standards covered lesson: political developments in the

Lesson: Lesson: Political Developments in the Early RepublicTitle: Title: Complete Lesson Guide

Standards CoveredStandards Covered

Common Core ELA Standards

ReadingReading WritingWriting Speaking andSpeaking andListeningListening

LanguageLanguage

Key Ideas and DetailsKey Ideas and Details

CC.K-12.R.R.1 Readclosely to determinewhat the text saysexplicitly and to makelogical inferencesfrom it; cite specifictextual evidencewhen writing orspeaking to supportconclusions drawnfrom the text.CC.K-12.R.R.2Determine centralideas or themes of atext and analyze theirdevelopment;summarize the keysupporting detailsand ideas.CC.K-12.R.R.3Analyze how and whyindividuals, events,and ideas developand interact over thecourse of a text.

Craft and StructureCraft and Structure

CC.K-12.R.R.4Interpret words andphrases as they areused in a text,includingdeterminingtechnical,connotative, andfigurative meanings,and analyze howspecific word choicesshape meaning ortone.

Text Types andText Types and

PurposesPurposes

CC.K-12.W.R.2 Writeinformative/explanatorytexts to examine andconvey complex ideasand informationclearly and accuratelythrough the effectiveselection,organization, andanalysis of content.CC.K-12.W.R.1 Writearguments to supportclaims in an analysisof substantive topicsor texts, using validreasoning andrelevant andsufficient evidence.

Production andProduction and

Distribution of WritingDistribution of Writing

CC.K-12.W.R.4Produce clear andcoherent writing inwhich thedevelopment,organization, andstyle are appropriateto task, purpose, andaudience.CC.K-12.W.R.5Develop andstrengthen writing asneeded by planning,revising, editing,rewriting, or trying anew approach.

Research to Build andResearch to Build and

Comprehension andComprehension and

CollaborationCollaboration

CC.K-12.SL.R.1Prepare for andparticipate effectivelyin a range ofconversations andcollaborations withdiverse partners,building on others’ideas and expressingtheir own clearly andpersuasively.CC.K-12.SL.R.2Integrate andevaluate informationpresented in diversemedia and formats,including visually,quantitatively, andorally.CC.K-12.SL.R.3Evaluate a speaker’spoint of view,reasoning, and use ofevidence andrhetoric.

Knowledge of LanguageKnowledge of Language

CC.K-12.L.R.3 Applyknowledge oflanguage tounderstand howlanguage functions indifferent contexts, tomake effectivechoices for meaningor style, and tocomprehend morefully when reading orlistening.

Vocabulary AcquisitionVocabulary Acquisition

and Useand Use

CC.K-12.L.R.4Determine or clarifythe meaning ofunknown andmultiple-meaningwords and phrases byusing context clues,analyzing meaningfulword parts, andconsulting generaland specializedreference materials,as appropriate.CC.K-12.L.R.6Acquire and useaccurately a range ofgeneral academic anddomain-specificwords and phrasessufficient for reading,writing, speaking, andlistening at thecollege and careerreadiness level;demonstrateindependence in

Integration ofIntegration of

Knowledge and IdeasKnowledge and Ideas

CC.K-12.R.R.7Integrate andevaluate contentpresented in diverseformats and media,including visually andquantitatively, as wellas in words.

Range of Reading andRange of Reading and

Level of TextLevel of Text

ComplexityComplexity

CC.K-12.R.R.10 Readand comprehendcomplex literary andinformational textsindependently andproficiently.

Present KnowledgePresent Knowledge

CC.K-12.W.R.7Conduct short as wellas more sustainedresearch projectsbased on focusedquestions,demonstratingunderstanding of thesubject underinvestigation.CC.K-12.W.R.8Gather relevantinformation frommultiple print anddigital sources, assessthe credibility andaccuracy of eachsource, and integratethe information whileavoiding plagiarism.CC.K-12.W.R.9 Drawevidence fromliterary orinformational texts tosupport analysis,reflection, andresearch.

Range of WritingRange of Writing

CC.K-12.W.R.10Write routinely overextended time frames(time for research,reflection, andrevision) and shortertime frames (a singlesitting or a day ortwo) for a range oftasks, purposes, andaudiences.

gathering vocabularyknowledge whenconsidering a word orphrase important tocomprehension orexpression.

Investigation PlanningInvestigation Planning

PreviewPreview

Estimated Time:Estimated Time: 45 mins

Overview:Overview: Analyze two songs and determine how the nation changed in its first decade.

Teacher Prep:Teacher Prep: N/A

Materials:Materials: None

ActivityActivity


Overview:Overview: Take the role of Alexander Hamilton or Thomas Jefferson. In a debate, discuss key issues that

divided Federalists and Republicans.



