Reading final review

•Download as PPT, PDF•

0 likes•180 views

Powerpoint Jeopardy The American People American Geography American History American Institutions Theory 10 10 10 10 10 20 20 20 20 20 30 30 30 30 30 40 40 40 40 40 50 50 50 50 50

The number one pet in the U.S. is a ____________ following by an increasing number of _________.

[object Object],[object Object],[object Object],[object Object],[object Object]

Describe changes that happened in the American families in the 1980’s.

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Discuss some positive and negative changes that occurred in the 1980’s in terms of the economy

The U.S. has 48 ___________ states.

The U.S. is the 4 th largest country in the world in terms of: _______________ and ________________. (when the textbook was written)

What is Texas known for producing in terms of agriculture?

Describe the coastal plains, Appalachians, Rockies as well as the highest and lowest point in the U.S.

Discuss the major ethnic groups and immigrants to the U.S.

The first American president was: _____________.

[object Object],[object Object],[object Object],[object Object],[object Object]

Describe how America gained independence.

Describe TWO of the following time periods in American history: -WWI -Roaring 20s -The New Deal Era -WWII

Discuss what life was like in pre-colonial America for the peoples of the Pacific Northwest and Eastern Woodlands.

The American Constitution is based on the doctrine of the separation of powers between the ________, ___________ and ________.

[object Object],[object Object],[object Object],[object Object],[object Object]

Describe the functions of EITHER the President OR Congress

What is the electoral college? What is its major criticism?

Who were the Knights of Labor and what were there aims?

Name 10 people in this class.

Create a chart or graph based on made up statistics about a group at HUFS

How do you create a KWL chart?

What are some tips to remember about highlighting/marking your textbooks?

More Related Content

Similar to Reading final review

Reading finalreview

Reading finalreview

Reading finalreview

CONNECTING WITH MILLENNIALS (information found in Making Space for Millennials by Barna Group, 2015, p. 7. “Five major reasons that millennials stay connected with a Christian community: 1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing. 2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives. 3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ. 4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith. 5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling. 13 Marks of a Planter (a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.) ______________________________________________________________________________________________ 1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future 2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience) 3. History of effective, evangelistic conversation and relationships 4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch 5. They tithe 6. They love the community where they will be planting 7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team) 8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things. 9. They embrace mentoring and coaching relationships 10. They can be both stubborn and flexible – and somehow they know when to be which 11. They get bored after three years on average 12. The family is fully bought in and the plant is a family affair. 13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before. Third Exam (Chapters 23-27) Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.

CONNECTING WITH MILLENNIALS (information found in Making Space f.docx

CONNECTING WITH MILLENNIALS (information found in Making Space f.docx

CONNECTING WITH MILLENNIALS (information found in Making Space f.docx

Discussion Instructions The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should: 1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to. 2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible. 3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.) Part I Discussion Prompts For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material. 1) What were the major patterns of Native American life in North America before Europeans arrived? 2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore? 3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples. 4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English. 5) What challenges did the early English settlers face in the Chesapeake (Jamestown)? 6) How did Virginia and Maryland develop in their early years? 7) What were the main sources of frustration in New England? Part II Discussion Prompts Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner. 1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument. 2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)? 3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question. 4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.

Discussion InstructionsThe purpose of the discussions are to giv.docx

Discussion InstructionsThe purpose of the discussions are to giv.docx

Discussion InstructionsThe purpose of the discussions are to giv.docx

elinoraudley582231

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers chapter 15 and part of chapter 16 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count. Part 2 Essay Questions: 1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security. 2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse? 3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states? 4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers. 5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure. 6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction? 7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age? 8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement. 9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract? 10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not? PART3: For part 3 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers part of ch.

