Anewnationunitplan

RebeccaE.
Kimmelman
th
ANewNation,8
Grade,AmericanHistory
th
November10
,2014
KatieManning,BrianGirard
TableofContents
StageOne
UnitRationale.3
ConsideringtheContent......5
ConsideringtheLearner..8
BehavioralObjectivesGroundedintheStandards....10
StageTwo
Assessments...12
Rubrics..32
StageThree
UnitCalendar35
Day1(HookingLesson)...36
Day2(RolePlayLesson).42
Day351
Day4(LectureLesson).57
Day565.
Day671
Day775
Day8(ControversialIssueLesson)..85
Day9(ControversialIssueLesson).91
Day1097
2
UnitRationale
WhenGeorgeWashingtonwaselectedtooffice,hewasmetwiththeapprovalofthe
people.Theactionshetookfromthereonsetthestageforpresidentstocome.George
Washingtonspresidencysetaprecedentforfutureleadersastandardthatcanbeseen
throughouthistory.AgoalofANewNationistohelpstudentstounderstandtheimportance
ofthepresidentsWashingtonsetinhisroleasthefirstpresidentoftheunitedandtheeffectsthe
actionstookhadonthegovernment.GeorgeWashingtoncouldhavebeenakingthedayhewas
electedintoofficebutinstead,hetookadifferentroute,leavingthepowerwiththepeople.He
setaprecedentwhenheaskedtobecalled,Mr.President.Hedividedhispoweramonghis
cabinetaswellandonlyservedtwotermsinofficetoavoidcorruption.Theprecedentsheset
allowedforabalanceofpowerandhelpedtofindasystemthatworked.
WhileGeorgeWashingtonsfirstterminofficewasmeetwithpublicapprovalandlittle
resistance,agrowingpoliticaldisputebetweenhissecretaryofstate,ThomasJeffersonandhis
secretaryoftreasury,AlexanderHamiltonbecomethecatalystforchange.Withthedivideinhis
cabinetcamethedivideinthenation.IssueslikeinterpretationoftheConstitution,strongor
weakcentralgovernment,powertothepeopleorpowertothewealthyclasscameintoplay.At
thesametime,foreignrelationshadabigimpactongrowingdivideinthenation.Thegoalof
teachingANewNationistogivethemathoroughunderstandingofhowthepoliticalfaction
developedanddiffered.Totrulyunderstandourpresent,wemustlooktothepast.Andthisis
verytrueoftheunit,ANewNation.ByunderstandingANewNation,studentswillbeable
tounderstandnotonlyhowthepoliticalpartieswereformedbuthowstillshapedbydiffering
viewstoday.Eventoday,wearedividedbythedifferingviewsoftwopoliticalparties.The
eventsthatshapeourpastalsoshapeourfuture.Andthatisanenduringunderstandingthat
studentsshouldhave.
Anotherimportantthingtoconsiderastowhytoteachthisunitistheimportanceof
naturalandcivilrights.Isthereeveratimewhentherightsofthepeoplecanbeoverlookedin
theinterestofthecountry?TheAlienandSeditionactssetthestageforthisimportantquestion.
Inatimewhencivillibertiesandbasicfreedomsarebeingviolated,studentsshouldquestionthe
validityoftheseactionsandtheirimpact.Thisquestionisalsorelevanttotodayinatimewhen
ourgovernmentdoesquestionablethingsintheinterestofprotectingthecountry.Thisisa
questionthatshouldbeconsidered.
ConsideringtheContent
EnduringUnderstandings
1. Politicalpartieswereformedasaresultofdifferingopinionshowmuchpowerthe
governmentshouldhaveandcontinuetobeshapedbydifferingperspectivesregarding
theroleandpoweroffederalgovernment.
2. PresidentWashingtonsetacollectionofprecedentsduringhisreignasthefirstpresident
oftheUnitedStatesthatinfluencedallfuturepresidencies.
UnitEssentialQuestions
1. WhatimpactdidthedifferingpositionoftheFederalistandDemocraticRepublican
partieshaveonthedevelopingnation?
2. WhatimpactdidtheprecedentsGeorgeWashingtonsethaveonfuturepresidencies?
3. Doesthegovernmenteverhavetherighttodenytherightsofthepeople?
KeyConcepts
(Alldefinitionsweretakenfrom
TheAmericanJourney
textbook)
1. Impliedpowers
a. PowersnotspecificallymentionedintheConstitution
2. Statesrights
a. therightsandpowersindependentofthefederalgovernmentthatarereservedfor
thestatesbytheConstitution
3. Federalists
a. SupportersoftheconstitutionsupportedAlexanderHamiltonandhisideals
4. DemocraticRepublicans
a. WantedtolimitthegovernmentspowersupportedThomasJeffersonandhis
ideals
5. Nationaldebt
a. theamountthenationsgovernmentowed
6. Partisan
a. Favoringonesideoftheissue
7. Impressments
a. Forcingpeopleintoservice
8. Sedition
a. Activitiesaimedatweakeningthegovernment
9. Precedents
a. TraditionsnamelythosesetbyGeorgeWashingtonduringhisfirstpresidency
10. Unconstitutional
a. Inconsistentwiththeconstitution
FactsImportanttotheLesson
1. Federalistsfavoredastrongcentralgovernment,whileDemocraticRepublicansfavored
stategovernment.
6
2. Theproposaltocreateanationalbankbecamethecatalystforanopenbreakbetween
JeffersonandHamilton.
3. HamiltonwasaproclaimedFederalist,whileJeffersonheadedthe
DemocraticRepublicans.
4. FederalistssupportedaBritishalliance,whileDemocraticRepublicansfavoredaFrench
one.
5. TheWhiskeyRebellionsetaprecedentthatacitizencouldonlychangethelawthrough
peacefulmeans.
6. FranceandBritainwenttowar,dividingthecountryssupport.
ImportantSkills
1. Identifyandutilizeprimaryandsecondarysources
2. Identifyandanalyzethecauseandeffectrelationships
3. Readforcontextandbeabletofindevidencethatsupportsthetext
4. Analyzeevidencethattheyfindinthetext
5. Engageincivildebateanddiscussionwithotherclassmates
6. Workcollaborativelywithclassmates
ConsideringtheLearner
PriortoengagingintheNewNationunit,studentswillhavebeenexposedtotheevents
oftheAmericanRevolution,theArticlesofConfederation,theConstitution,theBillofRights
andthebeginningoftheformationofanewgovernment.Studentsmaypossessthefollowing
priorknowledgerelevanttotheunit:
a. GeorgeWashingtonwasthefirstpresidentoftheUnitedStatesofAmerica.
b. FranceandBritainwerenotongoodterms.
c. Governmentpowerisbrokendownintofederalgovernmentandstate
government.
d. TherightslistedundertheBillofRights.
e. ThetwomainpoliticalpartiesoftodayaretheDemocratsandtheRepublicans.
Studentswillconnectthedevelopmentofdifferentpoliticalfactionsbasedondiffering
politicalidealstotodaysdifferingpoliticalparties.Theywillalsobeabletoconnectthatthe
rightslistedundertheBillofRightswerebeingviolatedundertheAlienandseditionacts.
Studentsshouldalsobeabletomakeaconnectionbetweentheinterworkingofthegovernment
andthedifferencebetweenstrongcentralgovernmentandstategovernment.
StudentsmayhavetroubleunderstandingthatThomasJeffersonisassociatedwiththe
DemocraticRepublicanpartyandthatAlexanderHamiltonisassociatedwiththeFederalist
partyandthattheirideasareoneandthesame.Theteacherwillcombatthisbymentioning
HamiltonandJeffersonsinvolvementeverytimetheFederalistandDemocraticRepublican
partiesarementionedandputtingtheirnamesinparenthesizesnexttothepartiessostudents
learnthetwotogether.
Studentsmayfindthedebateitselftobedifficult.Itdependsonhowmuchexposurethe
studentshavehadtodebatepriortothislesson.Theteacherwillofferspecialinstructiononhow
todebatebeforeengagingtheclassintheactivity.Theteacherwillhavetomodelandgive
examplesastohowtodebate.Theteacherandthestudentswillhavetodiscussthedebateat
lengthandfrequentlythroughoutthecourseoftheunitsothatthestudentsfeelcomfortablewith
theidea.
Studentsmayfindithardtocreateastrongargument.Beingabletocreateastrong
argumentisimportanttothedebateaswellasanyargumentativewritingtheymightdoforthis
lesson.Itwillalsohelpthemintheirotherclassesaswell.Itcanbepredictedthatalotof
studentswillhavetroubleprovidingevidencewiththeirreasonsandsomewillnotmakeaclaim
atall.Tocorrectthis,theteacherwillofferspecialinstructiononhowtodevelopanargument.
Theteacherwillhavethemcreateastrongargumentseveraltimesduringthecourseoftheunit.
Creatinganargumentasaclasscouldhelp.Thatwaythestudentscouldunderstandthe
breakdownofastrongargument.
Misconceptionsaboutthislessonmightbethatthepoliticalpartieshavealwaysbeen
RepublicanandDemocraticorthattheDemocraticRepublicanpartysplittocreatethefirst
parties.ThisIwouldaddressinmyhookinglesson,throughavideo,whichactuallyexplainsthe
developmentofthepoliticalpartiesaftertheDemocraticRepublicansandtheFederalists.Any
othermisconceptionsthatIcomeacrossinmylessonIwouldhavethestudentsresearch
themselves,sothattheycanchangetheirownopinionsandthenwewoulddiscussasaclass.
BehavioralObjectivesGroundedinStandards
1. 6.1.12.A.2.dCompareandcontrasttheargumentsofFederalistsandAntiFederalists
duringtheratificationdebates,andassesstheircontinuingrelevance.
2. 6.1.8.A.3.fExplainhowpoliticalpartieswereformedandcontinuetobeshapedby
differingperspectivesregardingtheroleandpoweroffederalgovernment.
3. 6.1.8.A.3.eDeterminewhytheAlienandSeditionActswereenactedandwhetherthey
underminedcivilliberties.
4. 6.1.8.D.3.cAnalyzetheimpactofGeorgeWashingtonasgeneraloftheAmerican
revolutionaryforcesandasthefirstpresidentoftheUnitedStates.
5. 6.1.8.D.3.gEvaluatetheextenttowhichtheleadershipanddecisionsofearly
administrationsofthenationalgovernmentmetthegoalsestablishedinthePreambleof
theConstitution.
10
6. 6.1.8.D.2.aAnalyzethepowerstruggleamongEuropeancountries,anddetermineits
impactonpeoplelivinginEuropeandtheAmericas.
7. CCSS.ELALITERACY.RH.68.4Determinethemeaningofwordsandphrasesasthey
areusedinatext,includingvocabularyspecifictodomainsrelatedtohistory/social
studies.
8. CCSS.ELALITERACY.RH.68.10Bytheendofgrade8,readandcomprehend
history/socialstudiestextsinthegrades68textcomplexitybandindependentlyand
proficiently.
9. CCSS.ELALITERACY.RH.68.1Citespecifictextualevidencetosupportanalysisof
primaryandsecondarysources.
10. CCSS.ELALITERACY.RH.68.2Determinethecentralideasorinformationofa
primaryorsecondarysourceprovideanaccuratesummaryofthesourcedistinctfrom
priorknowledgeoropinions.
11
Name_______________________Class_____________________Date____________________
Chapter81OpenNoteQuiz
Matching
____1)nationaldebt
a.traditions
____2)precedents
b.amountowedbythegovernment
____3)bonds
c.riskmoneytomakelargerprofit
____4)tariff
d.papernotes,promisingtopayoffloans
____5)spectators
e.taxonimportsorexports
MultipleChoice
____1)TheBillofRightswasaddedtotheconstitution___________________.
a.
b.
c.
d.
Inordertolimitthepowerofgovernmentandprotecttherightsofindividualliberty.
Inordertoestablishastrongcentralgovernment.
Inordertolimittherightsofindividualliberty.
Inhopesofreplacingit.
____2)________________wasthefirstchiefJusticeoftheSupremeCourt.
a. AlexanderHamilton
b. PierreLEnfant
c. JohnJay
12
d. BenjaminBanneker
____3)ThethreeexecutivedepartmentsofWashingtonscabinetwere________________.
a.
b.
c.
d.
Defense,TreasuryandCommerce
State,WarandTreasury
Transportation,DefenseandCommerce
Treasury,War,andEducation
____4)WhatdidHamiltonagreetoinordertogainsupportforhisplan?
a.
b.
c.
d.
ToaddtheBillofRightstotheConstitution
TobecomeSecretaryofWar
TolocatethenationscapitalintheSouth
TheJudiciaryActof1789
____5)MadisonandJeffersonopposedtheideaofanationalbankbecause_____________.
a.
b.
c.
d.
