(clear, understandable versions of standards in student friendly language)
History Alive! lesson plan
Understand that different factors influenced change in American history from 1787 through the 1900. Those factors include the influence of individuals, issues and events.
Students first read about the differences between the Federalists and Republicans (Hamilton & Jefferson) and record opposing ideas in their ISNs. Act-It-Outs are also included during the reading activity.(2-3 days)
Experiential Exercise - Students then participate in a political conference/debate between Jefferson and Hamilton and argue which political party is best suited to lead the U.S. (2-3 days)
Lastly, students complete the Processing Activity in the ISN – creating a storyboard for a political commercial for one of the political parties (1 day or homework)
Recommended Changes to HA! lesson plan If time is an issue skip Act-It-Outs during reading
TO SAVE A WEEK OF CLASS TIME, here is a suggested paring down of this lesson…
Break up class into groups of 4
Assign half the groups “Jefferson” and the other half “Hamilton”
Have students complete the appropriate chapter 11 ISN notes
When finished, have two students from each group switch with another group and teach/share their notes about other person
Finally, each group creates a T- chart poster about the Federalists vs. Republicans (model how to make a t-chart since this comes early in the school year)
Students could complete processing task in ISN after this.
Supplemental Video Selections
Video clip from “John Adams” TV mini-series (4:34)
Shows dramatized conversation/debate between Hamilton and Jefferson about roles of government and national bank
http://www.youtube.com/watch?v=notJuFGXQ9w Video Clip: “The National Bank, the Nation's Capital, and the Beginnings of Political Parties” (6:31)
Overview summary of differences between Hamilton and Jefferson (a bit dry, but good factual rundown)
Flexible grouping pattern of the lesson
Partnered-reading and notetaking
Mixed-ability groups of four for Political Conference/Debate
(identified cognitive functions correlated to the learning targets, such as sequence, compare/contrast, cause/effect, infer, and argue, as well as the signal words to be deliberately taught/used in discussion and writing; sentence frames in support section)
POST ON WALL
Orally and in writing, use the signal words below to show contrast between the political ideas of Jefferson and Hamilton (or Federalists and Republicans).
The preview activity (music analysis) as described in the HA curriculum does not do a very good job of connecting material to the students’ lives, but student recognition of the songs will potentially be helpful later during the Experiential Exercise
The preview activity is basically listening to two songs and students try to figure out what type of person this song would represent – the elite or the common man/farmer.
ALTERNATE PREVIEW: project pictures of two presidents (example: George W. Bush & Barack Obama).
Ask students (in groups?) to generate ideas about different views of the role of government they represent
Then introduce the images of Jefferson and Hamilton. (as part of Graphic Organizer image on Introduction reading – page 145).
(serves as self-assessment for students; informs instruction for teachers; charts or documents may be used as a place to gather concepts/information throughout lesson through debriefing; may include visuals, lesson questions, lesson vocabulary, language objectives, and/or learning targets)
Recommend using “Knowledge Rating Chart” with the key content vocabulary below
(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?
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 ___________.