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx

rhetttrevannion

History Essay. Part one. choose ONLY 1 essay question from the list below, which covers chapter 15 and part of chapter 16 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count. Essay Questions: 1 - What did freedom mean for the ex-slaves? Be sure to address economic opportunities, gender roles, religious independence, and family security. 2 - Reconstruction witnessed profound changes in the lives of southerners, black and white, rich and poor. Explain the various ways that the lives of these groups changed. Were the changes for the better or worse? 3 - Stating that he “lived among men, not among angels,” Thaddeus Stevens recognized that the Fourteenth Amendment was not perfect. Explain the strengths and weaknesses of the Fourteenth Amendment. What liberties and freedoms did it extend in the nineteenth century—and to whom? How did it alter the relationship between the federal government and the states? 4 - Who were the Redeemers, what did they want, and what were their methods? How did the Redeemers feel that their freedom was being threatened by Radical Reconstruction? Conclude your essay with a comment on how you think the federal government should have responded to the Redeemers. 5 - Was Reconstruction a success or a failure? Or was it something in between? In your response, consider land policy, key legislation during Presidential and Radical Reconstruction, southern politics, racial and political violence, and northern “fatigue” with Reconstruction. Be sure to make clear what you mean by success and failure. 6 - The debate surrounding the creation and ratification of the Fifteenth Amendment divided one-time political allies over the matter of women’s suffrage. What were the arguments for and against including a woman’s right to vote in the Fifteenth Amendment? What did this debate say about the boundaries of freedom defined by Reconstruction? 7 - What role did the government play in defining, protecting, and/or limiting the liberty of American workers during the Gilded Age? 8 - Henry Demarest Lloyd wrote in Wealth against Commonwealth (1864), “Liberty and monopoly cannot live together.” Based on your knowledge of the Gilded Age and the industrial revolution, assess the validity of this statement. 9 - How did the labor movement launch a sustained assault on the understanding of freedom grounded in Social Darwinism and in the liberty of contract? 10 - Compare the motives and methods of the various social reformers active in the Gilded Age. How did the efforts of thinkers such as Henry George, Laurence Gronlund, and Edward Bellamy differ from those of the Protestant and Social Gospel reformers of the period? Were any of these approaches more successful than others? Why, or why not? PART TWO For part 3 of the Unit 1 Exam, choose ONLY 1 essay question from the list below, which covers part of chapter 16 and all of chapter 17 in ...

History Essay. Part one. choose ONLY 1 essay question from the.docx

History Essay. Part one. choose ONLY 1 essay question from the.docx

History Essay. Part one. choose ONLY 1 essay question from the.docx

H ist ory 2 0 F inal S t udy G uide Please bring w it h you t o c lass a green book, a w rit ing t ool, and one sheet of not es (front and bac k) t hat you w ill be required t o t urn in w it h your t est . R equired Long E ssay (7 - 9 paragraphs) Be spec ific , use exam ples, and quot es w here nec essary. 1 . “In the years between 1815 and 1848, two rival political programs appeared, reflecting rival sets of hopes. Some Americans felt largely satisfied with their society the way it was, slavery and all, especially with the autonomy it provided to so many individual white men and their local communities. They wanted their familiar America extended across space. Other Americans, however, were beguiled by the prospect of improvement to pursue economic diversification and social reform, even at the risk of compromising some precious personal and local independence. They envisioned qualitative, not just quantitative, progress for America.” Explain this passage from Daniel Walker Howe. What are these “rival political programs,” what specifically did they want America to look like, and in what ways did they advocate for their respective visions? Furthermore what is the difference between “qualitative” and “quantitative” progress and how do they differ? Finally, how does the Civil War figure in these conflicting visions? C hoose t w o: S hort E ssay (3 - 5 paragraphs) Be spec ific , use exam ples, and quot es w here nec essary. 1 . Explain the difference between Alexander Hamilton’s vision of the United States and Thomas Jefferson’s. Which path or paths did America eventually take? 2 . Why was/is Andrew Jackson such a controversial figure? 3 . Who were the Whigs? 4 . What was the Second Great Awakening and how did it animate the Age of Reform in the 1820s and 1830s? 5 . What was the Seneca Falls Convention and why was it important? 6 . Why did slavery take root in the South and not in the North, please be specific. 7 . Who was John Brown and why was his life and death significant? teny teny teny teny ...

