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115 Cards in this Set
- Front
- Back
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1607 |
Founding of Jamestown
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1787
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Constitutional Convention
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1803
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Louisiana Purchase
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Hopi, Zuni, and Acoma
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Descendants of the Anasazi
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Differences b/wn the English and French Colonies
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English crown allowed religious dissenters to come to the Americas, but the French didn't. Therefore, they had few colonies. Thus, the colonies were less successful.
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Alexander Hamilton
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Argued for a national bank to assume all of the state's debts and sell bonds to pay off the existing debt to all bond holders
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Great Compromise
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Created a bicameral legislature--one based on population and the other with equal representation
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War of 1812
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American victory over British forces in America and in Canada. Fighting both British and Native American troops in Canada, the U.S., and Florida, the Americans managed to win what some have called the "second war of independence," despite stunning defeats in the north (loss of Fort Detroit) and the symbolic burning of the White House, Capitol, and other government buildings (Battle of Washington).
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Monroe Doctrine
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Proclamation in 1823 by President James Monroe. Basically, it warned European nations not to get involved in political matters in Central and South America. The Doctrine was intended to show that the United States was the only country that could influence such political matters. Further, several countries in South American had recently undergone revolutions against their European colonial owners and ended up with republican governments. The United States agreed with their political philosophy and did not want to see those newly free nations become European colonies again.
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Missouri Compromise
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Agreement put forward by Henry Clay that allowed Missouri to enter the Union as a slave state and Maine to enter the Union as a free state. The Compromise also drew an imaginary line at 36 degrees 30 minutes north latitude, dividing the new Louisiana Territory into two areas, one north and one south. All of the Louisiana Territory north of this line was free territory, meaning that any territories that became states from this area would enable African-Americans to be free. The Compromise also encouraged people in the north to return runaway slaves to their homes and did not prohibit slavery, even in the free territories.
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Compromise of 1850
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Another stopgap measure along the lines of the Missouri Compromise. This one abolished the slave trade in the District of Columbia but bound Congress to create became the Fugitive Slave Law. It also admitted California as a free state and separately organized the territories of Utah and New Mexico without restrictions on slavery.
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Jefferson Davis
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Mexican War soldier; U.S. Senator from Mississippi 1847-1851 and 1857-1861 and Secretary of War under President Franklin Pierce (1853-1857); and President of the Confederate States of America. He took a large role in planning the military strategy of the Confederate troops (even directing from at the First Battle of Bull Run) but was hampered by the irony that the Southern states wanted a decentralized government based on states' rights even as they wanted to fight a modern war, which required a centralized command. He was captured soon after the Civil War ended and indicted by a grand jury but was never tried for treason and was eventually released.
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Ulysses S. Grant
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was the 18th President of the United States. A Civil War hero, he served two terms in the White House but was known more for the scandals that happened during his watch than his ability as a chief executive.
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After escaping from slavery, he became a leader of the abolitionist movement, gaining note for his dazzling oratory and incisive antislavery writing.
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Frederick Douglass
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journalist who was a pioneering abolitionist. His newspaper The Liberator was very influential in gathering support for his cause. In 1832, he formed the first society for the immediate abolition of slavery. He distrusted the U.S. government because it permitted slavery but eventually approved of Lincoln's handling of the slavery question and of the Civil War.
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William Lloyd Garrison
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Nurse who carried supplies to soldiers and also nursed injured soldiers during the Civil War. In 1864, she was appointed superintendent of nurses for the Army of the James. She is best known for establishing the American branch of the Red Cross, in 1881.
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Clara Barton
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Violent abolitionist who wanted to free the slaves at all costs. He took matters in his own hands by leading a band of determined patriots on a mission to seize the federal arsenal at Harpers Ferry. They wanted to distribute the weapons there to slaves and anyone else who wanted to rise up against slavery. On Oct. 16, 1859, they succeeded in taking over an enginehouse. But the U.S. Army, led by Col. Robert E. Lee, subdued the short-lived rebellion. Brown spoke in his own defense, and Henry David Thoreau issued a plea in Brown's defense; but Brown was convicted and hanged for treason.