Theybelieveditwouldbenefitthepoor.
Theybelieveditwouldbenefitthewealthy.
Theybelieveditwouldgivetoomuchpowertothecentralgovernment.
Theybelieveditwouldleadtorebellion.
FORMATIVE
Name
_
ANSWERKEY
_
______Class_____________________Date____________________
Chapter81Quiz
Matching
_
B
__1)
nationaldebt
a.
traditions
_
A
__2)
precedents
b.
amountowedbythegovernment
_
D
__3)
bonds
c.
riskmoneytomakelargerprofit
_
E
__4)
tariff
d.
papernotes,promisingtopayoffloans
_
C
__5)
spectators
e.
taxonimportsorexports
MultipleChoice
_
A
__1)TheBillofRightswasaddedtotheconstitution___________________.
a.
b.
c.
d.
13
_
C
__2)________________wasthefirstchiefJusticeoftheSupremeCourt.
a.
b.
c.
d.
AlexanderHamilton
PierreLEnfant
JohnJay
BenjaminBanneker
_
B
__3)ThethreeexecutivedepartmentsofWashingtonscabinetwere________________.
a.
b.
c.
d.
_
C
__4)WhatdidHamiltonagreetoinordertogainsupportforhisplan?
a.
b.
c.
d.
ToaddtheBillofRightstotheConstitution
TobecomeSecretaryofWar
TolocatethenationscapitalintheSouth
TheJudiciaryActof1789
_
B
__5)MadisonandJeffersonopposedtheideaofanationalbankbecause_____________.
a.
b.
c.
d.
Theybelieveditwouldbenefitthepoor.
Theybelieveditwouldbenefitthewealthy.
Theybelieveditwouldgivetoomuchpowertothecentralgovernment.
Theybelieveditwouldleadtorebellion.
Name_______________________Class_____________________Date____________________
Matching
____1)TreatyofGreenville____2)JaysTreaty____3)WhiskeyRebellion
____4)PinckneysTreaty
____ 5)ProclamationofNeutrality
a. ProhibitedAmericanCitizensfromfightinginthewarFrench/Britishwarandbarred
BritishandFrenchwarshipsfromAmericanPorts
b. NativeAmericanstosurrendermostofthelandinwhatistodaypresentdayOhio
c. GaveAmericansfreenavigationoftheMississippiRiverandtherighttotradeatNew
Orleans
d. Anarmedprotestthatsettheprecedentthatifacitizenwantedtochangethelaw,they
hadtodosopeacefullyandthroughconstitutionalmeans
14
e. InwhichtheBritishagreedtowithdrawfromAmericansoil,topaydamagesforships
theyhadseized,andtoallowsomeAmericanshipstotradewithBritishcoloniesinthe
Caribbean.
MultipleChoice
____1)WhatcausedWashingtontocreatetheProclamationofNeutrality?
a.
b.
c.
d.
TheSpanishtriedtoinvolvetheUnitedStatesintheirconflictwithFrance.
Farmersroseupinprotestofataxonwhiskey.
TheSpanishdeclaredwarontheUnitedStates.
TheFrenchtriedtoinvolvetheUnitedStatesintheirconflictwithBritain.
____2)InresponsetoFrenchattacksatsea,theBritishbegantocaptureandforcethecrewsof
AmericanmerchantshipsintotheserviceoftheBritishnavy.Thispracticeisknownas
a.
b.
c.
d.
impressment
neutrality
precedent
sedition
____3)Washingtonserved_______term(s)inoffice.
a.
b.
c.
d.
1
2
3
4
____4)FightingbetweentheAmericansettlersandtheNativeAmericansbrokeout
when______________.
a. AmericanssettlersignoredthetreatiesWashingtonhadmadeandmovedontoland
promisedtotheNativeAmericans.
b. TheBritishbeganbuildinganewfortinOhio
c. TheFrenchurgedNativeAmericanstodestroyAmericansettlements
d. TheBritishgaveAmericanfreenavigationoftheMississippiRiver.
____5)Inhisfarewelladdress,Washington___________.
a.
b.
c.
d.
Attackedtheevilsofthebillofrights
Encouragedthegrowthofpoliticalparties
Encouragedpermanentalliances
Attackedtheevilsofpoliticalparties
15
FORMATIVE
Name____
ANSWERKEY
____Class_____________________Date____________________
Matching
_
B
__1)
TreatyofGreenville
_
E
__2)JaysTreaty
_
D
__3)WhiskeyRebellion
_
C
__4)
PinckneysTreaty _
A
__5)
ProclamationofNeutrality
a. ProhibitedAmericanCitizensfromfightinginthewarFrench/Britishwarandbarred
BritishandFrenchwarshipsfromAmericanPorts
16
b. NativeAmericanstosurrendermostofthelandinwhatistodaypresentdayOhio
c. GaveAmericansfreenavigationoftheMississippiRiverandtherighttotradeatNew
Orleans
d. Anarmedprotestthatsettheprecedentthatifacitizenwantedtochangethelaw,they
hadtodosopeacefullyandthroughconstitutionalmeans
e. InwhichtheBritishagreedtowithdrawfromAmericansoil,topaydamagesforships
theyhadseized,andtoallowsomeAmericanshipstotradewithBritishcoloniesinthe
Caribbean.
MultipleChoice
_
D
__1)WhatcausedWashingtontocreatetheProclamationofNeutrality?
a.
b.
c.
d.
_
A
__2)InresponsetoFrenchattacksatsea,theBritishbegantocaptureandforcethecrewsof
a.
b.
c.
d.
impressment
neutrality
precedent
sedition
_
B
__3)Washingtonserved_______term(s)inoffice.
a.
b.
c.
d.
1
2
3
4
_
A
__4)FightingbetweentheAmericansettlersandtheNativeAmericansbrokeout
when______________.
a. AmericanssettlersignoredthetreatiesWashingtonhadmadeandmovedontoland
promisedtotheNativeAmericans.
b. TheBritishbeganbuildinganewfortinOhio
c. TheFrenchurgedNativeAmericanstodestroyAmericansettlements
d. TheBritishgaveAmericanfreenavigationoftheMississippiRiver.
_
D
__5)Inhisfarewelladdress,Washington___________.
a. Attackedtheevilsofthebillofrights
b. Encouragedthegrowthofpoliticalparties
c. Encouragedpermanentalliances
17
d. Attackedtheevilsofpoliticalparties
Name_______________________Class_____________________Date____________________
Matching
____1)partisan
a.powersnotspecificallymentionedintheconstitution
____2)impliedpowers
b.favoringonesideofanissue
____3)caucus
c.immigrantlivinginacountrywithoutcitizenship
____4)alien
d.activitiesaimedatweakeningestablishedgovernment
18
____5)sedition
e.meetingheldbyapoliticalpartytochoosetheir
candidateordecidepolicy
MultipleChoice
____1)TheDemocraticRepublicansfavoredalloftheseexcept
a.
b.
c.
d.
Frenchalliance
Rulebythewealthyclass
Statebanks
Freetrade
____2)TheleaderoftheFederalistswas
a.
b.
c.
d.
AlexanderHamilton
ThomasJefferson
JohnJay
JamesMadison
____3)Intheelectionof1796,theFederalistschose________tobetheirpresidential
candidate.
a.
b.
c.
d.
JohnAdams
GeorgeWashington
CharlesPinckney
AlexanderHamilton
____4)ThreeFrenchagentsdemandedabribeandaloanforFrancefromtheAmericans.This
wascalled______________.
a.
b.
c.
d.
PinckneysTreaty
TheAlienandSeditionActs
TheVirginiaandKentuckyResolutions
TheXYZAffair
____5)WhateffectdidJohnAdamstreatywithFrancehave?
a.
b.
c.
d.
IthelpedAdamstobereelected.
ItprovedtheFederalistswerethesuperiorparty.
ItdiscreditedAdamsandhurthischancesforreelection.
ItcausedAdamstojointheDemocraticRepublicanparty.
FORMATIVE
Name____
ANSWERKEY
______Class_____________________Date____________________
Matching
_
B
__1)
partisan
a.
powersnotspecificallymentionedintheconstitution
19
_
A
_2)
impliedpowers
_
E
__3)
caucus
_
C
__4)
alien
_
D
__5)
sedition
b.
favoringonesideofanissue
c.
immigrantlivinginacountrywithoutcitizenship
d.
activitiesaimedatweakeningestablishedgovernment
e.
meetingheldbyapoliticalpartytochoosetheir
candidateordecidepolicy
MultipleChoice
_
B
__1)TheDemocraticRepublicansfavoredalloftheseexcept
a.
b.
c.
d.
Frenchalliance
Rulebythewealthyclass
Statebanks
Freetrade
_
A
__2)TheleaderoftheFederalistswas
a.
b.
c.
d.
AlexanderHamilton
ThomasJefferson
JohnJay
JamesMadison
_
A
__3)Intheelectionof1796,theFederalistschose________tobetheirpresidential
candidate.
a.
b.
c.
d.
JohnAdams
GeorgeWashington
CharlesPinckney
AlexanderHamilton
_
D
__4)ThreeFrenchagentsdemandedabribeandaloanforFrancefromtheAmericans.This
wascalled______________.
a.
b.
c.
d.
PinckneysTreaty
TheXYZAffair
_
C
__5)WhateffectdidJohnAdamstreatywithFrancehave?
a.
b.
c.
d.
Name_______________________Class_____________________Date____________________
Chapter8ClosedUnitQuest
20
Matchthepositionstotheirpoliticalparties.
____1)Favoredrulebythewealthyclass
a. Federalists
b. DemocraticRepublicans
____3)FavoredFrenchalliance
a. Federalists
____5)Favoredfreetrade
a. Federalists
____7)Strictinterpretationoftheconstitution
a. Federalists
____2)Favoredstrongfederalgovernment
a.Federalists.
b.DemocraticRepublicans
____4)Emphasizedagriculture
a.Federalists.
____6)Favoredanationalbank
a.Federalists.
____8)Emphasizedmanufacturing
a.Federalists.
MultipleChoice
____1)ThreeFrenchagentsdemandedabribeandaloanforFrancefromtheAmericans.This
wascalled______________.
a.
b.
c.
d.
PinckneysTreaty
TheXYZAffair
____2)TheBillofRightswasaddedtotheconstitution___________________.
a.
b.
c.
d.
____3)ThomasPinckneynegotiatedatreatywith__________thatgaveAmericansfree
navigationoftheMississippiRiverandtherighttotradeatNewOrleans.
a.
b.
c.
d.
TheBritish
TheSpanish
TheFrench
TheNativeAmericans
____3)ThethreeexecutivedepartmentsofWashingtonscabinetwere________________.
21
a.
b.
c.
d.
____4)WhatcausedWashingtontocreatetheProclamationofNeutrality?
a.
b.
c.
d.
____6)Inordertomaketheeconomystronger,AlexanderHamiltonproposedtaxesonimports,
or_____________.
a.
b.
c.
d.
Sedition
Impressment
Tariffs
Bonds
____7)Bysendinghisarmytocrushthe________________,Washingservedanoticethatif
citizenswantedtochangethelawtheywouldhavetodosothroughconstitutionalmeans.
a.
b.
c.
d.
TheWhiskeyRebellion
TheTreatyofGreenville
TheBattleofFallenTimbers
TheXYZAffair
____8)Inhisfarewelladdress,Washington___________.
a.
b.
c.
d.
____9)InresponsetoFrenchattacksatsea,theBritishbegantocaptureandforcethecrewsof
a.
b.
c.
d.
impressment
neutrality
precedent
sedition
22
____10)______________prohibitedAmericanCitizensfromfightinginthewarFrench/British
warandbarredBritishandFrenchwarshipsfromAmericanPorts.
a.
b.
c.
d.
JaysTreaty
TheXYZAffair
PinckneysTreaty
____11)Intheelectionof1796,theFederalistschose________tobetheirpresidential
candidate.
a.
b.
c.
d.
JohnAdams
GeorgeWashington
CharlesPinckney
AlexanderHamilton
____12)WhateffectdidJohnAdamsstreatywithFrancehave?
a.
b.
c.
d.
ChooseONEofthefollowingquestionstoanswer.
1) HowdidHamiltonsplansaveAmericafromthebrinkofeconomicdisaster?Doyou
agreewiththeactionsHamiltontook?Whyorwhynot?
2) DeterminewhatisthemostimportantprecedentWashingtonsetduringhispresidency
andwhy.
23
SUMMATIVE
Name
ANSWERKEY
________Class_____________________Date____________________
Chapter8ClosedUnitQuest
Matchthepositionstotheirpoliticalparties.
