Study+Help

Welcome to my Study Help page. Here you will find resources to help you prepare for assessments in my class. These resources include things like key vocabulary, online resources and sample documents. Please note, this page will be constantly changing and getting new additions as I make new resources. Keep checking in to see what's new.

//Please note: To use the flash cards, you will click the link, go to the site and do a type in "**mrcroghan**" in the search bar on the tope right. That will open you up to a list of flash cards by me that are organized alphabetically by topic. Click the link you want, and it will open to the flashcard set homepage. If you are looking for definitions, just use the "**list/edit flashcards**" button near the top. If you want to test yourself, use the "**study**" button and follow the directions from there.//

= __**Civics: US Government: (ELGs 1-8)**__ =

//**What to Know for Civics:**//

 * 1) **Purpose of Government**: Be able to define __Power__, __Authority__, __State of Nature__, __Natural Rights__ and __Social Contract__. Know the purpose of government and how your key terms help to explain it. [|John Locke Practice Test]
 * 2) **Elements of Good Government**: Be able to define __common good__ and __civic virtue__
 * 3) **Declaration of Independence**: Know the four parts of the Declaration. (Introduction, Assertion of Rights, Bill of Indictments and Statement of Independence)
 * 4) **US Constitution- Preamble**: Know the six goals of government. (Union, Justice, Tranquility, Common Defense, General Welfare and Liberty): [|Preamble Flash Cards]
 * 5) **US Constitution- Articles**: Know that there are seven (7) total Articles, (we worked on the first three), and know the structures & powers (including checks and balances) for each branch [|Branches Practice Test]
 * Articles 1) Legislative, 2) Executive 3) Judicial 4) Relations between States, 5) Amendment Process, 6) Constitution as Supreme Law 7) Ratification
 * 1) **US Constitution- Amendments**: [|Bill of Rights Flash Cards], [|Bill of Rights Practice Test], [|Rights Flash Cards] [|Bill of Rights Matching Practice Test]
 * 2) **Federalism**: Be able to define __federalism (federal system)__.
 * 3) **Responsibilities of a Citizen**: Have examples of responsibilities of citizens (i.e. jury duty, selective service, voting)
 * 4) **Key Civics Vocabulary**: [|Civics Flash Cards]
 * 5) **Final Civics Review Guide 2011**: [[file:Civics Review Guide Completed by ELG.pdf]]
 * 6) **Full Civics Practice Test: Coming Soon**

**Useful Reference Materials:**

 * Declaration of Independence: Class Text, Chapter 6, 78-85
 * Constitution (Preamble and Articles): Class Text, Chapter 9, pages 118-131
 * Constitution (Bill of Rights): Class Text, Chapter 10, pages 132-143
 * Federalism: Class Text, pages 128-129
 * Responsibilities of a Citizen: Class Text, page 130
 * All other reference materials for Civics include: Student Notebooks, Text Glossary, Online Flash Cards, Previous Assignments and Assessments.

//**Learning Games for Civics:**//

 * **Civics related online learning games**: Click the links to find out more . ..
 * [|Separation of Powers]
 * [|Article I: Legislative Branch]
 * [|Article II: Executive Branch]
 * [|Article III: Judicial Branch]
 * [|Amendments: The Bill of Rights]
 * [|Civic Responsibilities and Participation]
 * **Citizenship Quiz (For Practice)**
 * [|In English]
 * [|In Spanish]

//**Deeper Questioning:**//

 * **Food for thought**:
 * //These are the five values on which our government was founded. How have we seen examples of each in class and in the real world? How would you explain these ideas to others?//
 * //Popular Sovereignty//
 * //Limited Power//
 * //Separation of Power//
 * //Checks and Balances//
 * //Federalism//

= **__Economics: (ELG9)__** =

//**What to Know for Economics:**//

 * 1) **Key Economics Vocabulary**: [|Economics Flash Cards] [|Economics Practice Matching Test]
 * 2) **Economic Decision Making Grid**: Be able to define alternatives, criteria and evaluation. Be able to use an economic decision-making grid to solve a problem and explain your thinking.
 * Printable PDF of a sample grid: [[file:General use chart.pdf]]

**Useful Reference Materials:**
>
 * Decision Making of Presidents: Class Text, Chapter 12, pages 160-173 (note that this is only for samples problems to explain using the grid)
 * All other reference materials for Economics include: Student Notebooks, Text Glossary, Online Flash Cards, Previous Assignments and Assessments.