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John Brown
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Allowed citizens of a state to vote as to whether they would be a free or slave state
Reopened the issue of slavery in the area closed to slavery north of the line of the Missouri Compromise |
Kansas-Nebraska Act of 1854
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had a factory to produce cotton cloth, hired women until married
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Francis Cabot Lowell
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Leader of the movement to grant American women the right to vote, along with Elizabeth Cady Stanton and Lucretia Mott. Anthony was instrumental in bringing together men and women for a national convention in Seneca Falls, New York, in 1848. The result was a sort of "improved" Declaration of Independence, which included the phrase "all men and women are created equal." She also spoke out against slavery and worked for the Underground Railroad during the Civil War. Together with Mott, Stanton, and Stone, she helped form the American Equal Rights Association after the Civil War.
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Susan B. Anthony
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American sociologist, the most important black protest leader in the United States during the first half of the 20th century. He shared in the creation of the National Association for the Advancement of Colored People (NAACP) in 1909 and edited The Crisis, its magazine, from 1910 to 1934. Late in life he became identified with communist causes.
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W.E. B. Du Bois
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was an American Republican (and later a Progressive) politician. He served as a member of the U.S. House of Representatives, was the Governor of Wisconsin, and was also a U.S. Senator from Wisconsin (1906 to 1925). He ran for President of the United States as the nominee of his own Progressive Party in 1924, carrying Wisconsin and 17% of the national popular vote.
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Robert La Follette
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was an Hispanic American labor leader who organized the first effective union of farm workers in the history of California agriculture.
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César Chávez
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was an American marine biologist and conservationist whose book Silent Spring and other writings are credited with advancing the global environmental movement.
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Rachel Carson
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(born April 12, 1937), a Native American leader, teacher, lecturer, activist and author, is an Anishinaabe born on Leech Lake Indian Reservation in northern Minnesota. Banks is also known as Nowa Cumig (Naawakamig in the Double Vowel System). His name in the Ojibwe language means "In the Center of the Ground." He has been a longtime leader of the American Indian Movement, which he cofounded in 1968 with Native Americans in Minneapolis.
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Dennis Banks
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intentionally evasive or ambiguous use of language; examples? physical persuasion and downsizing
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Doublespeak or doubletalk
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May experience assignment in special education and inclusion in a tracked program of bilingual learners
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ELLs
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Zora Neale Hurston, Langston Hughes, and Countee Cullen
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Harlem Renaissance Writers
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A reference to a familiar person, place, thing, or event—for example, Don Juan, brave new world, Everyman,
Machiavellian, utopia. |
Allusion
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Meter that is composed of feet that are short-short-long or unaccented-unaccented-accented, usually
used in light or whimsical poetry, such as a limerick. And today the Great Yertle, That marvelous he Is King of the Mud. That is all he can see." |
Anapestic meter.
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A brief story that illustrates or makes a point.
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Anecdote
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A wise saying, usually short and written.
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Aphorism
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A turn from the general audience to address a specific group of persons (or a personified abstraction)
who is present or absent. For example, in a recent performance of Shakespeare’s Hamlet, Hamlet turned to the audience and spoke directly to one woman about his father’s death. |
Apostrophe
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A repetition of the same sound in words close to one another—for example, white stripes.
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Assonance
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Unrhymed verse, often occurring in iambic pentameter.
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Blank verse.
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A break in the rhythm of language, particularly a natural pause in a line of verse, marked in prosody by a
double vertical line (´´) |
Caesura
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Repetition of the final consonant sound in words containing different vowels—for example, “stroke of luck.”
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Consonance
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A stanza made up of two rhyming lines
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Couplet
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Rhyming of the ends of lines of verse.
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End rhyme.
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Also known as a run-on line in poetry, occurs when one line ends and continues onto the
next line to complete meaning. For example, in Thoreau’s poem “My life has been the poem I would have writ,” the first line is “My life has been the poem I would have writ,” and the second line completes the meaning—“but I could not both live and utter it.” |
Enjambment
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A philosophy that values human freedom and personal responsibility. Jean-Paul Sartre is the foremost existentialist.