__
A
__1)Favoredrulebythewealthyclass
_
A
___2)Favoredstrongfederalgovernment
a. Federalists
___
B
_3)FavoredFrenchalliance
a. Federalists
__
B
__5)Favoredfreetrade
a. Federalists
__B__7)Strictinterpretationoftheconstitution
a. Federalists
a
.Federalists.
__
B
__4)Emphasizedagriculture
a.Federalists.
b.
DemocraticRepublicans
__
A
__6)Favoredanationalbank
a
.Federalists.
__A__8)Emphasizedmanufacturing
a
.Federalists.
MultipleChoice
_C___1)ThreeFrenchagentsdemandedabribeandaloanforFrancefromtheAmericans.This
wascalled______________.
a.
b.
c.
d.
PinckneysTreaty
TheXYZAffair
_D___2)TheBillofRightswasaddedtotheconstitution___________________.
a.
b.
c.
d.
24

__C__3)ThomasPinckneynegotiatedatreatywith__________thatgaveAmericansfree
navigationoftheMississippiRiverandtherighttotradeatNewOrleans.
a.
b.
c.
d.
TheFrench
TheNativeAmericans
TheBritish
TheSpanish
_D___3)ThethreeexecutivedepartmentsofWashingtonscabinetwere________________.
a.
b.
c.
d.
__D__4)WhatcausedWashingtontocreatetheProclamationofNeutrality?
a.
b.
c.
d.
_D__6)Inordertomaketheeconomystronger,AlexanderHamiltonproposedtaxesonimports,
or_____________.
a.
b.
c.
d.
Sedition
Bonds
Impressment
Tariffs
__A__7)Bysendinghisarmytocrushthe________________,Washingservedanoticethatif
citizenswantedtochangethelawtheywouldhavetodosothroughconstitutionalmeans.
a.
b.
c.
d.
TheWhiskeyRebellion
TheTreatyofGreenville
TheBattleofFallenTimbers
TheXYZAffair
_B___8)Inhisfarewelladdress,Washington___________.
a.
b.
c.
d.
25
__A__9)InresponsetoFrenchattacksatsea,theBritishbegantocaptureandforcethecrewsof
a.
b.
c.
d.
i
mpressment
sedition
neutrality
precedent
__B__10)______________prohibitedAmericanCitizensfromfightinginthewar
French/British
warandbarredBritishandFrenchwarshipsfromAmericanPorts.
a.
b.
c.
d.
PinckneysTreaty
JaysTreaty
TheXYZAffair
__D__11)Intheelectionof1796,theFederalistschose________tobetheirpresidential
candidate.
a.
b.
c.
d.
GeorgeWashington
CharlesPinckney
AlexanderHamilton
JohnAdams
_C___12)WhateffectdidJohnAdamsstreatywithFrancehave?
a.
b.
c.
d.
AnswerBOTHofthefollowingquestions.
3) HowdidHamiltonsplansaveAmericafromthebrinkofeconomicdisaster?Doyou
agreewiththeactionsHamiltontook?Whyorwhynot?
4) DeterminewhatisthemostimportantprecedentWashingtonsetduringhispresidency
andwhy.
26
AUTHENTIC
Name_____________________Class_____________________Date_____________________
FederalistandDemocraticRepublicanDebatePacket
Congratulations,citizen!You,andyourfellowhardworkingAmericans,areabouttojoina
politicalparty!Butfirstyouwillneedtobuildsomeknowledgeontheparties.Afterall,you
wouldntjustpickasidewithoutknowingtheissues,wouldyou?UseyourPoliticalParty
GraphicOrganizertohelpyouresearchtheissuesandgetyourselfinformed.Thenyouwillbe
givenanexclusivemembershipintooneofthetwofollowingpoliticalfactionstheFederalistsor
theDemocraticRepublicans.
I.
Asanewly,inductedmemberofyourpoliticalparty,youarerequiredtoparticipateina
debate.Youwillbeassignedanissueandmustdevelopanargumentdefendingyour
partysposition.Youwillcreateandpresentanopeningstatementastowhyyourpartys
stanceontheissueisbetter.You
MUST
researchbothsidesoftheargument,tobeable
todefendyourargument.Usingyourknowledgeofyourpoliticalparty,youwilldevelop
anargument,defendingyourparty.Thinkaboutthesequestionswhileyoudevelopyour
argument.Whataretheprosandconsofyourpartysbelief?Whyiswhatyourparty
believesbetterforthenation?Althoughyouwillfocusononeissueforthedebate,you
MUST
completethegraphicorganizerentirely.Inaddition,youarerequiredtocomplete
thereflectionquestionsonthebackofthegraphicorganizerandhanditinafterthe
debate.
Getgoing,citizen!Yourpartyiscountingonyou!
Requirements/Rubric
Topic
PointValue
PointEarned
Knowledgeoftopicisclearin
15
openingstatementandall
rebuttals
27
Astrong,clearclaimismade
10
10
10
10
10
65
inopeningstatement,that
makesthepositionofthe
speakerclear
Speakerrebutstheopposite
partysargumentswithclear,
strongargumentsoftheirown
Speakerisclearandconcise
whenspeaking
Speakershowsrespectfor
otherstudentsduringthe
debate
PoliticalPartyGraphic
Organizerisfilledoutand
beingutilizedduringthe
debate
FORMATIVE
Name________________Class___________________Date______________________
FederalistandDemocraticRepublicanDebatePacket:
28
PoliticalPartyGraphicOrganizer
Issue
FundingthePublicDebt
DemocraticRepublicans
Federalists
U.S.RelationswithGreat
BritainandFrance
TheNationalBank
Manufacturing/Agriculture
TheJayTreaty
TheDemocraticRepublican
Societies
29
FORMATIVE
1)
However [political parties] may now and then answer popular ends, they are likely in the
course of time and things, to become potent engines, by which cunning, ambitious, and
unprincipled men will be enabled to subvert the power of the people and to usurp for themselves
the reins of government, destroying afterwards the very engines which have lifted them to unjust
dominion. George Washington,
Farewell Address
Summarize in your own words what George Washington is saying in this quote.
3) What do you think George Washington is warning against in these quotes and
why?
30
FORMATIVE
TheRulesofaDebate
1)Whatthreethingsdoyouneedtomakeastrongargumentduringadebate?Whydoyou
needthem?
31
1.
2.
3.
2)NameatleastfivetipsfromthisvideothatwillhelpYOUduringthedebate
1.
2.
3.
4.
5.
3)Whyisdebatingimportant?
32
33
FORMATIVE
Name______________________Class_____________________Date______________
Wow,citizen!YouhavejustwitnessedtheWhiskeyRebellion.Writealettertoyour
parents,tellingthemwhathappened.You
MUST
tellthemwhatcausedtherebellion
andwhateffectsithad.Youalso
MUST
mentionifyouagreewiththeactions
Washingtontook.Explainwhyorwhynot.
Startwriting!ThePostOfficeclosesinfiveminutes.
34
Rubrics
GeorgeWashingtonFarewellAddressWorksheetRubric
PointValue
Criteria
Questionsareleftblankorincomplete
Responsesincludeanswerbutdonotinclude
reasoning
Responsesincludeananswerandreasoning
TheRulesofaDebateWorksheetRubric
35
PointValue
Criteria
Questionsareleftblankorincomplete
Responsesincludeanswerbutexplainthe
importanceoftheanswer
Responsesincludeananswerandtheimportance
oftheanswer
TheWhiskeyRebellionLetterRubric
PointValue
Criteria
Letterisincompleteorblank
LetterexplainstheeventsoftheWhiskey
Rebellionandhasaclearclaimastowhetheror
notthestudentagreeswiththeactionsWashington
took
LetterexplainstheeventsoftheWhiskey
Rebellionsandexplainhowtheywerecausedand
whatimpacttheyhad.Letteralsohasaclearclaim
astowhetherornotthestudentagreewiththe
actionsWashingtontookandwhy.
36
DebateRubric
Topic
PointValue
PointEarned
Knowledgeoftopicisclearin
15
10
10
10
10
10
openingstatementandall
rebuttals
Astrong,clearclaimismade
inopeningstatement,that
makesthepositionofthe
speakerclear
Speakerrebutstheopposite
partysargumentswithclear,
strongargumentsoftheirown
Speakerisclearandconcise
whenspeaking
Speakershowsrespectfor
otherstudentsduringthe
debate
PoliticalPartyGraphic
Organizerisfilledoutand
37
beingutilizedduringthe
debate
65
EssayQuestion1Rubric
Topic
PointValue
PointEarned
Studentclearlystatesa
15
25
methodHamiltonusedto
bringusbackfromthebrink
ofeconomicdisastertariffs,
thenationalbank,taxes,etc.
Studentclearlystatesthat
whetherornottheyagreewith
HamiltonsPlan.
Studentexplainstheimpact
andreasoningbehindall
answers.
38

EssayQuestion2Rubric
Topic
PointValue
PointEarned
Studentclearlystatesa
15
25
precedentthatWashingtonset
thattheythinkisthemost
important.
Studentexplainswhy
Washingtonsetthisprecedent.
Studentexplainstheir
reasoningastowhythisisthe
mostimportantprecedent.
OpeningStatementDebateRubric
Topic
PointValue
PointEarned
Studentcreatesaclearclaim.
10
Studentusesevidencetoback
uptheirclaim.
39
StudentexplainStheimpactof
10
25
theevidence
HamiltonsPlanArgumentRubric
Topic
PointValue
PointEarned
Studentcreatesaclearclaim.
Studentusesevidencetoback
uptheirclaim.
Studentexplaintheimpactof
theevidence
UnitCalendar
Introductionto
Federalistsand
DemocraticRepu
blicans(Hooking
Lesson)
Nov17
8.1Discussionon
Washingtons
presidency
(RoleplayLesson)
Nov18
InClassDebate
Project
Preparation
Nov19
8.2Discussionon
theEarly
Challengesofthe
NewNation
(LectureLesson)
Nov20
InClassDebate
Project
Preparation
Nov21
40
8.3Discussionon
theFirstPolitical
Parties
SpeedLearning
withSmallGroup
Instruction
TheDebate
(Controversial
IssueDiscussion)
TheDebate
UnitQuest
Day1:IntroductiontotheFederalistandDemocraticRepublicans(HookingLesson)
1. LessonEssentialQuestion(s):
41
WhydidWashingtonwarnagainstthedangersofpoliticalpartiesinhisfarewelladdress?
2. Standards:
a. CCSS.ELALITERACY.RH.68.2Determinethecentralideasorinformationofa
primaryorsecondarysourceprovideanaccuratesummaryofthesourcedistinct
frompriorknowledgeoropinions.
b. CCSS.ELALITERACY.RH.68.4Determinethemeaningofwordsandphrasesas
theyareusedinatext,includingvocabularyspecifictodomainsrelatedto
history/socialstudies.
c. 6.1.8.D.3.cAnalyzetheimpactofGeorgeWashingtonasgeneraloftheAmerican
d. CCSS.ELALITERACY.RH.68.1Citespecifictextualevidencetosupportanalysis
ofprimaryandsecondarysources.
4.A.LearningObjectivesandAssessments:
LearningObjectives
Assessments
StudentswillanalyzeWashingtons
StudentswilltakepartinWashingtons
warningagainstthedangersofpolitical
Farewelladdressactivity.
parties
5.Materials:
a. WashingtonsFarewelladdressexcerpt
b. PoliticalPartycharacteristicsheet
42
c. TheAmericanJourneytextbook
d. Acomputerwithinternetaccess
e. Aprojector
f. TheDebatePacket
6.Prelessonassignmentsand/orpriorknowledge:
StudentswillhavepriorknowledgeofGeorgeWashingtonandhismilitarycareerduringthe
AmericanRevolutionandasafoundingfatheroftheUnitedStates.
7.LessonBeginning:
(10minutes)StudentswillreceivethePoliticalPartyCharacteristicSheet.Whilewatchingthe
PoliticalPartyRapvideo(
https://www.youtube.com/watch?v=HtGgreHgvfo
),studentswillbe
askedtofilloutcharacteristicsthattheyseethatareaffiliatedwitheachparty.Theyshouldalso
writedownthingsthattheyalreadyknowaboutthepoliticalparties.Studentswillsharethe
thingstheysawandthethingsthattheyknowaboutpoliticalpartiestoday.Thiswillleadintothe
firstpoliticalparties.
8.
InstructionalPlan
:
(15minutes)Teacherwillintroducetheunittothestudents,tellingthemtheywillbelearning
aboutWashingtonspresidencyandthedevelopmentofthefirstpoliticalparties.