//**Learning Games for Economics:**//

 * **Games in a quiz format:**
 * http://www.bos.frb.org/education/online/index.htm
 * **Stocks**:
 * http://www.prongo.com/stock/

//**Deeper Questioning:**//

 * //Why is gold more valuable than iron? They are both metal, they are both natural resources,and iron is used to make many useful products.//
 * //How does the price of oil affect the price of a cotton shirt you buy at the store?//
 * //What happens to the supply of an item as the demand goes up and as demand goes down?//

= **__US History: (ELGs 10-22)__** = 5. **Reform Movements**: [|Era of Reform Vocab Flash Cards]
 * 1) **Early Presidents and Foreign Policy**: Be able to explain the Monroe Doctrine, Specific conflicts with France, Britain, Barbary Pirates, Native Americans and Spain.
 * [|Foreign Policy Vocab Flash Cards].
 * Copy of the Study Guide: [[file:Washington Through Monroe Study Guide.pdf]]
 * Remember, we studied: Washington, Adams, Jefferson, Madison and Monroe. We also studied how each president made foreign policy decisions based on conflicts with certain nations. The nations we researched included: Britain, France, Barbary Pirates, Native Americans and Spain.
 * Keep in mind that typical problems included seizing ships, impressment, and paying tribute. We also engaged in the War of 1812 and we became involved in supporting the newly independent Latin American nations.
 * Major solutions include: The Jay Treaty (removed troops from the Ohio Valley), avoiding war with France, fighting the Barbary Pirates, The War of 1812 (ending with the Treaty of Ghent), and the Monroe Doctrine.
 * Remember that the Monroe Doctrine told Spain and the rest of Europe to not be involved in the affairs of the Western Hemisphere.
 * Practice Tests: [|Washington through Monroe Practice Test]
 * 1) **Immigration**: Be able to define key vocabulary: [|Immigration vocab flash cards][|Immigration Practice Matching Vocabulary Test]Be able to explain similarities and differences between immigration patterns of the 1800s and now.
 * [|Immigration Animated Map]
 * 1) **Nationalism and Geographic Differences**: [|Era of Good Feelings Vocab Flash Cards] [|Nationalism Practice Test]
 * Remember the three cultural/geographic regions: Northeast, South and West
 * Remember the symbols of national unity: Rebuilt Capitol Building, Rebuild White House, Uncle Sam, Patriotic Songs like The Star Spangled Banner.
 * Remember how regional jobs shaped stereotypes, so northeastern businessmen were looked at differently than southern plantation owners and western explorers and pioneers.
 * 1) **Westward Expansion and Manifest Destiny**: [|Westward Expansion Vocab Flash Cards] [|Important Terms, People and Events] [|Sacagawea Bio]
 * [|Animated Map]
 * Keep in mind the feeling behind Manifest Destiny. Many US citizens really felt it was the US's responsibility to spread across the continent. It was not just a duty, it was a right. Many even felt the US had the blessings of a high power to do so.
 * Westward Expansion Important Territories and Dates:
 * Louisiana 1803 (purchased from France for $15 million)
 * Florida 1819 (Forced Spain out and paid $5 million to US citizens who had damage claims against Spain)
 * Texas 1845 (Texans won independence from Mexico then the US annexed the territory)
 * Oregon 1846 (Treaty with Britain setting the 49th parallel as the boundary)
 * Mexican Cession 1848 (War with Mexico ending in the Treaty of Guadalupe Hidalgo)
 * Gadsden Purchase 1853 (Purchased from Mexico for $10 million)
 * Westward Expansion Territorial Map[[image:US_Westward_Expansion_Map.jpg width="443" height="282"]]
 * Important People from the Era of Reform: [|Sojourner Truth], [|Ralph Waldo Emerson], [|Henry David Thoreau], [|George Ripley], [|Dorothea Dix], [|Horace Mann], [|Prudence Crandall], [|William Lloyd Garrison], [|Frederick Douglass], [|The Grimke Sisters] ([|Angelina] & [|Sarah]), [|Luceretia Mott], [|Elizabeth Cady Stanton], [|Elizabeth Blackwell], [|Susan B. Anthony], [|Charlotte Woodward], [|Lucy Stone]
 * Remember and be able to describe the five reform movements we studied:
 * Spirituality
 * Prisons and Mentally Ill
 * Education
 * Abolition
 * Women's Rights
 * R.A.F.T. Assessment: [[file:Era of Reform Assessment.pdf]]