Other famous existentialist writers include Soren Kierkegaard (“the father of existentialism”), Albert Camus, Freidrich Nietzsche, Franz Kafka, and Simone de Beauvoir. |
Existentialism
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A metrical foot is defined as one stressed syllable and a number of unstressed syllables (from zero to as many
as four). Stressed syllables are indicated by the ´ symbol. Unstressed syllables are indicated by the ˘ symbol. There are four possible metrical feet: |
Foot
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Verse that contains an irregular metrical pattern and line length; also known as vers libre.
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Free verse
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A pair of lines of poetic verse written in iambic pentameter.
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Heroic couplet.
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An exaggeration for emphasis or rhetorical effect.
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Hyperbole
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The use of a word or phrase to mean the exact opposite of its literal or expected meaning. There are three kinds:
■ Dramatic: The reader sees a character’s errors, but the character does not. ■ Verbal: The writer says one thing and means another. ■ Situation: The purpose of a particular action differs greatly from the result. |
Irony
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A type of pun, or play on words, that results when two words become mixed up in the speaker’s mind—
for example, “Don’t put the horse before the cart.” |
Malapropism
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A phrase that consists of two contradictory terms—for example, “deafening silence.”
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Oxymoron
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A contradictory statement that makes sense—for example, Hegel’s paradox “Man learns from history that
man learns nothing from history.” |
Paradox
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The perspective from which a story is told.
■ First person: The story is told from the point of view of one character. ■ Third person: The story is told by someone outside the story. ■ Omniscient: The narrator of the story shares the thoughts and feelings of all the characters. ■ Limited omniscient: The narrator shares the thoughts and feelings of one character. ■ Camera view: The narrator records the action from his or her point of view, unaware of any of the other characters’ thoughts or feelings. This perspective is also known as the objective view. |
Point of View
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The repetition of a line or phrase of a poem at regular intervals, particularly at the end of each stanza.
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Refrain
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A comparison of two unlike things, usually including the word like or as.
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Simile
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During the mid-19th century in New England, several writers and intellectuals worked together to
write, translate works, and publish and became known as transcendentalists. Their philosophy focused on protesting the Puritan ethic and materialism. They valued individualism, freedom, experimentation, and spirituality. Noted transcendentalists included Ralph Waldo Emerson, Nathaniel Hawthorne, Henry David Thoreau, Henry Wadsworth Longfellow, and Oliver Wendell Holmes. |
Transcendentalism
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A type of Japanese poem that is written in 17 syllables with three lines of five, seven, and five syllables,
respectively. expresses a single thought. |
Haiku
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A fourteen-line poem, usually written in iambic pentameter, with a varied rhyme scheme. The two main types
of sonnet are the Petrarchan (or Italian) and the Shakespearean (or English). A Petrarchan opens with an octave that states a proposition and ends with a sestet that states the solution. A Shakespearean include three quatrains and a couplet. |
sonnet
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Two-line stanza
Three-line stanza Four-line stanza Five-line stanza Six-line stanza Seven-line stanza Eight-line stanza |
Couplet
Triplet Quatrain Quintet Sestet Septet Octave |
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A narrative technique in which the main story is composed primarily for the purpose of organizing a set of
shorter stories, each of which is a story within a story. Examples include Geoffrey Chaucer’s Canterbury Tales, Ovid’s Metamorphoses, and Emily Bronte’s Wuthering Heights. |
Frame Tale
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A narrative about human actions that is perceived by both the teller and the listeners to have taken place within
human history and that possesses certain qualities that give the tale the appearance of truth or reality. Washington Irving’s Sleepy Hollow is a well-known, others include King Arthur and The Holy Grail. |
Legend.