StudentswillreceiveanexcerptfromWashingtonsFarewelladdress,warningaboutthedangers
ofthepoliticalparties.Studentswillbeputintogroupsofthreeorfourandaskedtoreadthe
documenttogether.Theywillbeaskedtoanswerthefollowingquestionswhileanalyzingthe
document:
a. WhataresomeofthereasonsWashingtongivesfordenouncingpoliticalparties?
43
b. DoyouagreeordisagreewithWashington?
Teacherwilloffersmallgroupinstruction.
(10minutes)Thiswillleadintothedebate,onpoliticalparties.Teacherwillhandoutthedebate
packet,andreaditalongwiththestudentssothattheyknowwhatisexpectedofthem.Inthe
packet,thereisagraphicorganizerwitheachissuethatthestudentswillbeexpectedtoknow
andapacketwithinformationoneachissuestouseasastartingoffpointforthestudents.
Homework:
StudentswillreadChapter8.1intheirtextbookandtakenotesfortheir8.1opennotes
quizonDay3.Theywillalsodefinekeyconceptsinthechapter.
o Differentiation:
All504sandIEPswillbeaccommodatedasspecified.
Worksheetwillserveasavisualaid.
Studentswillreceivegraphicorganizer.
Therewillbeanadvancedlearnerineachgrouptofacilitatelearning.
o Questions
DidGeorgeWashingtonwanttobepresident?Ifnot,whydidheacceptthe
position?
Isdutyacharacteristicofthepresidenttoday?
o ClassroomManagement
44
Deskswillbesetupinamannerthatwillfacilitatediscussion,sixteendeskson
eachside,facingeachother.Awidespaceinthemiddlewillallowfortheteachertowalkamong
thestudentsandmonitortheirunderstanding.Whenaskedtoworkingroups,
studentswillturndeskstofaceeachothersothattheywillbetterfacilitatetheirother
groupmemberslearning.
o Transitions:
StudentshavepriorknowledgeofGeorgeWashingtonsmilitaryservice.This
willleadintothequestionposedinthelessonbeginning.Theofficechoosesthemanisaquote
thatwillprovokethoughtonthesubjectofGeorgeWashingtonandtheprecedentshesetasthe
USsfirstpresident.Thisisamajorthemeintheunitandwillbeusedastransitionintotalking
abouttheunit.Fromtalkingabouttheunit,wewillcatapultintotheprojectthatwillbetakenon
duringtheunit.
9.Closure:
(5minutes)Studentswillshareaquestionorreflectonthelessoninsomeway.
45
Reflection
Myfirstdayteachingwasextremelyexciting.Ibeganmylessonbyreintroducingmyself
totheclassandtellingthemthatIwouldbetheirteacherforthenexttwoweeks.Theyhadall
takenapoliticalpartyrapsheetandacopyofthelyricswhentheywalkedin,asperthe
directionsontheboard.Igavethestudentsaminutetogathertheirthoughtsaboutthepolitical
partiesandjotdownanythingtheyknewalreadyabouttheparties,thenIstartedthevideo.I
pickedthisvideobecauseitwascatchyandkindofcheesy.Itiskindoflikeamusicvideothat
thekidswouldwatchonMTVorontheinternet.Ithoughtitwouldbegreatandreallyrelatable.
ThekidswerenotasintoitasIhadhoped.Myclass,thethirdperiodoftheday,isalarge,
rambunctiousgroupofkids,butduringthevideo,noneofthisshowed.Therewereafewlaughs
butgenerallythestudentsweresointentlyfocusedonthelyricsandgettingtheassignmentdone.
AgoodwayIcouldhavecorrectedthiswouldhavebeentogivethestudentsthelyrics
afterwards.Whenthevideowasover,Iaskedthestudentstoturntothepersonnexttothemand
sharewhattheyhadwritten.Then,Iaskedeachpairtosharewiththeclass.Idirectedtheclass
towardstheideathatpoliticalpartieshavedifferentpoliticalbeliefsandthattheyaredivided.
Thisleadintothenextactivity.
Itoldthestudentswewouldbelearningaboutthefirstpoliticalpartiesthisunit.The
videohadevengivensomebackgroundintohowthepoliticalpartieswereformedduringGeorge
46
Washingtonspresidencyandhowtheycontinuedtogrow,sothathadquelledsome
misconceptions.IhandedouttheGeorgeWashingtonFarewelladdressactivityandexplainedto
thestudentsthatweweregoingtolookatsomeofthespeechGeorgeWashingtongavewhenhe
leftoffice.Idividedthemintogroupsoffourandletthemstarttodecipherthetext.Asitwalked
aroundandcheckedonthegroups,itbecameverycleartomethatthelanguageoftheaddress
wastoohardforthestudents.AlotofthemwereGooglingwordsontheirsmartphones,butthat
onlyhelpedsomuch.Iwentgroupbygroupandtriedtodirecttheirthinkingbyanalyzingthe
languagewiththem.Thiswasgreatandtheyreallystartedtounderstandthathewaswarning
againstthedangersofpoliticalpartiesdividingthenationbutitwasalsoverytimeconsuming.I
wasrunningoutoftimequickly,soIbroughttheclassbacktogetherandanalyzedthetextwith
theclass,askingthemwhatGeorgeWashingtonissayinginhisaddress.Thisbroughtthe
conversationbackintotheideathatdifferingpoliticalbeliefsdividedthenation,whichleadinto
thedebate.
Ihandedoutthedebatepacketsandquicklyexplainedwhatwasexpectedofthestudents.
Toclose,Iopenedupthefloortothestudentsandaskedthemtoshareanyquestionstheyhad
aboutthedebateortheunit.ThestudentsseemedtobealittleconfusedaboutthedebateandI
answeredasmanyquestionsasIcouldbeforeIranoutoftime.ThistellsmethatIwillneedto
gothroughthedebatewiththemagain.
47
Day2:8.1DiscussionWashingtonsPresidency(RoleplayLesson)
1.
LessonEssentialQuestion(s):
HowdidGeorgeWashingtonsterminofficesetprecedentsforfutureleaders?
2. Standards:
c. 6.1.8.D.3.cAnalyzetheimpactofGeorgeWashingtonasgeneraloftheAmerican
d. 6.1.8.D.3.gEvaluatetheextenttowhichtheleadershipanddecisionsofearly
administrationsofthenationalgovernmentmetthegoalsestablishedinthePreamble
oftheConstitution.
48

LearningObjectives
Assessments
Studentswillbeabletoanalyzetheimpact
Studentswillparticipateinawhiteboard
ofGeorgeWashingtonasthefirst
ledclassdiscussion.
presidentoftheUnitedStates.
Studentswillbeabletoexplainhowto
Studentswillcreateastrongargumentas
makeavalidargument.
towhytheyagreewithHamiltonsplan
orwhytheydonot.
5.Materials:
a. Printedpowerpointpresentation
b. TheAmericanJourneytextbook
c. Acomputerwithinternetaccess
d. Aprojector
e. Apowerpointpresentation
StudentswillhavepriorknowledgeaboutGeorgeWashington,theformationoftheearly
government,andtheAmericanRevolution.Theywillhavealsoreadandoutlinedthechapterfor
homeworkbeforethelesson.
49
7.LessonBeginning:
(10minutes)Onestudentwillbeaskedtositatthefrontoftheclass.HewillbeGeorge
Washington.TheclasswillactasAlexanderHamiltonandmakesargumentstoconvince
GeorgeWashingtontobepresident.Everyvalidargumentwillearntheclassapoint.When
theclasshasaccumulatedsevenpoints,GeorgeWashingtonwillagreetobepresident.Teacher
willposethequestionDoyouthinkitwaseasytoconvinceWashingtontobecomepresident?
8.
InstructionalPlan
:
(5minutes)TeacherwillleadPowerPointdirecteddiscussionaboutPresidentWashingtonbased
onthestudentsreadingfromthenightbefore.Studentswillusetheirnotestoprovideevidence
duringdiscussion.
a. WhatpresidentsdidWashingtonsetasthefirstpresidentoftheUnitedStates?
b. WhydidAmericanstrustWashington?
(5minutes)TeacherwillleadPowerPointdirecteddiscussiononthefinancialproblemsinthe
countryduringthistime.Studentswillusetheirnotestoprovideevidenceduringdiscussion.
a. WhatwastheimpactoftheJudiciaryActof1789?
b. Whohasthepowertodismisscabinetmembers?Whatdidthisdecisiondo?
(5minutes)TeacherwillleadPowerPointdirecteddiscussionontheHamiltonsproposalsfor
buildingastrongernationaleconomy.Studentswillusetheirnotestoprovideevidenceduring
discussion.
a. WhywastheiroppositiontoHamiltonsplan?
b. HowdidHamiltongainsupportforhisplan?
50
(15minutes)StudentswillhavebeenjusttalkingaboutHamiltonsplan.Teacherwillbreak
studentsintogroupsoffourandassignthempositionsonwhetherornottheywouldsupport
Hamiltonsplan.Teacherwillexplainthatastrongargumentneedsaclaim,evidenceandan
explanationoftheimpactofthisevidenceandmodelanexample.Studentswillcreateastrong
argumentfortheirgroupbasedonthisexample.Studentswillthenreadtheirgroupsstatement
andreceivefeedback.
Homework:
StudentswillcompleteaCornellNotessummaryon8.1.
o Differentiation:
Powerpointwillserveasavisualaid.
Studentswillworkingroups.
Studentswillreceivesmallgroupinstruction.
Groupworkwillallowforadvancedlearnersandlessadvancedlearnerstohelp
eachother.
o Questions
WhatpresidentsdidWashingtonsetasthefirstpresidentoftheUnitedStates?
WhydidAmericanstrustWashington?
WhatwastheimpactoftheJudiciaryActof1789?
Whohasthepowertodismisscabinetmembers?Whatdidthisdecisiondo?
51
WhywastheiroppositiontoHamiltonsplan?
HowdidHamiltongainsupportforhisplan?
WhatarethebenefitstothetariffsandtaxesHamiltonproposes?
WhatarethedownsidestothetariffsandtaxesHamiltonproposes?
thestudentsandmonitortheirunderstanding.Whenaskedtoworkingroups,studentswillturn
deskstofaceeachothersothattheywillbetterfacilitatetheirothergroupmemberslearning.
o Transitions:
StudentswillstartthelessonbytakingacloserlookatGeorgeWashingtons
presidency,accordingtowhattheyhaveread.Thiswillleadintoadiscussionon
thechaptertheyread,whichendsinHamiltonssolutionstothefinancialproblemsinUS,which
willmakeagoodtransitionintotheminidebatesaboutHamiltonstariffs.
9.Closure:
(5minutes)Studentswillcomparetheirargumenttotheoutlineforastrongargumentandreflect
onhowtomaketheirargumentbetter.
52
Reflection
Iwasreallynervousaboutgivingmyfirstlecture.ThenightbeforeIhadrereadthetext
bookthreetimesandreadeverythingontheinternetIcouldabouttheearlystagesofGeorge
Washingtonspresidency.Ibeganthelessonbyaskingforavolunteer.Halfthehandsinmy
classshotup.Thiswasagoodstart.IpickedGabe,whocameandsatatthefrontoftheroom.I
explainedtotheclassthatGabewouldbeplayingtheroleofGeorgeWashington.Isaid,So
heresyourmotivation,Gabe!YouareGeorgeWashingtonandyouaretiredfromthewar.You
wanttorelax.Youwanttoretireandthereisnothingthatcanstopyou.Iturnedtotheclass,
YouguysareallgoingtobeAlexanderHamilton.YouhavetoconvinceWashingtontobeyour
53
president.Tellhimwhy!IturnedbacktoGabe,Now,Gabe,theyaregoingtotryandconvince
youbutyouhavetosaynountiltheyhavemadeatleastsevenstrongandextremelyconvincing
arguments.Illkeeptrackontheboard.
Thestudentsbeganraisingtheirhands,eachgivinganargumentastowhyGeorge
Washingtonwouldmakeagoodpresidentandwhythecountrywantedhim.Slowly,thepoints
accumulatedontheboard.Finally,whenwehadreachedsevenpoints,Gabeagreedtobethe
president.Thisexerciseleadintothefirstportionofmylecture,onhowGeorgeWashington
didntwanttobepresidentbuthediditanyway,becausetheAmericanpeopletrustedhimandit
washisduty.
WetalkedabouttheprecedentsWashingtonset,thedepartmentshispresidencycreated
andAlexanderHamiltonsvisionforthefinancialfutureofthenation.Afterdiscussing
Hamiltonsplan,Idividedthestudentsintogroupsoffourandassignedthemasidefor
Hamiltonsplanoragainstit.Iexplainedthecomponentsofastrongargument,breakingeach
onedownandexplaininghowtheyrelatedtoeachother.ThenIaskedthemtodevelopan
argumentfororagainstHamiltonsplanusingthisoutline.TheproblemIfoundwhenwewent
overeachgroupsstatement,wasthattheystudentwerenotusingtextevidence.Iwasoffering
thesameadviceoverandover.Thatsagreatstartbutyoushouldincludesomeevidenceto
backupyourclaim.Youhaveanimpactbuthowdoyouknowthis?IthinkthatIwillhaveto
addressthisinafuturelesson.
