Thanks so much for your purchase! I am very excited to introduce you to these digital interactive notebooks!
They have made a big impact in my classroom and I am positive they will work well with your students as well!
I think you will find them very intuitive to use and engaging for your students. They work very well anywhere
you can use Google Drive – laptops, PCs, Macs, iPads, etc.
You can access this Digital Interactive Notebook here: http://bit.ly/EarlyUSDigitalNotebook
Note that this will require that you are signed-in to your Google account and will then prompt you to make your
own personal copy of the Interactive Notebook. You can also use this link to give out to your students to create
their own copies. However, you might also
want to modify the pages or only use a certain
page or pages at a time. If you do, you will
then want to use the blue “Share” buttom in
the top right (1) to use with your students.
This button is also useful if you want to share
with students who do not have Google
accounts. When you do this, make sure you
allow sharing access to be able to edit the file
(2), not just view it. Then, have students
make a copy of it for themselves instead of
editing your master copy. That is important so
they are not all editing the same document.
Please don’t hesitate to contact me if you ever
have any questions! I’m happy to help!
Getting Started
All of the blue boxes are where students should type in their responses. and type in their answers. I will get them
started doing this with my version on a projector. It is really very intuitive and students should pick it up quickly.
Students can also change their fonts, the color, size, etc using the “Format” toolbar. I go through this with them
as well as how to insert images. This can be done by going to “Insert” on the toolbar and selecting “Images…”
or by simply clicking on the mountain icon (
).
Some pages require students to “drag and drop” graphics in order to match items or create a timeline, this really
is as simple as it sounds! Students click on any and rearrange them in the correct order. However, this still might
be something you want to demonstrate for students before letting them loose.
After releasing these notebooks, I have realized that Google
has an anti-spam security glitch where it will sometimes ask
users to request access to these pages. You don’t need to do
that! Try refreshing or closing out and re-loading the page
until you see a screen like the one to the right. I’m really sorry
for that inconvenience!
Completing the Pages
My school uses laptops which teachers reserve by the period. For this resource, I check them out for a period and
then give them the period to get started. I then move throughout the room assisting students where needed. We
usually begin this in the middle of our unit and students are expected to complete all of the remaining pages for
homework by the end of our unit.
As for resources to complete the pages, beyond the links provided for on each page, I generally rely on these
excellent online sources for students to use for research:




The free online textbooks at US History.org.
Digital History
World History for Us All
The History Channel
I know many schools have subscriptions to online databases like ABC CLIO and others, which work just as well.
I also am ok with students using Wikipedia, however, I realize many teachers have mixed feelings about it. The
images available and ability to search by exact topic I find to be very helpful for students. It allows allows me a
chance to talk to them about the veracity of the source and how to know when they are using good sources.
Checking Student Work
There are a few ways you can check how students perform, The first is to direct students to click the blue
“Share” button when they finish and enter your email address so it can be sent directly to you. I, however, use a
variety of traditional and digital resources and still employ notebook checks, so I have students print these and
paste them in their notebooks when done. I realize that defeats some of the purpose of digital notebooks, but I
feel students are much more likely to study them later if they retain a hard copy. They could then print and turn
in by the page or you could check them when/if you check notebooks.
Answer Key
A complete answer/teacher’s guide for all the pages is included following these introductory pages.
More Interactive Notebook Resources
If you enjoyed this resource and are looking for more, you can find them by clicking here. If you prefer more
traditional, cut-and-paste Interactive Notebooks, please check out all of mine here for both World and US
History.
Terms of Use
Please note, this product is for personal classroom use by a single teacher. If you would like to copy this product
for more than one teacher, please download additional licenses, available at 50% off the original price. Purchase
Orders are welcomed and are often helpful in purchasing multiple licenses. Fonts courtesy DIVA Studio, LTD.
All images courtesy of Wikimedia.
© Students of History - https://www.teacherspayteachers.com/Store/Students-Of-History
Here are some additional resources for teaching about this unit that also fit in perfectly with these Digital
Interactive Notebook graphic organizers! Just click on any image to learn more about that resource.