H ist ory 2 0 F inal S t udy G uide Please bring w it h.docx

H ist ory 2 0 F inal S t udy G uide Please bring w it h.docx

H ist ory 2 0 F inal S t udy G uide Please bring w it h.docx

whittemorelucilla

Past Usa Questions (Old Paper)

Past Usa Questions (Old Paper)

Past Usa Questions (Old Paper)

beaumonthistory

ASC

Success of CRM

Notebook #1 Rubric Grading Scale Each Entry is worth 6 points Content = 6 points (Answers entry; Accurate content) = 6 points Lesson 1 Entries Entry Points Earned Comments Entry #1 /6 points Entry #2 /6 points Entry #3 /6 points Entry#4 /6 points Entry #5 /6 points Entry#6 /6 points Total Points /36 points Lesson 2 Entries Entry #1 /6 points Entry #2 /6 points Entry #3 /6 points Entry#4 /6 points Entry #5 /6 points Total Points /30 points Lesson 3 Entries Entry #1 /6 points Entry #2 /6 points Entry #3 /6 points Entry#4 /6 points Entry #5 /6 points Entry #6 /6 points Total Points /36 points Total Points Earned: /100 points TopicNotebookEuropean ColonizationLesson 1 Notebook Entry # 1 of 6 Examine the advertisement above and read "Comparing Primary Sources" on page 39 of your textbook. Then answer the following questions. How was Jamestown portrayed to prospective settlers? What words and image were used to make it appear to be an attractive opportunity? Describe the reality of Jamestown in detail. Why do you think the English promoted an image of Jamestown that was different from the reality?Growth of the American ColoniesLesson 1 Notebook Entry # 2 of 6 Imagine that you are an African captured and sent on the Middle Passage. Describe what happens to you from the time you are taken until you arrive in America. When you arrive, you meet another slave who has been in America for many years. You ask what your life will now be like. What does he tell you?The Road to IndependenceLesson 1 Notebook Entry # 3 of 6 Given the actions of the British, widespread revolutionary propaganda and the words of Thomas Paine, why would so many colonists still not be willing to call for a new and independent nation? Give at least three reasons and list supporting examples.The Creation of a NationLesson 1 Notebook Entry # 4 of 6 The framers of the Constitution had to make many compromises to complete the document. Describe two of these compromises. For each: Outline the positions of the two or more sides in disagreement. Discuss whether you think the compromise reached was a fair one and why.Expanding and Defending the New NationLesson 1 Notebook Entry # 5 of 6 How many free states were there in 1821? How many slave states were there? Which type of state would be in the majority in the territories that would presumably become states? Find Washington D.C. Was it within slave or free land? List the problems that you think the U.S. would need to address in the years after the Missouri Compromise. If the Missouri Compromise Line held, would both free and slave states be happy? Why or why not?Political, Economic and Social ChangesLesson 1 Notebook Entry # 6 of 6 What arguments did the abolitionists use against slavery? What were the arguments of those who defended slavery? Outline each argument's main points and explain whether each argument was economically-, socially- or morally-based. Lesson 2 TopicNotebookAmerica M.