54
55
56
57

Day3:InclassDebatePrep
1.
HowdidthepoliticalpositionsoftheFederalistsandRepublicansdiffer?Istherea
betterpoliticalparty?
2. Standards:
b. 6.1.12.A.2.dCompareandcontrasttheargumentsofFederalistsandAntiFederalists
c. 6.1.8.D.3.gEvaluatetheextenttowhichtheleadershipanddecisionsofearly
oftheConstitution.
d. 6.1.8.D.2.aAnalyzethepowerstruggleamongEuropeancountries,anddetermineits
e. CCSS.ELALITERACY.RH.68.1Citespecifictextualevidencetosupportanalysis
LearningObjectives
Assessments
58
StudentswillexplaintheimpactofGeorge Studentswillparticipateinanopennotes
Washingtonspresidencyandthe
quizon8.1.
rebuildingoftheeconomyfromchapter
8.1andtheclassdiscussion.
Studentscandeterminehowtomakea
StudentswillfilloutRulesofaDebate
strongargument.
worksheet.
5.Materials:
f. TheAmericanJourneytextbook
g. TheDebatePacket
h. Computer
i. Projector
StudentswillhavethegraphicorganizerontheFederalistsandDemocraticRepublicansthat
theywillhavebeenfillingout.
7.LessonBeginning:
(5minutes)Studentswillparticipateinopennotesquizon8.1,whichtheywillgrabwhenthey
walkin.
59
(10minutes)Teacherwilltransitionstudentsbysayingthattheissuesthatweretalkedabouton
thequiz,theissuesthatdividedthenationarewhatwearegoingtousetoparticipateinour
debate.StudentswillreceivetheDebateRulesworksheet.WhilewatchingtheDebatevideo
(
https://www.youtube.com/watch?v=LesGw274Kjo
)studentswillbeaskedtowritedownthe
rulesofadebateaccordingtothevideo.Studentswillsharetheirinsights.Thiswillleadintothe
researchfordebate.
8.
InstructionalPlan
:
(5minutes)Studentswilltakeouttheirdebatepacketsandreadthroughthedebatepromptwith
theteacher.Teacherwillansweranyquestionsstudentsstillhave.
(15minutes)Studentswillbeassignedanissueforthedebate.Theymustresearchbothsidesof
theissueanddevelopanopeningstatement,defendingtheirpositionontheissue.Allstudents
shouldhavetheinformationintheirtextbookandtheymayalsouseinternetsources.Teacher
willbewalkingaround,monitoringeachgroupsprogressandofferingsmallgroupinstruction.
Homework:
o Differentiation:
60
o Questions
HowdidthepoliticalpositionsoftheFederalistsandRepublicansdiffer?
Isthereabetterpoliticalparty?
o Transitions:
Studentshavehadtheirgraphicorganizersinceday1.Afterbeingdividedinto
theirgroups,theyllbereadytostartworkontheirprojects.Thiswilltransitionintotheclosing,
astheteacherchecksintoseehowthestudentsarefeelingabouttheprogresstheyhavemade.
9.Closure:
(5minutes)TeacherwillcheckinwithstudentsusingThumbsup/Thumbsdown,posing
questionsabouthowthestudentsfeelabouttheprogresstheyhavemadeontheirprojectsofar.
Wewilldiscuss.
61
Reflection.
Ibeganthelessonbytellingthestudentsthatwewouldbefocusingontheissuesthat
dividedthenationduringthisunit.Itoldthemthatwewouldbeusingtheseissuestodebate,but
inordertodebate,wemustfirstunderstandhowtodebate.IgavethestudentsaRulesofDebate
worksheetandIputonthevideo.Likethefirstvideo,Ichosethisvideobecauseitwasquirky
andhadareallynicebreakdownofhowtomakeastrongargument,somethingmykidshad
beenstrugglingwiththedaybefore.Afterthevideo,Iaskedthestudentstoturnandtalktotheir
neighborssotheycouldcompareanswers.Thenwediscussedthethingsthatastudentneededto
doduringthedebateandhowthesetipsmightbehelpful.
ThestudentstookouttheirdebatepacketsandKylievolunteeredtoreadtheprompt
aloud.Aftertheprompt,thestudentposedquestionsbuttheyseemedlessconfusedthanthefirst
timewehadtalkedaboutthedebate.Ihadthestudentsnumbertheissuesontheirgraphic
organizers,onetoseven.ThenIgaveeachstudentanumber,assigningthematopic.Theygot
intotheirgroupsandIexplainedthattheyneededtodosomeresearchonthetopictheywere
62
given.Theymustresearchbothsidesoftheargumentfortheirissueandagainstitthefederalist
sideandthedemocraticrepublicanside.Todothis,theycouldusetheinformationprovided
themintheirtextbookandadditiononlinesources.Theybegantoresearch.Iwalkedaround,
checkingontheirprogressandofferinginstructiontothegroups.Overall,studentsseemedtobe
gettingalotoftheirresearchdone.Ibroughttheclassbacktogetherandaskedthemputtheir
thumbsupiftheyfeltprettygoodabouttheirprogresssofar.Overthreethirdsoftheclassput
theirhandsup.Iaskedthemtosharesomeconcernstheyhadaboutresearchingtheirtopic.Alot
ofstudentswereworriedaboutwhereforfindadditionresources.Isuggestedwebsitethatwere
.ORGsor.EDUs.Inaddition,IpostedalinktoDigitalHistory.uh.eduontheschoolwebsite,
whichoffersatonofprimarysourcesandsummariesonthesubject.
63
Day4:82DiscussionEarlyChallenges(LectureLesson)
1. LessonEssentialQuestion(s):
Howdidthenewgovernmentstruggletokeeppeaceathomeandavoidwarabroad?
3. Standards:
e. CCSS.ELALITERACY.RH.68.2Determinethecentralideasorinformationofa
f. CCSS.ELALITERACY.RH.68.4Determinethemeaningofwordsandphrasesas
g. 6.1.8.D.3.cAnalyzetheimpactofGeorgeWashingtonasgeneraloftheAmerican
64
h. 6.1.8.D.3.gEvaluatetheextenttowhichtheleadershipanddecisionsofearly
oftheConstitution.
i. 6.1.8.D.2.aAnalyzethepowerstruggleamongEuropeancountries,anddetermineits
LearningObjectives
Assessments
Studentswillbeabletoanalyzetheearly
Studentsparticipateinwhiteboardbased
challengesofthenewnation.
classdiscussion.
Studentswillbeabletoanalyzethecauses
Studentswillwritealettertotheir
andeffectsoftheWhiskeyRebellion.
parentsdetailingtheeventsofthe
WhiskeyRebellions.
5.Materials:
j. Printedpowerpointpresentation
k. TheAmericanJourneytextbook
l. Acomputerwithinternetaccess
m. Aprojector
n. Apowerpointpresentation
o. WhiskeyRebellionworksheet
65
StudentswillhavepriorknowledgeaboutGeorgeWashington,theformationoftheearly
government,andtheAmericanRevolutionaswellastheinformationinChapter8.1.Theywill
havealsoreadandoutlinedthechapterforhomeworkbeforethelesson.
7.LessonBeginning:
(15minutes)StudentswillwritealettertotheirparentsdetailingtheeventsoftheWhiskey
Rebellion.Theywillreadtheirletterstoapartneranddiscusswhateffectsthisrebellionandthe
actionsGeorgeWashingtontookhad.Studentswillbeaskediftheyagreewiththeactions
Washingtontookandexplaintheiranswer.Thiswillleadintothefirstpartofthelecture,the
WhiskeyRebellion.
8.
InstructionalPlan
:
(5minutes)TeacherwillleadPowerPointdirecteddiscussionaboutPresidentWashingtons
reactiontothewhiskeyrebellionbasedonthestudentsreadingfromthenightbefore.Students
willusetheirnotestoprovideevidenceduringdiscussion.Studentswillbeaskedwhatprecedent
thissetandhowitwasdifferentfromreactionstorebellionsinthepast.
a. Howdidthiscomparetootherrebellions?
b. Whatprecedentdidthisset?
(5minutes)TeacherwillleadPowerPointdirecteddiscussiononthestruggleoverthewest.
Studentswillusetheirnotestoprovideevidenceduringdiscussion.
a. WhydidntBritainandSpainwanttheU.S.tosettleinthewest?
b. WhydidmanyAmericansbelievethatanalliancewithFrancecouldbebeneficial?
66
(5minutes)TeacherwillleadPowerPointdirecteddiscussionontheproblemswithEurope.
Studentswillusetheirnotestoprovideevidenceduringdiscussion.
a. WhatweretheimpactsofJaysTreaty?
b. WhydidWashingtonemphasizeneutrality?
(5minutes)TeacherwillleadPowerPointdirecteddiscussionaboutWashingtonsfarewell
address.Studentswillusetheirnotestoprovideevidenceduringdiscussion.
a. WhatprecedentdidWashingtonsetbynotseekingathirdterm?
b. Whatdidhewarnagainstinhisfarewelladdress?
Homework:
o Differentiation:
o Questions
WhatweretheimpactsofJaysTreaty?
HowdidGeorgeWashingtonsterminofficesetprecedentsforfutureleaders?
Whywasthereastruggleoverthewest?
WhydidWashingtonemphasizeneutrality?
WhatdidWashingtonsfarewelladdresswarnagainst?
67
Howdidthiscomparetootherrebellions?
WhatweretheimpactsofJaysTreaty?
WhatprecedentdidWashingtonsetbynotseekingathirdterm?
o Transitions:
Studentswillstartthelessonbythinkingaboutthepreviouschapterand
reviewingthematerial.Thentheywilltransitionintothediscussingthechaptertheyreadthe
nightbefore.Thentheywillhavetoshareonethingaboutthelesson,whichwillhelpthemto
focuswhattheyhavelearned.
9.Closure:
(5minutes)Studentswriteonwhiteboardthemostimportanteventinthissectionandshare.
Reflection
Iwasveryexcitedaboutmysecondlecture.IbeganmylessonbyhandingoutaWhiskey
Rebellionsheettoeachstudent.Thestudentsweretaskedwithwritingalettertotheirparents.In
thelettertheymustdetailthecausesandeffectsofthewhiskeyrebellion.Theymustalsoexplain
68
whetherornottheyagreewiththeactionsWashingtontookandwhyorwhynot.Igavethe
studentsfiveminutestowritetheirletters,thenaskedthemtosharetheletterswiththeir
neighbors.Iwalkedaround,listeningtotheletters.Thestudentswerereallyintoit,whichwas
greatandthelettersIheardwereonpoint.Ibroughttheclassbacktogetherandaskedsomeone
toexplainwhathappenedduringtheWhiskeyRebellion.Ithenaskedthestudentsiftheyagreed
withtheactionsWashingtontook.
Washingtonsactionsleadintothefirstpartofmylecture,whichfocusedontheimpact
oftheseactions.Wetalkedabouttheideaofprecedent.Iaskedstudentstowritedownwhat
precedentwassetbytheactionsWashingtontookduringtheWhiskeyRebellion.Thisprecedent
leadintoadiscussionoverthestruggleoverthewest.WhatIreallywantedthekidstogetoutof
itwasthefactthatBritainandSpainwereimposingonthelandandinfluencingtheNative
AmericansandwhythiscouldbedangerousandwhywemightwantatreatywithFrance.The
supportforFranceleadintoWashingtonsProclamationofNeutralityandwhyhewouldwant
thisandwhybeingneutralwassohardtomaintainwhenBritainandFrancewerevyingforthe
USssupport.ThisleadmeintoJaysTreatyandtheimpactofsuchadocument.Ihadthe
studentsthetworeasonswhyJaysTreatyhadlittlesupportontheirwhiteboardsandaskedthem
howtheSpanishorFrancemightfeelaboutsuchadocument.Howmightsupportfordifference
alliancesdividethenation?IendedmylecturewithareturntoWashingtonsFarewelladdress
andaskedsomeonetoreiteratewhatwehadlearnedabouthiswarningonthefirstdayofclass.
Lastly,wediscussedtheprecedentofonlyservingfortwoterms.
Toclose,Ihadstudentswritetheeventthattheyfeltwasmostimportanttothissectionof
theunitandexplainwhy.Thestudentshelduptheirwhiteboardsandtheywereactuallypretty
69
good.WediscussedtheimpactofthingslikeJaysTreatyandtheProclamationofNeutrality,
leadingthediscussionbackintothedivisionofthenation.