Social media logos courtesy Glitter Meets Glue Designs
Teacher’s Guide / Answer Key
Student Name
Instructions
This Digital Interactive Notebook is designed to help
you better understand the Early Republic period in
American History. It includes pages on vocabulary
terms, people, and key events of this period.
On each page you will see blue text boxes where you
can type responses. Simply click in the box and begin
typing to provide your response. You can also add your
own text boxes by clicking on the text box icon (
).
You also will need to add images to various pages. You
can do this by clicking on the “Image” icon (
) or by
going to “Insert > Image” in the menu.
Each text box can also be resized using the borders so
that each fits on your pages.
The Early Republic Illustrated Vocabulary
Directions: Research each vocabulary term below and type your own definition in the 2nd
column. Then look for an image that best symbolizes it and insert it in the 3rd column.
Vocabulary
The Cabinet
Whiskey Rebellion
XYZ Affair
Louisiana Purchase
Monroe Doctrine
Star Spangled
Banner
Uncle Sam
Definition
The president’s closest advisiors
who he chooses and each leads a
Cabinet Department.
1791 uprising in Pennsylvania over
a whiskey tax. George Washington
took troops to put down the
rebellion.
Political crisis in 1797 when France
wanted a bribe in order to see US
diplomats and led to a quasi-war
with France.
1803 purchase authorized by
President Jefferson to buy the
midwest from France for $10
million.
1823 policy started by James
Monroe in which the US warned
Europe to stay out of the Western
Hemisphere.
National Anthem of the US
penned by Francis Scott Key
during the War of 1812.
Unofficial mascot of the United
States developed during the War
of 1812 from Samuel Wilson who
supplied food to US troops.
Image
Washington’s Cabinet
Directions: While the current presidential cabinet includes 16 members, George Washington’s
original cabinet included just four. Washington established the cabinet as the president’s most
trusted advisors. Write each Cabinet Position’s Title and who Washington chose for that position
then paste in their pictures. Finally, describe the purpose of that Cabinet position and what it did.
Washington’s Cabinet
of Advisors
Secretary of the
Treasury
Secretary of State
The Secretary of
State is principally
concerned with
America’s foreign
policy and advises
the president on
diplomacy,
international
relations, and
immigration
issues.
Alexander Hamilton
Thomas Jefferson
Secretary of War
Henry Knox
The Secretary of
War was the head
of the War
Department. At
first, he was
responsible for all
military affairs,
including naval
affairs. In 1798,
the Secretary of
the Navy was
created t oversee
the US Navy.
Attorney General
Edmund Randolph
The Secretary of
State is principally
concerned with
financial and
monetary policies
for the United
States. Hamilton
had a huge
impact with his
brilliant designs
for the US
economy.
The Attorney
General oversees
the Department of
Justice and
advises the
President on legal
affairs. Originally,
the job was to
prosecute and
serve in all suits in
the Supreme Court
that affected the
US.
Comparing Federalists & Democratic Republicans
Directions: Beginning in about 1796, political life changed as two political parties came to
dominate politics and many Americans aligned with one or the other. These two parties
adopted names that reflected their values. They were the Federalists and DemocraticRepublicans. After learning about each, complete the Venn Diagram below comparing the
key beliefs of the two. Then connect this to how it impacts America today.
DemocraticRepublicans
Federalists
Both
Supporters in South & West
Mostly in New England
Favored a strong central
government
Support American
Democracy
Sought a limited central
government
Against the French Rev.
Influenced George
Washington’s
presidency
Supported French Revolution
Feared anarchy
Led by Alexander Hamilton
Against Jay’s Treaty
Led by Thomas Jefferson
Against the Sedition
Act
Connect to Today
Student answers for this section will vary based on their own opinions on
America’s 2 party system. Obviously, the development of the Federalists and
Democratic-Republicans created the 2 party system that we have in America
today. Students could reference the negatives (lack of choices, forcing to
choose between 2 sides which rarely agree, etc) or positives (democracy, 2
strong parties, balance of power) in their answers.
Early Events & Dilemmas
Directions: During the first few years of the United States, the country experienced several
issues that threatened the country. Three of these were the Whiskey Rebellion, XYZ Affair,
and the passing of the Alien and Sedition Acts. Complete the graphic organizer below by
pasting a picture to represent each dilemma then 1) explain the dilemma, 2) how it was
resolved, and 3) its effect on the young United States.