VocabularyVocabulary


Overview:Overview: Review vocabulary terms from this lesson.



ProcessingProcessing


Overview:Overview: Create a campaign song for one of the candidates of the election of 1800.



Investigating Primary SourcesInvestigating Primary Sources

Estimated Time:Estimated Time: N/A

Overview:Overview: Create an argument to answer the question: How did conflicts within Washington's cabinet affect

American politics?



Complete Materials ListComplete Materials List

For more detailed information on materials needed for this lesson log in to your subscription ( )

LessonLesson

Handout A: Preview SongsHandout B: Hamilton and Jefferson MasksHandout C: Talk-It-Out PromptsInteractive Student NotebookNotebook Answer KeySpanish: HandoutsSpanish: Interactive Student Notebook

PreviewPreview

None

ActivityActivity

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VocabularyVocabulary

None


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None

ACTIVITYACTIVITYSLIDE 1SLIDE 1Political Developments in the Early Republic

How did the Federalist and Republican visions for the United States differ?

Notes:Notes:Use this Lesson Guide to plan and teach the lesson!

The OverviewOverview slide summarizes the parts of the lesson and gives estimatedtimes. In the Teacher Note, you’ll find Social Studies and Language Arts objectives.The MaterialsMaterials and PreparationPreparation slides tell you what to gather and prep before class.When you’re ready to teach the lesson, start with the PreviewPreview slides.The ActivityActivity slides walk students through every step of the interactive lesson. Students are instructed when to read eachsection in the Student Text and when to complete their print or online Interactive Student Notebooks.Use the VocabularyVocabulary slide to review key Social Studies terms.Finally, students complete the ProcessingProcessing assignment in their notebooks. Use it to assess what students have learned.

SLIDE 2SLIDE 2

Notes:Notes:

Watch this quick video to find out the highlights of the lesson.

SLIDE 3Essential QuestionEssential Question


PreviewPreview

Students analyze two songs and determine how the nation changed in its firstdecade. [15 min + 30 min vocabulary]

ActivityActivity

In an Experiential ExerciseExperiential Exercise , students take the role of Alexander Hamilton or Thomas Jefferson. In a talk-it-outdebate, the students discuss key issues that divided Federalists and Republicans. [75 min]


Students create a campaign song for one of the candidates of the election of 1800. [20 min]


Students create an argument to answer the question: How did conflicts within Washington's cabinet affectAmerican politics? [optional]

Notes:Notes:ObjectivesObjectivesIn the course of reading this chapter and participating in the classroom activity, students will

Social Studiesrepresent the key positions of Federalists and Republicans in a debate, taking on the roles of Alexander Hamilton andThomas Jefferson.analyze Washington’s attitude toward the role of the federal government in the Whiskey Rebellion and in his FarewellAddress.identify the positions of Federalists and Republicans in the election of 1800.

Language Artsdeliver oral presentations that include important ideas, concepts, and direct quotations and that paraphrase andsummarize the relevant perspectives on the topic.participate in a dialogue.

SLIDE 4SLIDE 4Materials to PrintMaterials to Print

Interactive Student Notebook (1 per student)

Handout B: Hamilton and Jefferson Masks (1 set per pair)

Optional MaterialsOptional Materials

Handout A: Preview Songs (1 per student)

Handout C: Talk-It-Out Prompts (1 per student)

Notes:Notes:N/A

SLIDE 5Before class:

1. Consider how you will teach the activity over the course of a coupledays. The suggested time for the Experiential Exercise is 75 minutes.

2. For the activity, arrange desks facing one another in two even rows.Prepare Handout B: Hamilton and Jefferson Masks so that there areenough masks for each set of students who will be debating.

Notes:Notes:N/A

SLIDE 6SLIDE 6Political Developments in the Early Republic


Notes:Notes:N/A

PREVIEWPREVIEWSLIDE 7SLIDE 7Preview

The song you are about to hear is called "Hail, Columbia." It was firstperformed at George Washington's inauguration in 1789.

Read the lyrics as you listen to the song.

Notes:Notes:N/A

SLIDE 8SLIDE 8Go to the Preview assignment in your print or online Interactive StudentNotebook. Write down your answers to the first two questions in thePreview.

Let’s share our answers.

1. What are three adjectives that describe the song’s mood?

2. How do you think Washington’s swearing in as president united the country?

Notes:Notes:

If you are using the Interactive Student Notebook, you can access it three ways:

Online:Online: Go to the “Student View,” and navigate to the Notebook.Online:Online: Go to the “Materials” tab, and print out the PDF notebook pages.Print:Print: Use the print Interactive Student Notebooks in your classroom.

