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Chapter 12 Times of Change

Chapter 12 Times of Change. p. 402-421. Lesson 1: The United States turns 50 p. 402-406. EQ: How did the U.S. expand its territory in North America and its power in the Western Hemisphere in the 1820s and 1830s? Vocabulary: Nationalism Era of Good Feelings Monroe Doctrine Suffrage

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Chapter 12 Times of Change

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  1. Chapter 12Times of Change p. 402-421

  2. Lesson 1: The United States turns 50p. 402-406 • EQ: How did the U.S. expand its territory in North America and its power in the Western Hemisphere in the 1820s and 1830s? • Vocabulary: • Nationalism • Era of Good Feelings • Monroe Doctrine • Suffrage • Indian Removal Act • Trail of Tears

  3. Brainpop • Trail of Tears • Andrew Jackson • Industrial Revolution

  4. Choose to use a resource or print out and glue into your notebook…

  5. Complete and Glue WB p. 94 into your notebook • Encouraged nationalism • Era of Good Feelings enjoyed • Florida purchased from Spain for $5 million • Issued warning to European nations not to consider the American continents as subject for future colonization (MONROE DOCTRINE) • Military leader and self-taught lawyer • Headed a new political party, the Democrats • Known as the “man of the people” • Native Americans living in the southern states forced to move west of Mississippi (INDIAN REMOVAL ACT/TRAIL OF TEARS) • Monroe: The U.S. purchased Florida from Spain. • Jackson: Indian lands were taken to make way for settlers, and Indians were forced to move.

  6. Lesson One Tear Art Poster Contest • Group 1: The Monroe Doctrine p. 403 (FIRST 3 paragraphs) Brooke, Ethan, Edwin Meera, Josh, Leilani Evan, McKenzie, Natalie • Group 2: The Monroe Doctrine p. 403 (LAST 2 paragraphs) Samantha, Brian, Stefan Krisha, Dylan, Maddie Vivian, Logan, Alex • Group 3 & 4: “The People’s President” p. 404 + p. 407 (CAN’T BE SAME TOPIC!) 3) Addison, Alexis, Anna 4) Grace, Jemma, Vincent 3) Kate, Thomas, Sarah 4) Kareena, Finn 3) Danny Veronica, Robby 4) Anna, Drew • Group 5: American Indian Removal p. 405 (FIRST 3 paragraphs) Rowan, Kasumi, William Carly, Stephan Lydia, Brian, Kennedy • Group 6: American Indian Removal p. 405 (LAST 3 paragraphs) Logan, Alexa, Charlotte Hailey, Alex, Miles Dylan, Caterina, Alexis • Group 7: Trail of Tears Leela, Liam, Nick, Natasha Kenna, Jorden, Eric Garett, Olivia, Keleigh 1. Reread your assigned lesson section AS A GROUP! 2. Complete the Lesson Review Worksheet. 3. Create a Tear Art Posterthat highlights your main idea which should already be included in your summary. You many also use other secondary sources! • You are only permitted to use construction paper & glue. 4. Glue your Lesson Review Worksheet to the back of your poster. 5. Be ready to present your poster on Wednesday by reading the summary!

  7. Lesson 2: A New kind of revolutionp. 408-413 • EQ: How did the Industrial Revolution dramatically change the way Americans lived and worked? • Vocabulary: • Industrial Revolution • Manufacture • Technology • Cotton gin • Mechanical reaper • canal

  8. Choose to use a resource or print out and glue into your notebook…

  9. Chapter 12 Lesson 2 :Copy notes into notebookCompare and contrast Before the Industrial Revolution • Goods were made by hand • Cotton plants were cleaned by hand • Wheat was harvested with a long blade • Goods were moved by horse over rough road After the Industrial Revolution • Goods were made by machine • Cotton gin (Eli Whitney) cleaned cotton faster and increased needs for slaves! • Wheat was harvested with a mechanical reaper • Goods were moved by road (National Road), steam locomotives (Peter Cooper) and steam boats (Robert Fulton) through canals (Erie Canal)

  10. Lesson 3: The struggle for reformsp. 416-420 • EQ: How did the spirit of reform change life in the United States in the beginning of the 1830s? • Vocabulary: • Reform • Revival • Temperance • Abolitionist • Seneca Falls Convention

  11. Choose to use a resource or print out and glue into your notebook…

  12. E A D B C G F

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