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A novel comprised of idealized events far removed from everyday life. This genre includes the subgenres
gothic and medieval. Examples include Mary Shelley’s Frankenstein, William Shakespeare’s Troilus and Cressida, and King Horn (anonymous). |
Romance
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Using trade books, electronic texts, and the Internet
■ Using nonprint materials such as film, music, art, and advertisements ■ Creating authentic literacy experiences ■ Connecting students’ prior knowledge and interests with texts ■ Reading aloud excerpts to students ■ Selecting quality texts and other lesson materials |
Fostering Reading Appreciation and Motivation to Learn
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Linking vocabulary with text themes or concepts
■ Providing time to read and discuss quality texts ■ Teaching students the role of “Word Finder” in a literature circle ■ Teaching students structural cues such as common prefixes, suffixes, and roots ■ Teaching students how to effectively use context cues to identify the meanings of words and phrases ■ Using graphic organizers to help students see relationships among vocabulary words |
Teaching Vocabulary
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Teachers and capable peers should model their comprehension processes in either oral or written form.
■ The teacher thinks or talks aloud to share his or her thought process while reading. |
Teaching Comprehension: Modeling
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Knowledge: Remember; recognize; recall who, what, where . . . .
■ Comprehension: Interpret, retell, organize, and select facts. ■ Application: Subdivide information and show how it can be put back together; how is this an example of that? ■ Analysis: What are the features of . . . ? How does this compare with . . . ? ■ Synthesis: Create a unique product that combines ideas from the lesson; what would you infer from . . . ? ■ Evaluation: Make a value decision about an issue in the lesson; what criteria would you use to assess . . . ? |
Teaching Comprehension: Questioning
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involves an adult or a more capable peer providing structural supports to a student in a learning situation.
The more capable the student becomes with a certain skill or concept, the less instructional support the adult or peer needs to provide. might take the form of a teacher reading aloud a portion of the text and then asking the student to repeat the same sentence, for example. |
Teaching Comprehension: Scaffolding
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Also known as set induction, creating an anticipatory set is an activity at the start of a lesson that is used to set the stage
for learning in order to motivate students and activate prior knowledge. For example, a lesson on To Kill a Mockingbird might begin with primary source documents of trials set during the Civil Rights Movement. Other methods for activating prior knowledge in a lesson include ■ Use of a concrete experience or object ■ Pretesting ■ Discussions ■ Anticipation guides |
Activating prior knowledge
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■ Problem/solution
■ Compare/contrast ■ Argument ■ Analysis of an issue |
Identifying Text Structures
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Identifying important information
■ Predicting and verifying ■ Summarizing and note-taking ■ Identifying cause and effect ■ Synthesizing ■ Visualizing and thinking aloud |
Strategies
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is a person’s ability to think about his or her own thinking and regulate his or her own thinking.
■ Ask students what they do before, during, and after reading. ■ Teach students effective strategies to use before, during, and after reading in your content area. ■ Ask students to support their statements or responses with examples and text citations—ask why. ■ Encourage students to ask and create questions rather than just respond to the teacher’s questions. ■ Allow time in class to discuss not only the content of your course, but also the thinking processes people are using. |
Metacognition
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A character has a problem with one or more of the other characters.
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Person vs. person
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A character has a problem with an element of society: the school, an accepted way of
doing things, the law, etc. |
Person vs. society
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A character has a problem determining what to do in a situation.
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Person vs. self
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A character has a problem with nature: natural disasters, extreme heat, or freezing
temperatures, for example. |
Person vs. nature
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A character has to battle what appears to be an uncontrollable problem that is attributed
to fate or God. |
person vs. fate (God)
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The outcome or resolution of plot in a story.
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Denouement
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1. Survey: The student previews the chapter to assess the organization of the information.