In the Student Subscription, you can find the Preview assignment in the Introduction section.

SLIDE 9The next song is a campaign song from the 1800 presidential election. Thissong was sung by members of the Republican party, one of the nation’s firstpolitical parties.

Read the lyrics as you listen to the song.

Notes:Notes:N/A

SLIDE 10SLIDE 10Write down your answers to the remaining questions from the Preview inyour Interactive Student Notebook.


1. What are three adjectives that describe the song’s mood?

2. According to the lyrics, what were some of the issues of the 1800presidential election?

3. In what ways do you think the nation changed between Washington’s inauguration in 1789 and theelection of 1800?

Notes:Notes:N/A

SLIDE 11SLIDE 11As shown by the differences in these two songs, the nation changed greatly inits first decade.

U.S. cities were more interconnected, and the nation faced new foreignthreats.

In addition, two strong political parties emerged, the Federalists and theRepublicans.

In this lesson, you will learn how the Federalists and Republicans differed in their visions for America.

Notes:Notes:N/A

SLIDE 12SLIDE 12Vocabulary Development

Locate the Social Studies Vocabulary for this lesson in your notebook.

Whiskey RebellionWhiskey Rebellion

Washington’s Farewell AddressWashington’s Farewell Address

loose constructionloose construction

strict constructionstrict construction

seditionsedition

nullifynullify

states’ right theorystates’ right theory

These important terms will help you understand the main ideas of this lesson.

Notes:Notes:N/A

SLIDE 13SLIDE 13Locate the Essential Question for this lesson:

How did the Federalists and Republicans differ in their vision for the UnitedHow did the Federalists and Republicans differ in their vision for the UnitedStates?States?

Read the Introduction in the Student Text.

Why might George Washington have been reluctant to become president?

Why did George Washington choose Hamilton and Jefferson to serve in his cabinet?

Why do you think Hamilton and Jefferson became political rivals?

Notes:Notes:

Addressing Misconceptions:Addressing Misconceptions: The Introduction mentions that George Washington takes the oath of office to becomePresident of the United States. One misconception about Washington that still exists today is that he had wooden teeth.Washington did have dentures because he had dental problems throughout his life. However, tell students thatWashington’s dentures were constructed from materials that likely included actual teeth from humans, cows, and horses,ivory that possibly came from elephants, and alloys that contained lead, tin, copper, and silver.

SLIDE 14SLIDE 14Read Section 1, Launching the New Government, in the Student Text, andcomplete the Reading Note for that section.


Notes:Notes:N/A

SLIDE 15SLIDE 15Read Section 2, Washington as President, in the Student Text, and completethe Reading Note for that section.


Notes:Notes:N/A

SLIDE 16SLIDE 16Experiential Exercise

Experiential Exercise

Today we are going to have a talk-it-out debate.

You will represent either Thomas Jefferson or Alexander Hamilton.

As your assigned character, you will debate key issues that divided theRepublicans and Federalists.

Notes:Notes:

N/A


Arrange your desks in two rows so that pairs of desks directly face eachother.

One row will represent Jefferson, and the other row will represent Hamilton.

Notes:Notes:N/A


Read Section 3, Alexander Hamilton and the Federalist Party, and completethe Reading Notes for that section.

Make sure to complete the speech bubbles from the perspective of AlexanderHamilton.

Notes:Notes:N/A


Read Section 4, Thomas Jefferson and the Republican Party, and completethe Reading Notes for that section.

Make sure to complete the speech bubbles from the perspective of ThomasJefferson.

Notes:Notes:N/A


Find the copy of Handout B: Hamilton and Jefferson Masks that your teacherhas distributed to each pair of students.

Cut out the masks and cut holes in the eyes and mouth so that you can easilysee, speak, and breathe.

You are about to debate four issues from the perspective of your assigned character. Use your Reading Notesfrom Sections 3 and 4 to assist you.

Now, put on your masks, and let’s begin!

Notes:Notes:

To wear the masks, you may wish to provide craft sticks, masking tape, or string for students to help them put on theirmasks.

SLIDE 21Experiential Exercise

If you are Hamilton, stand up and recite the Federalist slogan together:

“Born to rule, we know what we need! With a strong central government, we“Born to rule, we know what we need! With a strong central government, wewill succeed!”will succeed!”

Now sit back down.

Notes:Notes:N/A


If you are Jefferson, stand up and recite the Republican slogan together:

“We know what we need from day to day! Don’t try to rule us from far away!”“We know what we need from day to day! Don’t try to rule us from far away!”