Notebook #1 RubricGrading ScaleEach Entry is worth 6 point.docx

Notebook #1 RubricGrading ScaleEach Entry is worth 6 point.docx

Notebook #1 RubricGrading ScaleEach Entry is worth 6 point.docx

henrymartin15260

Lesson 17 - Exam review

Lesson 17 - Exam review

Lesson 17 - Exam review

For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question from the list below, which covers chapters 9 and 10 in the textbook. Grades will be based on the content of the answer and must be more than 300 words in length. Direct quotes do not count toward the required word count. Part 2 Essay Questions: 1 - Explain how improvements in transportation and communication made possible the rise of the West as a powerful, self-conscious region of the new nation. Discuss the internal borderlands within the West. 2 - Discuss the impact of the market revolution on women and African-Americans (both free and slave). 3 - Explain the shift from artisan to factory worker, and discuss the factory system. What were the advantages and disadvantages? Who was left out? Who benefited? What were some ways workers responded? 4 - Thoroughly describe the arguments made that linked American freedom to westward expansion. Who or what were obstacles to freedom in the pursuit of expansion? How did Americans deal with those obstacles? 5 - Explain how transcendentalism and the Second Great Awakening affected the definitions of freedom. How were both movements a response to the market revolution? 6 - One German newcomer wrote that “there aren’t any masters [in America], here everyone is a free agent.” How accurate a statement was that? Why would a German immigrant view America as free? Do you think an Irish immigrant would feel the same way about America? Why or why not? 7 - The admittance of Missouri to the Union sparked a national crisis. Describe the debates that led up to the final compromise. How does the Missouri Compromise illustrate that sectional issues would surely arise again? 8 - Explain how Democrats and Whigs viewed liberty and the role of government in securing liberty. 9 - Analyze the arguments that were presented during the nullification crisis. Be sure to comment on how Daniel Webster and John C. Calhoun interpreted the Constitution differently and how each defined the rights of states. Finally, speak to how the crisis illustrated the growing sectional differences in America. 10 - Thinking back to previous chapters, analyze America’s policies toward Indians from the Washington administration through the removal of Indians from the southeastern states in the 1830s and early 1840s. What ideas and policies about Indians remained the same? Which changed? Why? .

For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question .docx

For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question .docx

For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question .docx

rhetttrevannion

19th century reforms

19th century reforms

19th century reforms

New Test Questions

New Test Questions

New Test Questions

Declaration of Independence

Declaration of Independence

Declaration of Independence

Fairmont Heights High School

His 303 entire course the american constitution new coursework

His 303 entire course the american constitution new coursework

His 303 entire course the american constitution new coursework

PS 1010, American Government 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Summarize the origins of American political thought. 1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding Fathers. 1.2 Indicate the major goals of the Founding Fathers. 1.3 List the events preceding the creation of the Articles of Confederation and the weaknesses that led to the Articles' demise. Course/Unit Learning Outcomes Learning Activity 1.1 Unit I Lesson Reading: “2. Foundations of American Government” Unit I Assignment 1.2 Unit I Lesson Unit I Assignment 1.3 Unit I Lesson Reading: “2a. The Colonial Experience” Reading: “2b. Independence and the Articles of Confederation” Unit I Assignment Reading Assignment To access the following resources, click the links below. Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from http://www.ushistory.org/gov/2.asp Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from http://www.ushistory.org/gov/2a.asp Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from http://www.ushistory.org/gov/2b.asp UNIT I STUDY GUIDE Foundations of American Government http://www.ushistory.org/gov/2.asp http://www.ushistory.org/gov/2a.asp http://www.ushistory.org/gov/2b.asp PS 1010, American Government 2 UNIT x STUDY GUIDE Title Unit Lesson Many of us have a general concept and understanding of the leadership of the Founding Fathers working to establish a government with more democratic principles and ideals. While the term Founding Fathers is used a great deal, one must note that there was a general sense of agreement on the need for a new government and country, but there were differences in their political ideologies. Some Founding Fathers were for a more powerful federal government, while others were more focused on state powers. The point to be made here is that the Founding Fathers were not an ideologically unified group of people. The Founding Fathers had a vision of making America a melting pot, but the path of setting up a different style of government had many trials and tribulations. After many obstacles were overcome, the United States was formed under the political structure of a democratic republic, which is mentioned in the Pledge of Allegiance. In this unit, the thoughts and strategies behind the founding of the United States and the ideas and principles utilized to create the Constitution will be examined. In the Beginning What is politics? What part do citizens have in the political process? The United States has a political culture that began during Colonial times and was refined during the Revolutionary War. When the colonists declared their independence from Great Britain, the Founding Fathers declared.