2. Question: The student examines the chapter’s headings and subheadings and rephrases them into questions 3. Read: The student reads one section of the chapter at a time selectively, primarily to answer the questions. 4. Recite: The student answers each question in his or her own words and writes the answers in his or her notes. The student repeats this note-taking sequence for each section of the chapter. 5. Review: The student immediately reviews what has been learned. |
Reading to learn: SQR3
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the student draws a line down the middle of the page. On the left side, he or she takes
notes from the reading or lecture. After the reading or lecture, the student rereads the notes and writes his or her reactions, reflections, and connections in the right-hand column next to the corresponding information on the left. |
Double-entry notes
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■ Concept map
■ Semantic feature analysis ■ Matrix ■ Venn diagram ■ Cause-effect ■ Cycle map ■ Sequence ■ Problem-solution ■ Continuum |
Graphic Organizers
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is a lot like a pretest, although there is no right or wrong answer. provides
students with an opportunity to respond to and discuss a series of open-ended questions or opinion questions that address various themes, vocabulary words, and concepts that will appear in an upcoming text. |
Anticipation Guides
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The study of the sounds of language and their physical properties
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Phonetics
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The analysis of how sounds function in a language or dialect
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Phonology
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The study of the structure of words
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Morphology
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The study of the meaning in language
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Semantics
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The study of the structure of sentences
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Syntax
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The role of context in the interpretation of meaning
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Pragmatics
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is the study of the history and origin of words
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etymology
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sentence makes a statement and tells about a person, place, thing, or idea.
Example: Tory is my daughter |
declarative
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sentence issues a command.
Example: Please clear the dinner table. |
imperative
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sentence communicates strong ideas or feelings.
Example: That was a great shot! |
exclamatory
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sentence expresses wishes or conditions contrary to fact.
Example: If you were to hang onto the basketball rim, then you could experience the glory of every NBA player. |
conditional
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do not name specific people, places, or things. are not capitalized.
Examples: person, animal, car |
Common nouns
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particular people, places, or things. are capitalized.
Examples: President Clinton, Chicago, Judaism |
Proper nouns
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name a thing that is tangible (it can be seen, heard, touched, smelled, or tasted). They are either
proper or common. Examples: dog, Campus Cinema, football |
Concrete Nouns
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name an idea, condition, or feeling (in other words, something that is not concrete).
Examples: ideals, justice, Americana |
Abstract nouns
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Name a group or unit--gaggle, herd, community
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Collective Nouns
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can be the subject of a clause or the predicate noun when it follows the verb be.
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Nominative case noun
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shows possession or ownership.
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possessive case noun
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can be a direct object, indirect object, or an object of a preposition
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objective case noun
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take direct objects—words or word groups that complete the meaning of a verb by naming a receiver
of the action. Example: The secondary English student learns the methods of the master teacher. |
transitive verbs
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take no objects or complements.
Example: An airplane flew overhead |
intransitive verbs
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connect the subject and the subject complement (an adjective, noun, or noun
equivalent) Example: It was rainy. |
Linking or connective verbs
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comes before another verb.
Example: She must have passed the Praxis II exam. |
An auxiliary or helping verb
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is used when action began in the past but continues into the present.
Example: Annie has attended a charter school for two years. |
Present perfect tense
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is used to express action that began in the past and happened prior to another past action.
Example: Dr. Hicks reported that redistricting had alleviated the crowding problem in schools. |
Past perfect tense
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used to express action that will begin in the future and will be completed in the future.
Example: By this time next year, Tory and Celia will have graduated eighth grade. |
Future perfect tense
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usually made up of to and the base form of a verb, such as to order or to abandon. It can
function as an adjective, adverb, or noun. |
infinitive phrase
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verb form that usually ends in –ing or –ed. Participles operate as adjectives but also maintain
some characteristics of verbs. You might think of a participle as a verbal adjective. Examples include barking dog and painted fence. |
participle
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made up of a present participle (a verb ending in –ing) and always functions as a noun.
Example: Gardening is my favorite leisure activity. |
gerund phrase
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I, you, he, she, it, we, they, who, what
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Simple Pronouns
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Itself, myself, anybody, someone,
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Compound Pronoun
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Each other, one another
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Phrasal
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take the place of nouns
Coach Spence changed his starting line up. |
Personal pronouns
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relate adjective clauses to the nouns or pronouns they modify.
A basketball player who plays with intensity... |
Relative pronouns
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usually refer to unnamed or unknown people or things.
Example: Perhaps you know somebody who can slam-dunk a basketball. |
Indefinite pronouns
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ask questions.
Example: Who are you and why do you play basketball? |
Interrogative pronouns
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point out people, places, or things without naming them.
Example: This should be an easy win. They are undefeated. |
Demonstrative pronouns
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