Now sit back down.

Notes:Notes:N/A


Now let’s debate four issues from the perspective of Jefferson and Hamilton.

Notes:Notes:N/A


Issue 1:Issue 1: View of Human Nature

Hamiltons, stand up and read your prompt aloud together.

Jeffersons, stand up and read your prompt aloud together.

Now continue debating in your pairs until you are told to stop.

Notes:Notes:N/A


Issue 2:Issue 2: Best Form of Government




Notes:Notes:

N/A


Issue 3:Issue 3: Views on the Economy




Notes:Notes:N/A


Issue 4:Issue 4: Views on Great Britain and France




Notes:Notes:N/A


Now let’s discuss this experience.

How did it feel to represent Thomas Jefferson or Alexander Hamilton?

What was the Republicans' vision for the United States?

What was the Federalists' vision for the United States?

If you were living in 1800, would you have been a Republican or a Federalist? Why?

Notes:Notes:N/A


Read Section 5, The Presidency of John Adams, and complete the ReadingNote for that section.


Notes:Notes:N/A

SLIDE 30Experiential Exercise

Read Section 6, The Election of 1800, and complete the Reading Note for thatsection.


Notes:Notes:N/A


Read Section 7, A Deadlock and a New Amendment, and complete theReading Note for that section.


Notes:Notes:N/A

VOCABULARYVOCABULARYSLIDE 32SLIDE 32

Drag each term to its correct definition.

Washington’s Farewell Address

strict construction

States' Doctrine

nullify

1. a narrow interpretation of the Constitution, meaning that the Congress has only those powers specificallygiven in the Constitution

2. the theory that rights not specifically given to the federal government by the Constitution remain with thestates

3. George Washington’s parting message to the nation, given in 1796, in which he warned of threats to thenation’s future

4. to refuse to recognize a federal law

Vocabulary: 1 of 2

Notes:Notes:N/A

SLIDE 33

Drag each term to its correct definition.

Whiskey Rebellion

loose construction

sedition

5. the crime of encouraging rebellion against the government

6. a revolt by farmers in 1794 against an excise tax on whiskey

7. a broad interpretation of the Constitution, meaning that Congress has powers beyond those specificallygiven in the Constitution

Vocabulary: 2 of 2

Notes:Notes:N/A

PROCESSINGPROCESSINGSLIDE 34SLIDE 34Processing

Let's assess what you have learned.

Go to the Processing assignment in your notebook.

Suppose that you are the campaign manager for one of the presidentialcandidates in 1800.

Create a campaign song for your candidate.

Your song can be to the tune of “Hail, Columbia,” “Fair and Free Elections,” or any other tune.

Notes:Notes:

In the Student Subscription, you can find the Processing assignment in the Summary section.

SLIDE 35SLIDE 35Your song must:

clearly describe the Federalist or Republican vision for America.

contain at least two reasons why your candidate should be elected.

use language that reflects the passionate feelings held by Federalists orRepublicans.

Notes:Notes:N/A

INVESTIGATING PRIMARY SOURCESINVESTIGATING PRIMARY SOURCES

SLIDE 36Investigating Primary Sources

What do you know about George Washington's cabinet?

Let’s use primary sources to further explore conflicts within Washington'scabinet.

Read Investigating Primary Sources, How Did Conflicts Within Washington'sCabinet Affect American Politics?, in the Student Text.

Notes:Notes:Students can use information from the lesson, the activity, and prior knowledge to tell what they know about GeorgeWashington's cabinet.

You may wish to point out the questions listed in the text for each primary source and have students answer the questionsas they read.

SLIDE 37SLIDE 37Go to the Investigating Primary Sources assignment in your notebook.

Create a claim for this question:

How did conflicts within Washington’s cabinet affect American politics?How did conflicts within Washington’s cabinet affect American politics?

Provide evidence from the primary source documents to support the claim.

Pair up, and share your claims and evidence with each other. Review and critique your partner’s work.

Then revise your claim to strengthen it.

Notes:Notes:Students can find evidence from additional sources to support their claims. Remind students that if their do outsideresearch on the Internet or from books, they should use reliable sources.

SLIDE 38SLIDE 38How did conflicts within Washington’s cabinet affect American politics?How did conflicts within Washington’s cabinet affect American politics?

Use the evidence from the primary source documents to create an argument.

Make sure your argument clearly states your claim, includes evidence, and provides explanations to support theclaim.

Notes:Notes:You may want to have students write their arguments as an essay or create an outline detailing their claim, evidence, andexplanations.

standards covered lesson: political developments in the

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