//__**Future Units:**__// 6. **Slavery**: 7. **Unraveling Nation**: 8. **Civil War**: 9. **Reconstruction**:

**Useful Reference Materials:**

 * Foreign Affairs and First Presidents: Class Text, Chapter 12, pages 160-173
 * Immigration: Class Text, Chapter 26, pages 370-383
 * Nationalism/Symbolism/Geographic Differences: Class Text, Chapter 13, pages 174-183
 * Westward Expansion and Manifest Destiny: Class Text, Chapter 15, pages 196-209
 * Reform Movements: Class Text, Chapter 18, pages 240-251
 * Slavery: Class Text, Chapter 20, pages 268-283
 * Unraveling Nation: Class Text, Chapter 21, pages 284-301
 * Civil War: Class Text, Chapter 22, pages 302-321
 * Reconstruction: Class Text, Chapter 23, pages 322-335
 * All other reference materials for US History include: Student Notebooks, Text Glossary, Online Flash Cards, Previous Assignments and Assessments.

//**Learning Games for US History:**//
>> >>
 * **The Ultimate History Quiz**:
 * http://www.history.com/shows/america-the-story-of-us/interactives/quiz
 * **General History Games**
 * List of game sites by topic: http://www.digitalhistory.uh.edu/games/games.cfm
 * Rags to Riches: http://www.quia.com/rr/4049.html

//**Deeper Questioning:**//

 * //How does the war of 1812, and the success of the Battle of New Orleans (1815) help to return the US to Isolationism?//
 * //What are the long term affects of the Monroe Doctrine?//
 * //Does the Monroe Doctrine play any role in Westward Expansion?//
 * //How do we know that the history we learn is true or real?//
 * //It has been said that "History is written by the victors." What does that mean? When in our studies have we seen this?//
 * //George Orwell wrote, " Who controls the present, controls the past." What does that mean?//
 * //Why might we need immigration?//
 * //Is immigration a problem, or is it assimilation? Why?//
 * //Why do we need symbols?//
 * //How does the physical geography shape our culture?//
 * //How do you think Americans rationalized moving West and replacing/displacing people along the way?//
 * //How might the US look today if Americans had not moved beyond the Mississippi? What would be different?//
 * //How might Westward Expansion be part of the cause for the Civil War?//
 * //What motivates people to want to see reform?//

**Final Study Guide:**
Final Study Guide for 2012:

**Summary Writing:**
Template:

**R.A.C.E.D Short Constructed Response:**
Template:

**Citizenship Study Guides and Practice Tests:**
In English: http://www.history.com/images/media/pdf/100qENG.pdf In Spanish: http://www.history.com/images/media/pdf/100q_spanish.pdf In English: http://www.history.com/shows/classroom/interactives/citizenship-quiz In Spanish: http://www.history.com/interactives/citizenship-quiz-in-spanish
 * Study Guides:**
 * Online Practice:**

Any of my flashcards can be found here: http://www.flashcardexchange.com/user/view/801011

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