Instructional Sequence - Engaging Students in the Learning Process Optional: Starter and/or Homework Discussion (_5 min.)
Students begin by reading their sectionalist letter from the previous day to a neighbor. Students will be paired up with someone whose letter is from a different viewpoint than their own (North/South). Students are asked to try stepping into the shoes of someone who really felt these things at the time. Students will be asked to write, below their summary, exactly what the problem the other sectionalists had with the Missouri Compromise was (north writes southern problem, south writes northern problem).
After each student has been given one minute to read their letter, the teacher will elicit student thoughts on the following question: “Would two sectionalists have been able to share their letters with one another without engaging in a very heated debate?” Check for understanding by eliciting responses to confirm that Northerner sectionalists did not believe that the 36’30’ line did enough to stop slavery, while Southern sectionalists felt that the compromise violated States’ Rights. Teacher should go back to the school rivalries activity at the beginning of the previous day to make connections with past experiences. After a few minutes of discussion, teacher should end the lesson by collecting the papers, and emphasizing that sectionalism challenged the Era of Good Feelings.
Introduction (_10 min.):
Teacher turns on PPT, and starts to review agenda for the day. Students that they will be learning about bias in history by analyzing how the Monroe Doctrine was perceived by Europe, Latin America, and the United States. They will be doing so by creating political cartoons. To tie this back to the EOGF theme, teacher tells class that the perspectives seen in the texts indicate how nations around the world felt about the Monroe Doctrine- different nations felt quite differently about it.
Teacher writes the word “Perspective” on the board. A brief class review is held on what perspective means in the telling of history. The teacher should point back to the lessons on the War of 1812, as these emphasized perspectives.
Teacher introduces political cartoons to “hook” class in to the activity for the day. Political cartoons about Obamacare, George Bush’s economic policy, and the education system are shown. Students should be given a chance to interpret the cartoons for themselves, with minimal scaffolding from the teacher. Teacher should emphasize that each cartoon is exaggerated, and shows a point of view about the object it is talking about.