PS 1010, American Government 1 Course Learning Out.docx

PS 1010, American Government 1 Course Learning Out.docx

PS 1010, American Government 1 Course Learning Out.docx

PS 1010, American Government 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Summarize the origins of American political thought. 1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding Fathers. 1.2 Indicate the major goals of the Founding Fathers. 1.3 List the events preceding the creation of the Articles of Confederation and the weaknesses that led to the Articles' demise. Course/Unit Learning Outcomes Learning Activity 1.1 Unit I Lesson Reading: “2. Foundations of American Government” Unit I Assignment 1.2 Unit I Lesson Unit I Assignment 1.3 Unit I Lesson Reading: “2a. The Colonial Experience” Reading: “2b. Independence and the Articles of Confederation” Unit I Assignment Reading Assignment To access the following resources, click the links below. Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from http://www.ushistory.org/gov/2.asp Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from http://www.ushistory.org/gov/2a.asp Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from http://www.ushistory.org/gov/2b.asp UNIT I STUDY GUIDE Foundations of American Government http://www.ushistory.org/gov/2.asp http://www.ushistory.org/gov/2a.asp http://www.ushistory.org/gov/2b.asp PS 1010, American Government 2 UNIT x STUDY GUIDE Title Unit Lesson Many of us have a general concept and understanding of the leadership of the Founding Fathers working to establish a government with more democratic principles and ideals. While the term Founding Fathers is used a great deal, one must note that there was a general sense of agreement on the need for a new government and country, but there were differences in their political ideologies. Some Founding Fathers were for a more powerful federal government, while others were more focused on state powers. The point to be made here is that the Founding Fathers were not an ideologically unified group of people. The Founding Fathers had a vision of making America a melting pot, but the path of setting up a different style of government had many trials and tribulations. After many obstacles were overcome, the United States was formed under the political structure of a democratic republic, which is mentioned in the Pledge of Allegiance. In this unit, the thoughts and strategies behind the founding of the United States and the ideas and principles utilized to create the Constitution will be examined. In the Beginning What is politics? What part do citizens have in the political process? The United States has a political culture that began during Colonial times and was refined during the Revolutionary War. When the colonists declared their independence from Great Britain, the Founding Fathers declared ...