70
71
72
73

Day5:InclassDebatePrep
1.
HowdidthepoliticalpositionsoftheFederalistsandRepublicansdiffer?Istherea
betterpoliticalparty?
2. Standards:
f. CCSS.ELALITERACY.RH.68.2Determinethecentralideasorinformationofa
g. 6.1.12.A.2.dCompareandcontrasttheargumentsofFederalistsandAntiFederalists
h. 6.1.8.D.3.gEvaluatetheextenttowhichtheleadershipanddecisionsofearly
oftheConstitution.
i. 6.1.8.D.2.aAnalyzethepowerstruggleamongEuropeancountries,anddetermineits
j. CCSS.ELALITERACY.RH.68.1Citespecifictextualevidencetosupportanalysis
LearningObjectives
Assessments
74
Studentswillbeabletoexplainhowthe
Studentswillparticipatinginanopen
newgovernmentstruggledtokeeppeace
notesquizon8.2.
athomeandavoidwarabroad.
Studentswillexplainhowtocreatea
Studentswillcreateanopening
strong,openingstatement.
statementfortheirdebate.
5.Materials:
p. TheAmericanJourneytextbook
q. TheDebatePacket
StudentswillhavegraphicorganizerontheFederalistsandDemocraticRepublicansthatthey
willhavebeenfillingout.Theywillhavealsoalreadyhadonedayofpreparationtime.
7.LessonBeginning:
(5minutes)Studentswillparticipateinopennotesquizon8.2.
(10minutes)Thematerialonthequizwilltransitionintotheinformationtheymustknowforthe
debate.StudentswillbeassignedasideFederalistorDemocraticrepublican,andwillbe
requiredtodevelopanargumentfortheirsideontheirtopic.Teacherandstudentswilldiscuss
howtodevelopastrongargument.Theyhavedonethisbeforesotheyshouldbefamiliarwithit.
Teacherwillwritethethreetipsfromthevideoontheboardasareferenceforthestudents.
a. Makeaclaim.
75
b. Supportthatclaimwithevidence.
c. Explainwhatthatevidenceshows
Teacherwillmodelanexampleforthestudents.Teacherwillmakeaclaim,saying,Severus
Snapeisagoodguy,supportthatclaimwithevidencefromthebookandthenexplainwhyit
makesSeverusSnapeagoodguy,ratherthanavillain.
8.
InstructionalPlan
:
(20minutes)Studentswillworktodeveloptheirownopeningstatements,basedontheexample
modeledbytheteacher.Theywillusetheinformationtheygatheredonthepreviousresearch
daytosupporttheirclaimsandguidetheirarguments.Teacherwillbewalkingaround,offering
smallgroupinstruction.
Homework:
o Differentiation:
o Questions
76
Isthereabetterpoliticalparty?
o Transitions:
Studentswillbeputintogroupsthatwillallowthemtodeveloptheirargument.
Thiswillleadintotheassessmenttoseewherethestudentsareat
9.Closure:
(5minutes)Teacherwillaskstudentstoshareaproblemthatarehavingwiththeiropening
statements.
77
Reflection
Ibeganmylessonbywritingthethreetipsformakingastrongargumentontheboard.I
hadpreviouslydiscussedwiththemhowtomakeanargument,butIthoughtthestudentsneeded
agoodexampletohelpthemunderstandtheimportantofusingevidencetosupportyourclaim.
Wearegoingtomakeourownargumentasaclass,Itoldthem,WhohereisaHarryPotter
fan?IdidnotgettheenthusiasticresponseIhadhopedforatfirstgrumbling,afewsmilesand
abunchofhandsshotintotheair.Ididnotworrythough.Thiswouldrusethem.Soweare
goingtomakeaclaimaboutoneofthecharactersinHarryPotter.Wearegoingtoclaimthat
SeverusSnapeisagoodguy.Iheardoh!sandno!s.Good!Theywerehooked.SowhatI
amclaiming,guys?Iasked.Iwantedtobreakitdownasmuchaspossible.Theylookedatme
likeIhadjusttoldthemIwasapurplepeopleeater.Uh,thatSeverusSnapeisagoodguy?
theytoldme.Exactly!Andhowdoweknowhesagoodguy?Hesadeatheater!Hesabad
guy!Whatthingsdoeshedointhebookthatcouldproveotherwise?Iaskedthem.He
78
becomesaspyforDumbledore,someoneraisestherehandandsays.Sotheresapieceof
evidence,right?Sowedwanttogobacktothebookandfindthatandputitintoourargument.
Wecouldsaysomethinglike,Inthebook,Snapebecomesadoubleagent,workingfor
DumbledorewhilehepretendstobeloyaltoLordVoldemort,Isaidandaddedittoouropening
statement.Lastly,Iaskedthem,HowdoesthisbitofinformationprovetousthatSnapeisa
goodguy?WetalkedovertheideathathewasloyaltoDumbledore,whowasagoodguyso
thatmakesSnapeagoodguyandtheideathathewasbetrayingthebadguys.Iranalittlelong
withmytiming,butIthinkitwasworthitbecausethestudentswerehavingalotoftroublewith
developinganargumentbefore.
Nowthattheyhadcreatedanopeningstatementwithme,thestudentswerepreparedto
createoneontheirown.Idividedtheoriginalissuegroups,onestudentwasafederalistandone
studentwasademocraticrepublican.Nowtheyhadtodevelopanargument,ontheirissue,for
theirside.Iwalkedaround,helpingstudentswiththeirargumentsuntiltheendoftheperiod.I
didnotgettomyclosingbecauseIranoutoftime.
79
Day6:8.3DiscussionTheFirstPoliticalParties
4.
Howdidthefirstpoliticalpartiesform?Doesthegovernmenteverhavetherighttodeny
therightsofthepeople?
5. Standards:
j. CCSS.ELALITERACY.RH.68.2Determinethecentralideasorinformationofa
k. CCSS.ELALITERACY.RH.68.4Determinethemeaningofwordsandphrasesas
80
l. 6.1.8.D.2.aAnalyzethepowerstruggleamongEuropeancountries,anddetermineits
m. 6.1.8.A.3.eDeterminewhytheAlienandSeditionActswereenactedandwhether
theyunderminedcivilliberties.
n. 6.1.8.A.3.fExplainhowpoliticalpartieswereformedandcontinuetobeshapedby
o. 6.1.12.A.2.dCompareandcontrasttheargumentsofFederalistsandAntiFederalists
LearningObjectives
Assessments
Studentswillexplainhowpoliticalparties
Studentswillanswerquestionsona
wereformedandcontinuetobeshapedby
whiteboardduringclassdiscussion.
differingperspectivesregardingtherole
andpoweroffederalgovernment.
StudentswilldeterminewhytheAlienand
SeditionActswereenactedandwhether
5.Materials:
r. Printedpowerpointpresentation
s. TheAmericanJourneytextbook
81
t. Acomputerwithinternetaccess
u. Aprojector
v. Apowerpointpresentation
w. Whiteboards
StudentswillhavepriorknowledgeabouttheFederalistsandtheDemocraticRepublicansand
theimpactoftheAlienandSeditionActsfromreadingandoutliningthetextthenightbefore.
7.LessonBeginning:
(5minutes)StudentswillanalyzethecartoonaboutWashingtonsFarewellandwhatthecomic
stripisimplying.Studentswillsharewiththeirneighborsanddiscussasaclass.
Thiswillleadintothediscussionabouthowthepoliticalpartieswereformed.
8.
InstructionalPlan
:
(10minutes)TeacherwillleadPowerPointdirecteddiscussionabouttheemergenceofpolitical
partiesbasedonthestudentsreadingfromthenightbefore.Studentswillusetheirnotesto
provideevidenceduringdiscussion.Studentswillbeaskedtoaddressthefollowingquestions
duringthediscussionusingtheirwhiteboards:
a. Howdidthefirstpoliticalpartiesfirstemerge?
b. WhichpoliticalpartywouldaBostonfactoryownermostlikelysupport?Howdoyou
know?
82
c. HowdidtheFederalistsandtheDemocraticRepublicansdifferintheirviewofthe
Constitution?
(5minutes)Havingtalkedabouttheformationoftheparties,studentswilldeterminesomeofthe
majoreffectsthattheformationpoliticalpartieshadonthenewnation.Studentswillbrainstorm,
thenwritetheiranswersontheirclasswhiteboards.Studentswillanalyzesomeofthecommon
answers.
a. Politicalpartiesbecomeawayoflife
b. FederalistsandDemocraticRepublicansproposedifferentsolutionstothesameissue
c. Bothpartiesnominatecandidatesforelection
d. In1797,JohnAdamsbecamethefirstFederalistpresident.
e. Supportforelectionnowreliedonsupportforacertainparty.
Thiswillbringthediscussionintotheelectionof1797andJohnAdamspresidency.
(5minutes)TeacherwillleadPowerPointdirecteddiscussionontheelectionof1797andJohn
Adamspresidency.Studentswillusetheirwhiteboardstoanswersquestions.Theywillalsouse
theirnotestoprovideevidenceduringdiscussion
a. WhatwasthesignificanceofJohnAdamsbecomingpresident?
b. WhateffectdidtheXYZaffairhaveonthenation?
ThiswillleadintotheAlienandSeditionacts.
(10minutes)TeacherwillleadPowerPointdirecteddiscussiononAlienandSeditionacts.
Studentswillusetheirwhiteboardstoanswersquestions.Theywillalsousetheirnotesto
provideevidenceduringdiscussion.
a.WhywastheAlienActissued?Whatwasitspurpose?
83
b.WhywastheSeditionActissued?Whatwasitspurpose?
c.WhatisthemainmessageoftheVirginiaandKentuckyresolutions?
Homework:
o Differentiation:
o Questions
Howdidthefirstpoliticalpartiesfirstemerge?
WhichpoliticalpartywouldaBostonfactoryownermostlikelysupport?Howdo
youknow?
HowdidtheFederalistsandtheDemocraticRepublicansdifferintheirviewof
theConstitution?
WhatwasthesignificanceofJohnAdamsbecomingpresident?
WhateffectdidtheXYZaffairhaveonthenation?
WhywastheAlienActissued?Whatwasitspurpose?
WhywastheSeditionActissued?Whatwasitspurpose?
WhatisthemainmessageoftheVirginiaandKentuckyresolutions?
84
o Transitions:
Studentswillstartthelessonbytakingacloserlookatdifferentviewsondifferent
issues,accordingtowhattheyhaveread.Thiswillleadintoadiscussiononthechaptertheyread
onpoliticalparties,whichwillleadthemintoadiscussionoftheelectionof1797andthe
presidencyofJohnAdams.ThiswillleadintotheXYZaffairandultimatelytheAlienand
Seditionacts.
9.Closure:
(5minutes)Studentswillpairwithshoulderbuddyandreflectonwhattheyhavediscussedby
discussingthequestion,Doesthegovernmenteverhavetherighttodenytherightsofthe
people?Thentheywillsharewiththeclass.
Reflection
IbeganmylessonbyshowingacartoondepictingWashingtonsFarewelladdress.Thecartoon
showsGeorgeWashingtonsayinggoodbyetoofficeandwarningJeffersonandAdamsagainst
politicalparties.Itgotafewchucklesoutofthekidswhentheysawit.Together,webrokedown
thecartoon.Imadesurethateveryoneknewwhowasdepictedinthecomic.ThenIaskedthem
todiscusswhatthecartoonisimplyingwithapartner.IposedthequestionWhydoyouthink
JeffersonandAdamshavethosemischievouslooksontheirfaces?Wetalkedaboutthe
85
impactionsofthecartoonandwhyitwassortoffunny.Thiscartoonleadintothebeginningof
thelecture.OntheirwhiteboardsIaskedthemtodifferentiatebetweentheideasofaFederalist
vs.theideasofaDemocraticRepublican.Duringthelessonwediscussedtheformationof
politicalpartiesduetodifferingviewsandhowthisleadintoanelectionwherewehad
candidatesfromdifferentparties.WerevisitedtheideathatWashingtondidnthavetorunfor
office,hewasjustelected.
Thisleadintotheresultoftheelectionof1797.Iaskedthestudentswhatproblemscould
havearisenhavingavicepresidentandapresidentfromdifferingparties,whichwassomethingI
wantedthemtoconsiderabouttheidealsoftheparties.
Fromthere,wemovedintoAdamspresidencyandthedespiteheinheritedwithFrance.I
explainedtheX,Y,ZaffairbutwasalittledissatisfiedwithhowIdidit.IfeellikeIgotalittle
tonguetied,describingtheevent.Inretrospect,itwouldhavebeenbetterifIhadthestudents
roleplayitout.IshouldhavepickedanX,Y,andZ,becausethatwouldhavemadeforadeeper
understandingthattheletterswerepeople,whosenamesAdamswouldnotrelease.Wetalked
abouthowthisleadintoaquasiwarwithFrance.
