Organize your New Republic unit in a lap book. This lap book is designed to help students summarize content from the New Republic of the United States. It contains content readings from Washington’s Presidency through the Monroe Doctrine and includes important court cases.
You can construct the lap book at the beginning of the unit and have the students complete each section as they learn the history with the informational text readings.
With this resource, you will receive,
–a template for the New Republic Lap Book.
-informational text on the first five presidents of the United States: Washington, Adams, Jefferson, Madison, and Monroe. Topic contents include: Hamilton and Jefferson’s differences and the formation of the political parties, Domestic and Foreign Issues facing the New Republic, The Louisiana Purchase, The Florida Cession, The War of 1812, Supreme Court Cases, Washington’s Farewell Address, The Alien and Sedition Acts, John Marshall, and the Monroe Doctrine.
-5 different reading strategies to support instruction
–a key with text samples for your review.
⭐Please download the preview to see what the lap book will look like when complete. ⭐
Doodle notes is a trademarked term used with permission. Please visit doodlenotes.org for more information.
(5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:
(A) describe major domestic problems faced by the leaders of the new republic, including maintaining national security, creating a stable economic system, and setting up the court system;
(B) summarize arguments regarding protective tariffs, taxation, and the banking system;
(C) explain the origin and development of American political parties;
(D) explain the causes, important events, and effects of the War of 1812;
(E) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington’s Farewell Address and the Monroe Doctrine;
(6) History. The student understands westward expansion and its effects on the political, economic, and social development of the nation. The student is expected to:
(B) analyze the westward growth of the nation, including the Louisiana Purchase and Manifest Destiny; and
(13) Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:
(A) analyze the economic effects of the War of 1812; and
(14) Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:
(A) explain why a free enterprise system of economics developed in the new nation, including minimal government regulation, taxation, and property rights; and
(18) Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:
(A) identify the origin of judicial review;
(B) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden; and
(20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:
(A) evaluate the contributions of the Founding Fathers as models of civic virtue; and
(21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:
(A) identify different points of view of political parties and interest groups on important historical issues;
(B) describe the importance of free speech and press in a constitutional republic; and
(C) summarize historical events in which compromise resulted in a resolution such as the Missouri Compromise, the Compromise of 1850, and Kansas-Nebraska Act.
(22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:
(A) analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln; and
(29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:
(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;
(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
(D) identify bias and points of view created by the historical context surrounding an event;
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