The Whiskey Rebellion
The XYZ Affair
The Alien & Sedition Acts
This was the 1791 uprising in
Pennsylvania over a whiskey
tax - the first on a domestic
product in America. It was
intended to raise revenue to
pay the national debt.
Political crisis in 1797
when France wanted a
bribe in order to see US
diplomats and led to a
quasi-war with France.
Laws passed under the
Adams Administration
designed to limit freedom of
speech and make it harder
to become a US citizen.
George Washington took
13,000 troops that were
supplied by the governors of
several states to put down
the rebellion. About 20 men
were arrested.
The US refused to pay
the bribe and the
diplomats left without
meeting. However,
continued negotiations
resolved the crisis.
Critics argued that these
violated the 1st
Amendment and they were
repealed after Jefferson &
the Republicans came to
power in 1800.
The event demonstrated
that the new government
could suppress a rebellion
and that it would enforce its
laws. The tax was later
repealed after Jefferson
came to power.
Federalists used the
event to build up
America’s military and
attacked Jeffersonian
Republicans for their
support of France.
The Alien Act remained in
effect for a long period and
was even used by FDR
during World War 2 and a
revised form of the Act
remains in effect today.
The Louisiana Purchase
Directions: The Louisiana Purchase was America’s 1803 purchase of 828,000 square
miles of territory in North America from France. After analyzing Jefferson’s decision to
make the purchase, complete the graphic organizers below.
Reasons for NOT Making the Purchase
Jefferson had misgivings about the
Purchase because the right to make
such a deal was not given to the
president in the Constitution.
Jefferson was a “Strict
Constructionist” and believed the
president should only do what he was
expressly allowed to.
Reasons for Making the Purchase
The US needed more land with a growing
population and the Louisiana Purchase was filled
iwth ripe farmland. Most important, however, was
control of the Mississippi River and the port of New
Orleans which would bring transportation and
wealth to the midwest.
Details of the Purchase
The US was interested in buying just New
Orleans.
France recently dealt with a rebellion in Haiti
and was at war with England and needed
money.
Napoleon offered all of France’s land in the US
instead of just New Orleans for $11 million.
The Purchase treaty was signed May of 1803.
Impact of the Purchase
The purchase doubled the size of
the United States and includes
part or all of 15 eventual states.
Louisiana would become a state
just 9 years later.
It was a great bargain price at less
than 3 cents an acre of land. It
allowed for westward expansion
and the Manifest Destiny belief
that swept the nation in the 1800’s.
The Lewis & Clark Expedition
Directions: Following the acquisition of the Louisiana Territory, President Jefferson enlisted
Meriwether Lewis & William Clark to lead an expedition of it. After learning about their
journey, use the “Scribble” tool to draw in the route they took to the Pacific Northwest on the
map below and add pictures of what you think the areas looked like. Then complete the
boxes with important information about each aspect of their expedition.
The Corps of Discovery
Led by Lewis & Clark, the
Corps included over 40 men
(mostly soldiers and 1 former
slave) who were schooled in
exploration, diplomacy,
science. They carried many
supplies, boats, and goods to
trade with Indians and
travelled about 12-14 miles a
day for a year and a half.
Interactions with
American Indians
They contacted nearly 50
different tribes, some of which
had never interacted with
whites before. Lewis & Clark
would present gifts to tribes
they met and show off their
guns and goods they had with
them. .
Sacagawea’s Help
Lewis and Clark hired
Toussaint Charbonneau, a
French fur trader, and his
wife, a Shoshone named
Sacagawea (and their baby)
to help as an interpreter. Her
presence was a saving grace
since men traveling with
women were viewed as nonthreatening. She also became
a guide through southeastern
Montana.
Important Early Supreme Court Cases
Directions: As the young nation grew, the Judicial Branch changed how the 3 branches of
government interacted and produced several historic rulins. Several of these important cases
included Marbury v. Madison, McColluch v Maryland, & Gibbons v. Ogden. Read about each
and complete the graphic organizers below. Teacher Note: PBS also has great web page
articles on each court case: Marbury v Madison, McColluch v. Maryland, & Gibbons v.