ThisleadintotheAlienandSeditionacts.BecauseofthedistrustofFrance,Americans
fearedimmigrantsmightbeinleaguewiththeFrenchandcouldpossiblyriseupandchallenge
America.Ontheirwhiteboards,IaskedthestudentstodiscernwhytheAlienandSeditionacts
wereenactedandiftheywereconstitution.Wediscussedwhy.
Inclosing,Ihadthestudentspairoffandtalkaboutwhetherornotthegovernment
shouldbeallowedtolimittherightsofthepeople.Thenwediscussedasaclass.Igotsome
86
prettyextremeanswers.Somepeoplebelievedintherightofthegovernmenttoprotectitspeople
nomatterthecostandotherdeclareditcompletelyunconstitutional.
Day7:SpeedLearning
3.
4. Standards:
87
k. CCSS.ELALITERACY.RH.68.2Determinethecentralideasorinformationofa
l. 6.1.12.A.2.dCompareandcontrasttheargumentsofFederalistsandAntiFederalists
m. 6.1.8.D.2.aAnalyzethepowerstruggleamongEuropeancountries,anddetermineits
n. CCSS.ELALITERACY.RH.68.1Citespecifictextualevidencetosupportanalysis
LearningObjectives
Assessments
Studentswillbeabletoexplainhowthe
Studentswilltakeopennotesquizon
politicalpartiesformedandwhatimpact
8.3.
differingpoliticalviewshadontheAlien
andSeditionacts.
Studentswillbeabletoexplainthe
Studentswillfreewrite.
argumentsofFederalistsand
AntiFederalistsduringtheratification
debates.
Studentswillbeabletoexplaintherules
ofadebate.
88

5.Materials:
x. TheAmericanJourneytextbook
y. ThePoliticalPartyGraphicOrganizer
z. TheFederalist/DemocraticRepublicanPrimarySourceHandout
aa. Bulleyecharts
bb. Postits
cc. IndexCards
Studentsknowwheretheiropennotesquizzesarehousedandwheretoputthemwhentheyare
finished.StudentswillhaveagraphicorganizerontheFederalistsandDemocraticRepublicans
thattheywillhavebeenfillingout.TheyhavebeenassignedanissuefromthePoliticalParty
GraphicOrganizerthattheyareresponsiblefor.Theywillalsohavebeenreadingthetextbook
andwillhavebeengiventheFederalist/DemocraticRepublicanhandout,whichhasinformation
oneachissue.
7.LessonBeginning:
(5minutes)Studentswillparticipateinopennotesquizon8.3.Studentswilltaketheirquiz
fromthebackoftheroomandputitintothePeriod3folderwhentheyaredone.Studentswill
beusinginformationfrom8.3toparticipateinthedebate.Thiswilltransitionintothedebate
assessment.
(1minute)Whiletheyaretakingtheirquiz,studentswillbegivenapostit.Theywillbeaskedto
writetheirIDnumberonitandplaceitontheBullsEyeChartwhentheyaredoneoncesection
89
ofthechartwillaskstudentshowconfidenttheyfeelabouttheirknowledgeofthecontentand
theotheronewillaskthemhowconfidenttheyfeelaboutthedebateitself.Studentswillplace
theirstickerwheretheyfeeltheyarethebullseyemeaningtheyareonpoint,theouterrings
meaningtheyarenot.Thisassessmentofthedebatewilltransitionintoadiscussionofthe
debate.
(9minutes)StudentswillbeaskedWhataretherulesofadebate?Whatisexpectedofyou
duringthedebate?Together,studentsandteacherwilldiscuss,usingwhiteboardtogaugethe
studentsthoughtsonthemostimportantrulesforadebate.Thentogether,theywillwriteoutthe
rulesforthedebate.Thiswillleadintothefollowingdebatepreparation.
8.
InstructionalPlan
:
(3minutes)Eachstudenthasbeenassignedatopicfromthegraphicorganizer.Theywillbe
taskedtoexplaintheirissuetoanotherstudent,whowillinturn,teachthefirststudenttheir
topic.Teacherwillpicktwostudentstomodelhowtoteachtheirissuetoeachotherandoffer
instructiononhowtothoroughlyteachtheirissue,makingsurestudentsdescribewhateachparty
believesinandwhytheybelievethat.Thisexamplewilltransitionintotheactivity.
(17minutes)Thestudentsdeskswillbearrangedintosevengroupsofthree.Eachstationwill
belabeledwithanissue.StudentswillsitintheirIssueTopicGroups.Atfirst,eachgroupof
threewillconsistofthesameissue.Onestudentfromeachgroupwillbetaskedwithbeingthe
runner.
Whentheteachersays,Switch,therunnerswillallmovetothegrouptotheirleft.Thiswillbe
doneuntilthestudentshavebeenversedoneachissue(6switches).
90
Becauseeachstudentisknowledgeableaboutacertaintopic,thestudentswillusetheirpartners
tofillouttheirgraphicorganizersandlearnmoreabouteachissue.Teacherwillmonitorthe
groupsandoffersmallgroupinstructiontomakesurestudentsarehelpingeachother.
Homework:
Studentswillcompletetheiropeningstatementforthedebateandtheirgraphicorganizer.
o Differentiation:
Duetotheshiftingofgroups,studentsofallabilitieswillbeabletowork
together.Advancedlearnerswillbeabletohelpweakerlearners,sincethe
ultimategoalofthislessonisforthestudentstoteacheachother.
o Questions
Teacheraskedquestions:
Whataretherulesofadebate?
Whatisexpectedofyouinadebate?
Studentaskedquestions:
Howwillwedebate?
Areweallexpectedtodebate?
91
Whoisthejudgeofthedebate?
Howwillwedeterminewhowinsthedebate?
Deskswillbesetupbeforeclassinsevenstations,threedeskspergroup.By
doingthisbeforehand,teacherwilltrytominimizethemovement.Therewillbealotof
movementduringthisclasssotheteacherwillmakesurethestudentsareclearonthedirections
ofhowtoparticipateinactivitysafelysothattherewontbeanyproblems.Thedesksmayhave
tobemovedbrieflyforthequiz,sostudentsarentsoclosetoeachother.
o Transitions:
Studentswilltakeaquizonthematerialthattheywillneedforthedebate.This
willleadintothedebateassessment.Afterbeingassessed,studentswilldiscussrulesofadebate
whichwillleadintopreparationforthedebate.Thiswilltransitionintotheclosing,astheteacher
checksintoseehowthestudentsarefeelingabouttheprogresstheyhavemade.Thislessonon
debatepreparationtransitionsintotomorrowslesson,whichisthedebate.
9.Closure:
(5minutes)Studentswillfreewriteabouthowtheyarefeelingaboutthedebatenow.Doyou
feelprepared?Areyounervousaboutthedebate?Teacherwillaskthestudentstosharesome
oftheirfeelingsonthedebatethefollowingday.StudentwillthenwritetheirIDnumberontheir
92
freewriteandtapeittoanotherbullseye.Thisonewillbelabeled:Doyoufeelpreparedfor
thedebate?Thebulleyemeansthattheyarereadytheouterringsmeansthattheydonotfeel
prepared.
Reflection
Ibeganmylessonbyaskingthestudentstothinkaboutandwriteontheirwhiteboarda
rulefordebatingthattheythinkismostimportant.Astheyheldthemup,Ipickedoutafewof
thecommononesandaskedthestudentswhytheywereimportanttodebatingthingslikebeing
respectfulandresearchingyourtopic.Ithoughtthiswasagoodreminderofwhatisexpectedof
themduringthedebate.Ithenexplainedtothemhowthedebateisgoingtoworkhowwewill
pickatopicandbasedontheflipofacoin,onesidewillreadtheiropeningstatementfirst.Then
theotherside.Thenthefirstsidecanaddresstheothersidesargument.Thekidsseemed
relievedtoknowhowtheywouldbedebating.
FromthatIleadintotheinformationforthedebate.Ihadstudentsgetintheirissue
groupsandthenIpickedonestudentfromeachgrouptobetherunner.ThiswayIcouldmake
suremymoreadvancedlearnersweretheretohelpmyotherstudents.Thisactivitywastime
sensitiveandmyclassislargeandloud.Althoughgettingthemintoplacethefirsttimetook
sometime,gettingthemtomovewhenIyelledswitchwaseasierthanIexpected.Iwalked
aroundduringactivity,checkingoneachgroupsprogress,andofferinghelp.Iwashearingsome
93
reallygreatexplanationsasthestudentsexplaintheirtopicstoeachother.Iwasveryexcited
howitwasturningout.However,thespeedlearningtakestime.Icouldonlygetthroughabout
fiveoftheseventopicsonthegraphicorganizerandIrealizedthatIwouldneedtogivethe
studentstimetoworkonitthefollowingday.
Iranoutoftimeduringmyclosing.Iaskedstudentstosharehowtheyfeltbuttheywere
stillpostingtheirfreewritestotheboard,soIonlygotafewverbalanswers.WhenIreadthe
freewriteslater,mostofthekidssaidthattheyfeltnervousaboutthedebatebecausetheydidnt
wanttodaythewrongthingbuttheyalsothoughtheyknewtheirmaterialprettywell.Iamvery
excitedforthedebatetomorrow.
94
Day8:TheDebate
6.
HowdidthepoliticalpositionsoftheFederalistsandRepublicansdiffer?Whatpartyhas
thestrongestarguments?
7. Standards:
p. CCSS.ELALITERACY.RH.68.2Determinethecentralideasorinformationofa
q. CCSS.ELALITERACY.RH.68.4Determinethemeaningofwordsandphrasesas
r. 6.1.8.D.2.aAnalyzethepowerstruggleamongEuropeancountries,anddetermineits
95
s. 6.1.12.A.2.dCompareandcontrasttheargumentsofFederalistsandAntiFederalists
duringtheratificationdebates,andassesstheircontinuingrelevance.1
LearningObjectives
Assessments
Studentswilldeterminewhetherthereisa
Studentswilltakeavoteandexplain
betterpoliticalpartybasedonthe
withtheirwhiteboards.
argumentsmadeinthedebate.
Studentswillparticipateinadebate.
debates.
5.Materials:
a. Whiteboards
b. PoliticalPartyGraphicOrganizer
c. Federalist/DemocraticRepublicanPrimarySourceHandOut
willhavebeenfillingout.Theywillalsohavebeenreadingthetextbookandlookingataddition
resources.
7.LessonBeginning:
96
(6minutes)Studentswillgetbackinthegroupsfromthepreviousdayandworktofinishtheir
graphicorganizersbeforethedebate.Thestudentsdeskswillbearrangedintosevengroupsof
three.Eachstationwillbelabeledwithanissue.StudentswillsitintheirIssueTopicGroups.
Onestudentfromeachgroupwillbetaskedwithbeingtherunner.
Whentheteachersays,Switch,therunnerswillallmovetothegrouptotheirleft.Thiswillbe
doneuntilthestudentshavebeenversedoneachissue.
8.
InstructionalPlan
:
(7minutes)StudentswillpresenttheiropeningstatementsonU.S.RelationswithGreatBritain
andFranceStudentswillbeaskedtoaddresswhatissaidineachopeningstatement.
a. WhyarestrongrelationswithFrancebetterforthenation?
b. WhyarestrongrelationswithGreatBritainbetterforthenation?
(7minutes)StudentswillpresenttheiropeningstatementsonFundingthePublicDebt.
Studentswillbeaskedtoaddresswhatissaidineachopeningstatementandwhythisisbetter
forthenation.
a. Whatisthebenefitofassumingthepublicdebt?
b. Whatisthedisadvantageofassumingthepublicdebt?
(7minutes)StudentswillpresenttheiropeningstatementsonTheNationalBank.Studentswill
beaskedtoaddresswhatissaidineachopeningstatementandwhythisisbetterforthenation.
a. Whataretheadvantagesofimpliedpowers?
b. Whataretheadvantagesofastrictinterpretationoftheconstitution?
97
(7minutes)StudentswillpresenttheiropeningstatementsonManufacturing/Agriculture.
forthenation.
a. Whataretheadvantagesofsupportingmanufacturinginthenewnation?
b. Whataretheadvantagesofsupportingagricultureinthenewnation?
Homework:
Studentsmakesuretheyarepreparedfortherestofthedebateandcompletetheirreview
fortheUnitQuest.
o Differentiation:
o Questions
WhyarestrongrelationswithFrancebetterforthenation?
WhyarestrongrelationswithGreatBritainbetterforthenation?