PS 1010, American Government 1 Course Learning Out.docx

PS 1010, American Government 1 Course Learning Out.docx

PS 1010, American Government 1 Course Learning Out.docx

Lesson 12 American History 2

Lesson 12 American History 2

Lesson 12 American History 2

PS 1010, American Government 1 Course Learning Outcomes for Unit I Upon completion of this unit, students should be able to: 1. Summarize the origins of American political thought. 1.1 Identify how the Enlightenment and philosophers such as John Locke influenced the Founding Fathers. 1.2 Discuss the major goals of the Framers of the Constitution. 1.3 Describe the events preceding the creation of the Articles of Confederation and the weaknesses that led to the Articles' demise. Course/Unit Learning Outcomes Learning Activity 1.1 Unit I Lesson Reading: “2. Foundations of American Government” Unit I Assessment 1.2 Unit I Lesson Unit I Assessment 1.3 Unit I Lesson Reading: “2a. The Colonial Experience” Reading: “2b. Independence and the Articles of Confederation” Unit I Assessment Reading Assignment To access the following resources, click the links below. Independence Hall Association. (n.d.). 2. Foundations of American government. Retrieved from http://www.ushistory.org/gov/2.asp Independence Hall Association. (n.d.). 2a. The colonial experience. Retrieved from http://www.ushistory.org/gov/2a.asp Independence Hall Association. (n.d.). 2b. Independence and the Articles of Confederation. Retrieved from http://www.ushistory.org/gov/2b.asp UNIT I STUDY GUIDE Foundations of American Government http://www.ushistory.org/gov/2.asp http://www.ushistory.org/gov/2a.asp http://www.ushistory.org/gov/2b.asp PS 1010, American Government 2 UNIT x STUDY GUIDE Title Unit Lesson We have all heard about the Founding Fathers and their vision of making America a melting pot, but the trials and tribulations of establishing the government of the United States fly a bit further under the radar. This unit will examine the thoughts and strategies behind our nation’s founding and the ideas and principles utilized to create our Constitution. In the Beginning What is politics? What part do we as citizens have in the political process? The United States has a political culture that was begun during colonial times and refined during the Revolutionary War. When the colonists declared their independence from Great Britain, the Founding Fathers declared that Americans were entitled to life, liberty, and the pursuit of happiness. Along with this entitlement also came a duty because nothing is ever free. It should be our active goal as U.S. citizens to understand how politics affects every part of our lives from the moment we are conceived until we depart this world. We should be informed of what those who represent us are doing so that we can guide their steps and keep them accountable. Early American core values for governing were centered on the ideas of liberty, individualism, equality, and self-government. Establishing these ideals was not without issue. The First and Second Continental Congresses were fraught with turbulence and animosity, as were the weeks.

PS 1010, American Government 1 Course Learning Outcom.docx

PS 1010, American Government 1 Course Learning Outcom.docx

PS 1010, American Government 1 Course Learning Outcom.docx

Similar to Reading final review (20)

Reading finalreview

Reading finalreview

Reading finalreview

CONNECTING WITH MILLENNIALS (information found in Making Space f.docx

CONNECTING WITH MILLENNIALS (information found in Making Space f.docx

CONNECTING WITH MILLENNIALS (information found in Making Space f.docx

Discussion InstructionsThe purpose of the discussions are to giv.docx

Discussion InstructionsThe purpose of the discussions are to giv.docx

Discussion InstructionsThe purpose of the discussions are to giv.docx

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx

For part 2 of the Unit 1 Exam, choose ONLY 1 essay question .docx

History Essay. Part one. choose ONLY 1 essay question from the.docx

History Essay. Part one. choose ONLY 1 essay question from the.docx

History Essay. Part one. choose ONLY 1 essay question from the.docx

H ist ory 2 0 F inal S t udy G uide Please bring w it h.docx

H ist ory 2 0 F inal S t udy G uide Please bring w it h.docx

H ist ory 2 0 F inal S t udy G uide Please bring w it h.docx

Past Usa Questions (Old Paper)

Past Usa Questions (Old Paper)

Past Usa Questions (Old Paper)