Ogden - these contain longer analysis and can be used to replace the shorter Oyez links.
1803
Marbury v.
Madison
A Federalist judge
(Marbury) was
arguing for an
appointment that
was not finalized
John Marshall’s ruling was that
when the Constitution--the nation's
highest law--conflicts with an act of
the legislature, that act is invalid.
This case was significant because
it establishes the Supreme Court's
power of judicial review.
1819
McColluch v.
Maryland
Does Congress have
the authority to
establish a bank?
Can a state law
interfere with
congressional
powers?
1824
Gibbons v.
Ogden
Did the State of New
York exercise
authority in a realm
reserved exclusively
to Congress, namely,
the regulation of
interstate
commerce?
The ruling was that Congress had
the power to incorporate the bank
and that Maryland could not tax
instruments of the national
government. States can retain the
power of taxation but the
Constitution is the Supreme law of
the land.
Under the Constitution's
Supremacy Clause, the New York
monopoly on shipping licensng was
void because it conflicted with
federal law. The ruling stated that
the national government had
exclusive power over interstate
commerce, negating state laws
interfering with the exercise of that
power.
Timeline of the War of 1812
Directions: : Although known as the the War of 1812, the war actually lasted several years.
After learning about the war, explain the causes for the war in the box at the top. Then, sort
the events by dragging and dropping and pointing them at the correct location along the
timeline. Finally, explain the significance of each event.
Causes of the War of 1812
Causes of the War of 1812 included British attempts to restrict U.S. trade, the Royal Navy’
s impressment of American sailors at sea, and America’s desire to expand its land into the
Oregon Territory.
Battle of Tippecanoe
Indiana’s governor William
Henry Harrison led U.S.
troops to victory in the Battle
of Tippecanoe. The defeat
convinced many Indians in the
Northwest Territory that they
needed British support to
prevent American settlers
from pushing them further out
of their lands.
1811
The British Burn
Washington DC
1812
The Star-Spangled Banner
Written
After Fort McHenry withstood 25
hours of bombardment by the
British Navy, Francis Scott Key was
inspired to write a poem he titled
“The Star-Spangled Banner.” Iit
would later become the U.S.
national anthem.
1813
British forces raided the
Chesapeake Bay and moved
in on the U.S. capital,
capturing Washington, D.C.,
on August 24, 1814, and
burning government buildings
including the Capitol and the
White House. President
Madison was forced to flee.
1814
The Treaty of Ghent signed
The Battle of New Orleans
It was essentially a draw, the
United States gave up its demands
to end impressment, while Britain
promised to leave Canada’s
borders unchanged and abandon
efforts to create an Indian state in
the Northwest.
Unaware that peace had been
concluded, British forces attacked New
Orleans, only to be defeated by future
U.S. president Andrew Jackson’s
army. News of the battle boosted
sagging U.S. morale and left
Americans with the taste of victory
1815
The Monroe Doctrine
Directions: The Monroe Doctrine was issued in 1823 and was an American foreign
policy regarding Europe and Latin American countries. After learning about the Doctrine,
describe the 3 key elements of it. Then, find a political cartoon that you feel best represents
it and explain why in the box provided
Monroe Doctrine Part 1
The first part of the
Doctrine is in regards to
separate spheres of
influence for the Americas
and Europe. That is
America and Europe
should remain separate
and conduct their affairs
seperately.
Monroe Doctrine Part 2
Monroe Doctrine Part 3
The 2nd major message of
the Doctrine was about
non-colonization. That is,
the Americans are not open
to further colonization by
Europe. Any existing
colonies could remain but
Europeans could not look
to conquer or claim more
land in North, Central, or
South America.
Describe The 3rd aspect
of the Doctrine was about
non-intervention. America
would not intervene in
European affairs and
Europe was expected to
stay out of American
affairs in the Western
Hemisphere.
Monroe Doctrine Cartoon Analysis
Student responses for this section will
vary depending on the cartoon they
select. Be sure that it is a cartoon from
the period and not from another like
the Roosevelt Corollary which is often
found by students. They should then
provide a detailed analysis that shows
their understanding of the Doctrine and
how it is depicted in the cartoon.