Whatisthebenefitofassumingthepublicdebt?
Whatisthedisadvantageofassumingthepublicdebt?
Whataretheadvantagesofimpliedpowers?
Whataretheadvantagesofastrictinterpretationoftheconstitution?
Whataretheadvantagesofsupportingmanufacturinginthenewnation?
Whataretheadvantagesofsupportingagricultureinthenewnation?
98
thestudentsandmonitortheirunderstanding.
o Transitions:
Studentswillstartthelessonbydiscussingtherulesofadebate,whichwilllead
intothedebate,whichwillleadintoavoteastowhoiswinningsofar.
9.Closure:
(6minutes)Studentswillbeaskedconsiderwhatisthestrongestargumenttheyhaveheardsofar
andwhy.Theywillsharewithapartner.Thensharewiththeclass.
Reflection
IwasreallyexcitedtostartthedebateandIcouldtellthekidsweretoo.Butwestill
neededtofinishthegraphicorganizersfromthedaybefore.Ibeganthelessonbyaskingthe
studentstoreturntothegroupsthattheyhadleftoffinyesterday.Iranintoafewproblemswith
thisbecausesomegroupsweremissingpeople.Sincetherewereonlytwoboxesleft,Iaskedthe
99
runnerstohelpexplaintheseboxestoanymemberinthenewgroupsthatdidnthavethem.
Impressivelyenough,Ikeptmytimingsandwewereabletostartthedebateontime.
Beforewebegan,Iaskedthestudentstotakeouttheirrubrics.Iheldupmyownand
rereadtherequirementsofthedebate.Sowhathappensifyoudontspeakduringthedebate?I
askedthestudents.Yougetazero!theycalledback.Exactly!Sowhatdoyouwanttodo,
evenifitsnotourtopic?Toniraisedherhand.Youwanttoaddresstheothersidesissue.
Istartedthedebatebyexplainingonceagainhowthedebatewouldgoforward.Iwould
pickatopicandflipacoin,headsbeingtheFederalistsandtailsbeingthe
DemocraticRepublicans.Whoeverwonwouldreadtheiropeningstatementfirst,thentheother
sidewould.Thenthefirstsidewouldaddresstheothersidesopeningstatement.
Westartedwiththenationalbank.Whilethekidsspoke,Icheckedthemoffonarubric
excelsheetIhadmadeonmyIpad.ThekidswereveryeagerandsomeofthemtalkedalotbutI
foundthatIhadtoredirectthembacktothemainideasoftheissue.Forexample,thenational
bankisamatterofimpliedpowersvs.astrictinterpretationoftheConstitution.Iwantedthemto
formthoughtsandideasaboutwhythisorthatwouldbebetterforthecountry.Imnotsurewe
exploreditasthoroughlyasIwouldhavewanted.AnotherideathatIwantedthemtofocusonis
theideaofthewealthyinvestinginthecountry.Ihadtokeepbringingitbacktotheideaofthe
wealthyclassinthegovernmentandwhatthatmeantforthecommonpeople.Theykeptonwith
thisideathatthenationalbankwouldholdallthemoneysoitwouldbesafefromrobbers.
Iranoutoftimeduringmyclassandwedidnotgettotheconclusion.Iwastryingto
givethemasmuchtimeaspossibletodebatetheissues.Wegotthroughtwoandahalfofthe
100
topicssowewillhavetomovealittlefastertomorrow.Butoverall,Ithinkthattheyaredoinga
prettygoodjob.
Day9:TheDebate
8.
101
HowdidthepoliticalpositionsoftheFederalistsandRepublicansdiffer?Whatpartyhas
thestrongestarguments?Doesthegovernmenteverhavetherighttodenytherightsof
thepeople?
9. Standards:
t. CCSS.ELALITERACY.RH.68.2Determinethecentralideasorinformationofa
u. CCSS.ELALITERACY.RH.68.4Determinethemeaningofwordsandphrasesas
v. 6.1.8.D.2.aAnalyzethepowerstruggleamongEuropeancountries,anddetermineits
w. 6.1.12.A.2.dCompareandcontrasttheargumentsofFederalistsandAntiFederalists
duringtheratificationdebates,andassesstheircontinuingrelevance.1
LearningObjectives
Assessments
Studentswilldeterminewhetherthereisa
Studentswilltakeavoteandexplain
betterpoliticalpartybasedonthe
withtheirwhiteboards.
argumentsmadeinthedebate.
Studentswillparticipateinadebate.
102
debates.
5.Materials:
d. Whiteboards
e. PoliticalPartyGraphicOrganizer
f. Federalist/DemocraticRepublicanPrimarySourceHandOut
willhavebeenfillingout.Theywillalsohavebeenreadingthetextbookandwillhavebeen
giventheFederalist/DemocraticRepublicanhandout,whichhasinformationoneachissue.
7.LessonBeginning:
(3minutes)Studentswillpredictwhowillwinthedebateandwhy.
8.
InstructionalPlan
:
(7minutes)StudentswillpresenttheiropeningstatementsonJaystreatyStudentswillbe
askedtoaddresswhatissaidineachopeningstatement.
c. WhysupportJaysTreaty?
d. WhyopposeJaysTreaty?
(7minutes)StudentswillpresenttheiropeningstatementsonTheDemocraticRepublican
SocietiesStudentswillbeaskedtoaddresswhatissaidineachopening
statement
andwhy
thisisbetterforthenation.
c. WhysupporttheFrenchrevolution?
103
d. WhatopposetheFrenchrevolution?
(7minutes)StudentswillpresenttheiropeningstatementsonTheAlienandSeditionActs.
forthenation.
a. WhydidtheFederalistcreatetheAlienandSeditionacts?
b. WhydidtheDemocraticRepublicansopposetheAlienandSeditionacts?
(5minutes)Studentswilltakeanothervotewiththeirwhiteboardsandexplainanargumentthat
helpedthemcometothatconclusion.
Homework:
StudentswillcompletetheirreviewandstudyfortheUnitQuest.Studentswillalso
completeNotebooktohandinforthecheck.
o Differentiation:
Studentswillhavegraphicorganizers.
o Questions
WhysupportJaysTreaty?
WhyopposeJaysTreaty?
WhysupporttheFrenchrevolution?
WhatopposetheFrenchrevolution?
WhydidtheFederalistcreatetheAlienandSeditionacts?
104
WhydidtheDemocraticRepublicansopposetheAlienandSeditionacts?
o Transitions:
Studentswillstartthelessonbydiscussingwhoiswinningsofar,whichwilllead
intothedebate,whichwillleadintowhohaswonthedebate.
9.Closure:
(11minutes)Studentsandteacherwilldiscussreviewsheet.Studentscanposeanyquestionsor
thingstheyareconfusedaboutandtheywilldiscussthemtogether.
105
Reflection
TodaywasthedayIstartedgroundingkids.Groundingiswhenastudenthasspokenso
muchandsoaccuratelythattheteachermusttakethemoutofplayinordertogettheother
studentstospeak.ThestudentsunderstandthatitisagoodthingtogetgroundedandassoonasI
mentionedthattheywouldbegettinggrounded,theirheadperkedup.
Istartedoffbypullingouttherubricagain.Itoldthestudentsthatthereweremanyof
themthatIhadntheardfromandthatinordertogetfullpoints,Iwouldhavetoheardfrom
themtoday.Whilethequieterkidswouldbeforcedtospeakduringtheiropeningstatement,in
ordertogetfullpointstheywouldhavetorebut.Mywarningsandgroundingscausedmore
handstoriseintotheair.WestartedwhereweleftoffwithManufacturing/AgricultureandI
immediatelygroundedtwokids.Theconversationveeredoffintoweirdplaces.SometimesI
wouldletitgo,thinkingsomeoneontheotherteamwouldaddressitandbringitbackbutalot
ofthetime,IstoppedtheconversationandredirectedthemintoanideaIwantedthemtobe
thinkingabout.
OneofthelasttopicswetalkedaboutweretheAlienandSeditionacts.Thiswas
probablymyfavoriteoutofthedebate.Aftertheiropeningstatements,Iaskedthemtothink
aboutthequestionShouldthegovernmenteverhavetherighttodenytherightsofitspeople?
inrelationtotheseditionact.Mattraisedhishandandsaid,Nobecausewehaveinherited
rightsandtoviolatethemisunconstitutional.Toniwhowasontheothersidedisagreed,Yes,
106
becausetherearepeoplewhomightwanttohurtthecountryandthyehavetobestoppedinorder
toprotectthepeople.Itwasaveryheatedandverycooldebate.IwassorryIhadtocutitoff,
sowecouldgettoourlasttopic.
Ididntgettomyconclusionagain.Ijustdidnthavethetime.OneofthethingsthatI
thinkwouldimprovethislessonthemostwouldbemoretime.Inablockperiod,thislesson
wouldbeamazing.Iwasgradingthestudentswhiletheyspokeandallofmystudentsrebutted,
exceptfortwo.ImalittledisappointedandifIcouldgoback,Icouldtrytofindawaytomake
rebuttalsomethingthathadtododuringthedebate,liketheopeningstatement.
107
Day10:TheUnitQuest
10.
Whydidcompetingpoliticalfactionsdevelopinthenewnation?Howdidthenew
governmentstruggletokeeppeaceathomeandavoidwarabroad?HowdidGeorge
Washingtonsterminofficesetprecedentsforfutureleaders?
11. Standards:
c. 6.1.8.D.2.aAnalyzethepowerstruggleamongEuropeancountries,anddetermineits
d. 6.1.12.A.2.dCompareandcontrasttheargumentsofFederalistsandAntiFederalists
e. 6.1.8.A.3.fExplainhowpoliticalpartieswereformedandcontinuetobeshapedby
108
f. 6.1.8.A.3.eDeterminewhytheAlienandSeditionActswereenactedandwhether
g. CCSS.ELALITERACY.RH.68.1Citespecifictextualevidencetosupportanalysis
LearningObjectives
Assessments
Studentswillexplainthesubjectscovered
StudentswillcompletetheUnitQuest.
throughouttheunitbyparticipatinginthe
UnitQuest.
5.Materials:
g. TheUnitQuest
h. Scrappaper
Studentswillhavecompletedareviewsheetinadditiontotheirknowledgefromtheunit.
7.LessonBeginning:
(2minutes)Studentswilltakeasheetofscrappaperandtheunitquestfromthebackoftheroom
andputtheirbooksinthefrontoftheclassroombeforestartingthetest.
8.
InstructionalPlan
:
(33minutes)StudentswillcompleteUnitQuest.Whilethestudentsaretakingthetest,teacher
willchecktheirnotebooksfor8.1,8.2,and8.3notes.
109
Homework:
CompletethedebatereflectiontobehandedinonMonday.
o Differentiation:
o Questions
Howaredowefeelaboutthematerialonthetest?
o Transitions:
Studentswilltaketest,whichwillleadintohowtheyfeelaboutthematerialon
test.
9.Closure:
(5minutes)Teacherwillaskstudentshowtheyfeltaboutthetestandstudentswillgiveathumbs
up/thumbsdownresponse.
110
Reflection
Todaywastestday.Whilethekidstooktheirtests,Imonitoredthem,checkinginevery
onceandawhilewithathumbsup/thumbsdown.Asthestudentshandedintheassessment,I
gradedthem.Thetestwasoutof150points.Theshortanswerquestionswereeachworth25
points.Therestwereeachworthfour.Onaveragethestudentmissedaboutthreequestionson
thefirstsection.Theessaysthemselvesleftmealittledisappointed.Aftercreatingastrong
argument,Ihadhopedthatmystudentswouldapplythistotheirpapersaswell.Therewere
studentswhodidntfollowthedirectionsatallandasaresult,didntanswerthequestion.There
wereotherstudentswhomadeaclaimbutofferednoevidencetobackitupandnoreasoningas
towhytheythoughtthiswas.IthinkpartoftheproblemwasthatIpresentedthesequestionsas
shortanswer,whichtothestudentstookasIcananswerthisinasentence.Ifhadhadmore
timewiththestudent,Iwouldhavelikedtocreatealessonbasedaroundtheconceptof
developingastrongargumentandwherestudentscouldapplyit.Overall,theaveragegradefor
111
thetestfrommyclasswasaB.AndtheaveragegradeformydebatewasanA.Imprettyhappy
withhoemylessonturnedoutandhowflexibleIwaswhenthingswerentworking.
CitationPage
1.Appleby,J.,&Brinkley,A.(2005).TheAmericanjourney.NewYork,N.Y.:
Glencoe/McGrawHill.
2.FederalistGroupHandouts.(2014,December7).Retrievedfrom
http://edsitement.neh.gov/sites/edsitement.neh.gov/files/worksheets/LessonThree02.pdf
112

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