ASC

Success of CRM

Notebook #1 RubricGrading ScaleEach Entry is worth 6 point.docx

Notebook #1 RubricGrading ScaleEach Entry is worth 6 point.docx

Notebook #1 RubricGrading ScaleEach Entry is worth 6 point.docx

Lesson 17 - Exam review

Lesson 17 - Exam review

Lesson 17 - Exam review

For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question .docx

For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question .docx

For Part 2 of the Unit 3 Exam, choose ONLY 1 essay question .docx

19th century reforms

19th century reforms

19th century reforms

New Test Questions

New Test Questions

New Test Questions

Declaration of Independence

Declaration of Independence

Declaration of Independence

His 303 entire course the american constitution new coursework

His 303 entire course the american constitution new coursework

His 303 entire course the american constitution new coursework

PS 1010, American Government 1 Course Learning Out.docx

PS 1010, American Government 1 Course Learning Out.docx

PS 1010, American Government 1 Course Learning Out.docx

PS 1010, American Government 1 Course Learning Out.docx

PS 1010, American Government 1 Course Learning Out.docx

PS 1010, American Government 1 Course Learning Out.docx

Lesson 12 American History 2

Lesson 12 American History 2

Lesson 12 American History 2

PS 1010, American Government 1 Course Learning Outcom.docx

PS 1010, American Government 1 Course Learning Outcom.docx

PS 1010, American Government 1 Course Learning Outcom.docx

More from Amy Hayashi

Reading week12

Reading week10

Reading week9

Reading week5

Reading week4

Reading week3

Advpres week3

Reading british & american culture syllabus thurs.2014

Reading british & american culture syllabus thurs.2014

Reading british & american culture syllabus thurs.2014

Reading british & american culture syllabus wed.2014

Reading british & american culture syllabus wed.2014

Reading british & american culture syllabus wed.2014

Syllabus2014

Finalreviewanswers

Finalreviewanswers

Finalreviewanswers

Week13 competition

Week13 competition

Week13 competition

Final review

Week 12 ethics.leadership

Week 12 ethics.leadership

Week 12 ethics.leadership

Week 12 putting it all together

Week 12 putting it all together

Week 12 putting it all together

Week 11 international markets

Week 11 international markets

Week 11 international markets

Week 10 employment

Week 10 employment

Week 10 employment

Week9 culture

Midterm reviewanswers

Midterm reviewanswers

Midterm reviewanswers

Midterm review

More from Amy Hayashi (20)

Reading week12

Reading week10

Reading week9

Reading week5

Reading week4

Reading week3

Advpres week3

Reading british & american culture syllabus thurs.2014

Reading british & american culture syllabus thurs.2014

Reading british & american culture syllabus thurs.2014

Reading british & american culture syllabus wed.2014

Reading british & american culture syllabus wed.2014

Reading british & american culture syllabus wed.2014

Syllabus2014

Finalreviewanswers

Finalreviewanswers

Finalreviewanswers

Week13 competition

Week13 competition

Week13 competition

Final review

Week 12 ethics.leadership

Week 12 ethics.leadership

Week 12 ethics.leadership

Week 12 putting it all together

Week 12 putting it all together

Week 12 putting it all together

Week 11 international markets

Week 11 international markets

Week 11 international markets

Week 10 employment

Week 10 employment

Week 10 employment

Week9 culture

Midterm reviewanswers

Midterm reviewanswers

Midterm reviewanswers

Midterm review

Reading final review

1. Powerpoint Jeopardy The American People American Geography American History American Institutions Theory 10 10 10 10 10 20 20 20 20 20 30 30 30 30 30 40 40 40 40 40 50 50 50 50 50

2. The number one pet in the U.S. is a ____________ following by an increasing number of _________.

3.

4. Describe changes that happened in the American families in the 1980’s.

5.

6. Discuss some positive and negative changes that occurred in the 1980’s in terms of the economy

7. The U.S. has 48 ___________ states.

8. The U.S. is the 4 th largest country in the world in terms of: _______________ and ________________. (when the textbook was written)

9. What is Texas known for producing in terms of agriculture?

10. Describe the coastal plains, Appalachians, Rockies as well as the highest and lowest point in the U.S.

11. Discuss the major ethnic groups and immigrants to the U.S.

12. The first American president was: _____________.

13.

14. Describe how America gained independence.

15. Describe TWO of the following time periods in American history: -WWI -Roaring 20s -The New Deal Era -WWII

16. Discuss what life was like in pre-colonial America for the peoples of the Pacific Northwest and Eastern Woodlands.

17. The American Constitution is based on the doctrine of the separation of powers between the ________, ___________ and ________.

18.

19. Describe the functions of EITHER the President OR Congress

20. What is the electoral college? What is its major criticism?

21. Who were the Knights of Labor and what were there aims?

22. Name 10 people in this class.

23. Create a chart or graph based on made up statistics about a group at HUFS

24. How do you create a KWL chart?

25. What are some tips to remember about highlighting/marking your textbooks?

26.

Editor's Notes

Category 1 - 10
Category 1 - 20