think about questions you still have and determine how you will get the answers. (From the next class. Studying with a friend. Looking up material in your text or on the net?) Examine how the material applies to the course; make connections with notes from other class sessions, with the material in your text, and with concepts covered in class discussions. Finally, it’s fun to think about how the material in your notes applies to real life. Consider this both at the very strategic level (as in “What does this material mean to me in relation to what I want to do with my life?”) as well as at a very mundane level (as in “Is there anything cool here I can work into a conversation with my friends?”). These handouts should never be considered a substitute for taking notes in class.
They are a very useful complement and will help you confirm the accuracy of your notes, but they do not involve you in the process of learning as well as your own notes do. After class, review your notes with a highlighter in hand and mark keywords and ideas in your notes. This will help you write the summary of the class in your own words. Select the application that lends itself best to your style of note taking. Microsoft Word works very well for outline notes, but you might find taking notes in Excel to work best if you are working within the Cornell method. (It’s easier to align your thoughts in the cue or recall column to your notes in the right column. Just be sure you keep one idea per row!) You can often find good note-taking templates online. This will allow you to integrate your reading notes with your class notes. It will also keep your notes much cleaner. This will help you keep organized. This will allow you to go back to a topic if the instructor re-visits it.This will keep the instructor in your field of vision even if you have to glance at your screen or keyboard from time to time.Not all professors allow them. Listen for the big ideas and write them down.It’s likely to be important. Which ones you use is up to you, but be consistent so you will know exactly what you mean by “att.” when you review your notes.Some students use different color ink; others box or underline their own thoughts. Do whatever works for you. This is the secret to making your notes work! This will make it clear and detailed. You have written the summary of the class in your own words. Now what? We recommend you use a three-ring binder for each of your subjects. Print your notes if you used a computer. If you used note cards, insert them in plastic photo holders for binders. Group all notes from a class or unit together in a section; this includes class notes, reading notes, and instructor handouts.