LESSON 8 Creating the Constitution.doc by tongxiamy

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									         LESSON 8.11 Political Developments in the Early Republic
Learning targets
(clear, understandable versions of standards in     SUMMARY OVERVIEW
student friendly language)                          History Alive! lesson plan
Understand that different factors influenced        1. Students first read about the differences
change in American history from 1787                   between the Federalists and Republicans
through the 1900. Those factors include the            (Hamilton & Jefferson) and record opposing
influence of individuals, issues and events.           ideas in their ISNs. Act-It-Outs are also
                                                       included during the reading activity.(2-3
Language objectives                                    days)
(identified cognitive functions correlated to the   2. Experiential Exercise - Students then
learning targets, such as sequence,                    participate in a political conference/debate
compare/contrast, cause/effect, infer, and argue,      between Jefferson and Hamilton and argue
as well as the signal words to be deliberately         which political party is best suited to lead the
taught/used in discussion and writing; sentence
                                                       U.S. (2-3 days)
frames in support section)
                                                    3. Lastly, students complete the Processing
POST ON WALL
                                                       Activity in the ISN – creating a storyboard for
Orally and in writing, use the signal words
                                                       a political commercial for one of the political
below to show contrast between the political
                                                       parties (1 day or homework)
ideas of Jefferson and Hamilton (or
Federalists and Republicans).
                                                    Recommended Changes to HA! lesson plan
     Unlike
     However                                       If time is an issue skip Act-It-Outs during reading
     But
     Yet                                        TO SAVE A WEEK OF CLASS TIME, here is a
     In contrast                                suggested paring down of this lesson…
     Differences between                            Break up class into groups of 4
     As opposed to                                  Assign half the groups “Jefferson” and
     Whereas                                           the other half “Hamilton”
     On the other hand                              Have students complete the appropriate
     A distinction between                             chapter 11 ISN notes
History Alive! Preview activity                      When finished, have two students from
(builds background; links to student experience)        each group switch with another group
The preview activity (music analysis) as                and teach/share their notes about other
described in the HA curriculum does not do              person
a very good job of connecting material to the        Finally, each group creates a T- chart
students’ lives, but student recognition of the         poster about the Federalists vs.
songs will potentially be helpful later during          Republicans (model how to make a t-
the Experiential Exercise                               chart since this comes early in the school
                                                        year)
The preview activity is basically listening to       Students could complete processing task
two songs and students try to figure out what           in ISN after this.
type of person this song would represent –
the elite or the common man/farmer.              Supplemental Video Selections
                                                 Video clip from “John Adams” TV mini-series
ALTERNATE PREVIEW: project pictures of (4:34)
two presidents (example: George W. Bush & Shows dramatized conversation/debate between
Barack Obama).                                   Hamilton and Jefferson about roles of
      Ask students (in groups?) to              government and national bank
         generate ideas about different views



Modified from History Alive! June 2010                                                                1
         of the role of government they             http://www.youtube.com/watch?v=notJuFGXQ9w
         represent
        Then introduce the images of               Video Clip: “The National Bank, the Nation's
         Jefferson and Hamilton. (as part of        Capital, and the Beginnings of Political Parties”
         Graphic Organizer image on                 (6:31)
         Introduction reading – page 145).          Overview summary of differences between
                                                    Hamilton and Jefferson (a bit dry, but good
Pre-assessment activities/documents                 factual rundown)
(serves as self-assessment for students; informs
instruction for teachers; charts or documents       Flexible grouping pattern of the lesson
may be used as a place to gather                     Partnered-reading and notetaking
concepts/information throughout lesson through       Mixed-ability groups of four for Political
debriefing; may include visuals, lesson                Conference/Debate
questions, lesson vocabulary, language
objectives, and/or learning targets)
Recommend using “Knowledge Rating
Chart” with the key content vocabulary
below

Lesson questions
(drive instruction; may create links to previous
learning; may be included in pre-assessment)
POST ON WALL
   How did Thomas Jefferson’s ideas about
    government differ from Alexander
    Hamilton’s?
   How did these different political ideas
    lead to the rise of the Federalist and
    Republican parties?

