Goals and Objectives
Students will
analyze the differences in political thought between Thomas Jefferson and
Alexander Hamilton. Students will identify the foundational platform of both
parties by analyzing primary source documents from both the Federalists and
Anti-Federalists.
California State Content Standards
8.3 Students understand the
foundation of the American political system and the ways in which citizens
participate in it.
8.3.4 Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt).
8.3.4 Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt).
Common Core Literacy Standards
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to
support analysis of primary and secondary sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge of opinions
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge of opinions
Driving Historical Question
List the reasons
for division between the Federalists and Antifederalists and analyze the steps
they took to create the United States Constitution.
Lesson Introduction (10 min.)
The lesson introduction is
called What Ideas Influenced the Framers?
Students will draw upon prior knowledge of the material to recall some of the
key philosophers and documents used to influence the Framers of the
Constitution. The students will individually draw a diagram of their choice to
represent the main influences. We will then discuss their ideas as a class.
"[G]overnment, even in its best state, is but a necessary evil; in its worst state an intolerable one; for when we suffer or are exposed to the same miseries by a government, which we might expect in a country without government, our calamity is heightened by reflecting that we furnish the means by which we suffer."
Paine, Thomas. Common Sense. 1776. |
"Men being, as has been said, by nature, all free, equal, and independent, no one can be put out of this estate, and subjected to the political power of another, without his own consent."
Locke, John. The Second Treatise of Civil Government. 1690. |
|
Vocabulary (10 min.)
Students will be
introduced to the new vocabulary from the Inquiry Lesson. Students will then be given two minutes, working in groups, to list as many vocabulary
words from the entire Unit as they can. We will then discuss the vocabulary words that
they remember and define the words as a class. This is a fun way for students
to incorporate new vocabulary while drawing on prior knowledge of vocabulary words. The new
vocabulary is listed below:
Federalism Articles Legislative Branch
Executive Branch Judicial Branch Checks and Balances
Ratify Federalists Antifederalists
Federalism Articles Legislative Branch
Executive Branch Judicial Branch Checks and Balances
Ratify Federalists Antifederalists
Content Delivery (10 min. + 5 min. discussion)
The teacher will
introduce the new information through a six slide Prezi presentation. Students
will take Cornell notes on the presentation to use as a tool for studying. The
last slide is a YouTube video about national debt. The students will engage in
a class discussion on how debt influences economic and foreign policies.
Student Engagement (30 min.)
In groups of
four, students will analyze either four different Federalist Papers or four different Antifederalist Papers. Each student will take 10 minutes to analyze
and interpret a document. The students will then work as a group to summarize
their primary source to their peers. The students will elect one representative
to explain to the class what each of their primary sources were about. Students
will decide if their documents are Federalist
Papers or Antifederalist Papers
and explain their reasoning. The teacher will
then lead a student-centered discussion in which students give their take on
what they understand from the activity.
Lesson Closure (15 min.)
Students will
create a mind-map in their history journals to create an explanation of the
Federalist and Antifederalist agenda. Students will have to use at least five
of the new vocabulary words in their mind-map to show they understand the
context in which they are using the vocabulary. Students will need to list
people and places to support their explanations.
Mind Maps
Graphic Organizers
Assessments
Entry-Level: Students use their prior knowledge of philosophers who influenced the Framers of the Constitution and they will decide which philosophers impacted which Framers. Students are drawing upon previously learned knowledge to participate in higher order thinking. The teacher is able to observe and address areas of strengths and weaknesses with connecting order to content to new content.
Progress-Monitoring: There are two discussion prompts during the Content Delivery where the teacher can assess what information is clearly understood by the students and what information needs to be explained in more detail so that the students are set up for success when they do the Student Engagement portion of the lesson.
Summative Assessment: Students will create either a mind-map or graphic organizer to show the correlation between new vocabulary words and the new content. The teacher will assess what the students understood from the lesson as a whole and will provide students with feedback as to how well they were able to articulate their understanding.
Progress-Monitoring: There are two discussion prompts during the Content Delivery where the teacher can assess what information is clearly understood by the students and what information needs to be explained in more detail so that the students are set up for success when they do the Student Engagement portion of the lesson.
Summative Assessment: Students will create either a mind-map or graphic organizer to show the correlation between new vocabulary words and the new content. The teacher will assess what the students understood from the lesson as a whole and will provide students with feedback as to how well they were able to articulate their understanding.
Accomodations
EL students,
striving readers and students with special needs are accommodated through many
visuals, vocabulary words and group work. Conducting a lesson activity where
reading a primary resource may be academically challenging for some of these
students so to accommodate their learning styles they will work in a group in
their assigned positions which will help them to work on what they may have a
challenge with while enriching the skills that they already do well. Students
will be placed in groups that are cohesive to all learning levels.