Additional background building
(streaming video segments, DVD, map review,
read aloud of a related piece of fiction, etc.)
Video clip from “John Adams” TV mini-series
(4:34)
http://www.youtube.com/watch?v=notJuFGXQ9w
Video Clip: “The National Bank, the Nation's
Capital, and the Beginnings of Political
Parties” (6:31) Available through PPS multi-media
streaming
Key content vocabulary (italicized words
assessed)
Political party
Federalist
Republican (also referred to as “Democratic-
Republican”)
Whiskey Rebellion
Alien and Sedition Acts
Thomas Jefferson
Alexander Hamilton
French Revolution
                                          READING SUPPORT


Modified from History Alive! June 2010                                                                  2
             Lesson-specific instructional supports http://groups.teachtci.com/
                      * see Enrichment Plan for Compacting/Extensions
     Suggested Strategies for        Focus pages/paragraphs         Thinking or Process-
  Introduction Interactive Read-     for guided reading group            Related Words
               Aloud                                                (for example: Bloom’s, etc.)
Image Analysis on page 144 is not   Whiskey Rebellion and       Compare
very engaging                       the need for a stronger     Contrast
                                    central government (2       Separate
Instead focus on Graphic            paragraphs)                 Describe
Organizer: Character Collage        Page 147 – “Hamilton and    Differentiate
(bottom right corner on page 145))  Washington saw the
                                    Whiskey Rebellion…”
Discussion Questions:
What differences do you notice in   On the Hamilton’s
the men’s clothing?                 Personal Background
Elegant and formal vs. plain-       Page 149 – “Hamilton grew
clothed                             up to be…”

How do clothes reflect on a person       On Hamilton’s view of
or their background?                     human nature
Reflection of social status,             Page 149 – “Hamilton’s
attitude, etc.                           view on human nature
                                         was…”
How might someone’s background
influence their political beliefs?       On Hamilton’s Best Form
Answers will vary                        of Govt.
                                         Page 150 – “Federalist
                                         believed…”

                                         On Hamilton’s Ideal
                                         Economy
                                         Page 150 – “Hamilton’s
                                         dream of national
                                         greatness..”

                                         On Hamilton’s Relations
                                         with Britain and France
                                         Page 151 – “When war
                                         broke out between France
                                         and Britain…”

                                         On Jefferson’s Personal
                                         Background
                                         Page 152 – “Jefferson was
                                         born in Virginia…”

                                         On Jefferson’s View of
                                         Human Nature
                                         Page 152 – “Jefferson’s
                                         view of human nature was
                                         much more hopeful…”


Modified from History Alive! June 2010                                                             3
                                         On Jefferson’s Best Form
                                         of Govt.
                                         Page 153 – “Republican’s
                                         believed that the best
                                         government…”

                                         On Jefferson’s Ideal
                                         Economy
                                         Page 153 – “Like most
                                         Americans in the 1790’s…”

                                    On Jefferson’s Relations
                                    with Britain and France
                                    Page 153 – “Another issue
                                    that sparked heated
                                    arguments…”
                                    WRITING SUPPORT
             Lesson-specific instructional supports http://groups.teachtci.com/
                    * see Enrichment Plan for Compacting/Extensions
                                       Sentence frames for
                                        parts of the lesson
                                    REVIEW lesson 11
                                    Sentence Frames:
                                    Jefferson believed
                                    _________ (contrast word)
                                    Hamilton thought
                                    __________.

                                         The Federalists’ ideas
                                         about ______________
                                         However, the Republicans
                                         ___________

                                         A difference between the
                                         Federalists and the
                                         Republicans is that the
                                         Federalists believed
                                         __________, but the
                                         Republicans said
                                         ___________.

                                  DISCUSSION SUPPORT
             Lesson-specific instructional supports http://groups.teachtci.com/
                    * see Enrichment Plan for Compacting/Extensions
                                       Sentence frames for
                                        parts of the lesson
                                    REVIEW lesson 11
                                    See Writing Support
                 FORMATIVE ASSESSMENTS (for student and teacher use)



Modified from History Alive! June 2010                                            4
    “Check for understanding”                    Checkpoints in                Questions for
      points during activities                 Interactive Student        exit and entrance slips
                                                    Notebook

   Make observations                         Multiple opportunities   SUGGESTED EXIT QUESTIONS:
   Listen in during discussions and           during reading/note-
    group activity for                         taking activity          BASIC
    misunderstanding or                                                 Name one belief or political
    misconceptions                                                      idea that you learned about
                                                                        that you agree or disagree
                                                                        with. Explain why.

                                                                        ADVANCED
                                                                        Cite one historical political
                                                                        idea that still exists in our
                                                                        society today. Which
                                                                        modern political party relies
                                                                        on this ideology?
                                                REVIEW
     Processing Assignment                         Games                           Other
      (also serves as a formative
             assessment)
Students create a storyboard for a
political commercial for one of the
political parties using the language
and ideas of the chosen party.

To help get the students started…
Digital library of all past presidential
campaign commercials:
http://www.livingroomcandidate.org/

                      RECOMMENDED LESSON ASSESSMENT AND KEY
Assessment
Key




Modified from History Alive! June 2010                                                              5

								
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