Focus (or Guiding) Questions:   

How do political ideologies influence government’s decisions?

What were George Washington’s warnings to the American people and the government?

How do George Washington’s warnings apply to today?

What are the differences between Thomas Jefferson and Alexander Hamilton? 
How did the differences led to the development of the first political parties?

How do we debate effectively? 

Why do we use political debate?

What is the purpose of writing letters to political leaders?

Know:

Political Ideologies and personal political ideology

Content of George Washington’s Farewell Address

How George Washington’s Farewell Address is applicable today

Political and social differences between Hamilton and Jefferson

Democratic-Republican Party views

Federalist Party views

Alien and Sedition Acts

Whiskey Rebellion

Jay’s Treaty

Neutrality Proclamation

Election of 1800

12th Amendment to the Constitution

Marbury vs. Madison Decision

First Bank the United States

XYZ Affair

Do:

Utilize the internet to determine political ideology

Apply George Washington’s farewell warnings to today

Evaluate the topics of the Young Republic through a political party’s perspective

Debate the topics of the Young Republic

Support and defend a political position

Compose a letter to a political leader

To introduce this module, the teacher will bring up the concept of political ideology.  What is political ideology?  How do we figure out what we believe?  What impact do political ideologies have on government?

The teacher will provide the students with the following website link:  http://www.politicalcompass.org

Students will take the political compass quiz to see where they politically align.

The teacher should show the political matrix on an overhead projector. http://www.politicalcompass.org/analysis2

The students will receive a copy of the same matrix in their results.  The teacher will discuss what the matrix means with their students.  The teacher will ask the class to show where each student falls on the matrix. 

Knowing where the students align politically in the modern sense is helpful when looking at political issues during the Young Republic. 

Before starting this Module: 

Module 10 addresses the early years of the American government.  Students will analyze George Washington’s Farewell Address.  The students will then become experts on Alexander Hamilton and Thomas Jefferson.  Using the knowledge on these two founders, the students will analyze the events of the early American government and what would have been Hamilton and Jefferson’s take on each event.  In the next module, Module 11, we will address the Industrial Revolution and its impact on the American economy and development.  Module 10 should take between 16-18 contact hours. 

Strategies for Differentiated Instruction: Students will work within different ability levels to complete their assignments.  The group should produce a single, cohesive product which reflects the knowledge and learning of the entire group.  For students of lower level ability, the teacher should utilize the school resource room or resource teacher for re-teaching and review.

Strategies for Grouping:  Teachers’ knowledge of students’ abilities and strengths will allow them to pre-select groups ahead of time.    Teacher may group students by placing one student of higher ability with a student of lower ability and adding two students of middle abilities.   Good strategies to consider is pre-selecting the groups and post the list in the room for the students to see when they enter the class.  Please consider pairing together students who will work well together, but will not go off task.  Also, consider pairing students together based on varying levels of ability as well as mix genders

Technology:  Computer lab, overhead digital projector, speakers/sound system for online videos

Materials:  copies of handouts, envelopes, stamps

Vocabulary:  The teacher will have the students place vocabulary words and their meanings in their class notebooks.  The vocabulary words are found in the vocabulary section of this module. The teacher can create a word wall in their classroom for all academic vocabulary for this class.  

Notes to teacher on electronic resources:  The teacher may need to download a Flash player or another type of download to access all the electronic resources. 

Phase One:

To introduce this module, the teacher will bring up the concept of political ideology.  What is political ideology?  How do we figure out what we believe?  What impact do political ideologies have on government?

The teacher will provide the students with the following website link:  http://www.politicalcompass.org

Students will take the political compass quiz to see where they politically align.

The teacher should show the political matrix on an overhead projector. http://www.politicalcompass.org/analysis2

The students will receive a copy of the same matrix in their results.  The teacher will discuss what the matrix means with their students.  The teacher will ask the class to show where each student falls on the matrix. 

Knowing where the students align politically in the modern sense is helpful when looking at political issues during the Young Republic. 

Phase Two:

Students will analyze George Washington’s Farewell Address.  The address, a summary and an audio recording are located at the following address:  http://www.pbs.org/georgewashington/milestones/farewell_address_read.html

Students can also use Hippocampus to watch a video on George Washington’s Farewell Address.

http://www.hippocampus.org/US%20History%20I  Under The Constitution and the New Republic 1780-1800 section, select George Washington’s Farewell Address video.

Students will be divided into pairs to read and analyze the Farewell Address.  They will analyze the document using a document analysis sheet:  http://www.archives.gov/education/lessons/worksheets/document.html

Phase Three:

After completing the document analysis the students will complete George Washington’s Farewell Warnings Project.  The teacher will divide the students into groups of 3-4.  The teacher may choose to use class time to work on their projects.  The students will present their projects to the class. 

The teacher will evaluate the project using a Group Collaboration Rubric: http://www2.uwstout.edu/content/profdev/rubrics/secondaryteamworkrubric.html

and a Presentation Rubric:

http://www.ncsu.edu/midlink/rub.pres.html

Phase Four:

Keeping George Washington’s warnings in mind, the students will now go on to complete The Great Debaters Project Handout. 

The teacher will introduce the topic to the class by presenting the Jefferson/Hamilton Debate to the class by reading  and discussing the following website:  http://www.wccusd.k12.ca.us/elcerrito/history/jeff&ham.htm

Students will be divided into A and B groups.  These groups will be used for the Class Debate/Congress.  The teacher will then put the students into pairs with someone else in their group.  After dividing the students into A and B groups and into pairs, let them know that the A’s will be Hamiltonian’s/Federalists and B’s will be Jeffersonian’s/Democratic-Republicans. 

The students will be given The Great Debaters Project.  The Links for the Great Debater’s Project provides links for the students to use. The Great Debaters Project is a graphic organizer that allows students to research the major events of The Young Republic.  The students are asked to record the information for each event, their political party’s perspective on the event, and a quotation from a primary source for each event.    

Phase Five:

Please review Robert’s Rules of Order with your students.  This website is a short summary of the rules. 

http://www.robertsrules.org/

After reviewing Robert’s Rules, allow time for caucus meetings for the Federalists and the Democratic-Republicans.  Find out if someone on your floor has planning during your class period.  This way, the students will feel like they can have their caucus meetings in privacy.  Encourage the students to appoint a speaker for their party.  The teacher will serve as the chairman/woman of “The Great Debate”.  Students will need time to prepare their party’s response to each of the bills brought up in “The Great Debate. 

Each topic will come from The Great Debater’s Project.  Give the students The Great Debate Bill Docket so they will know what specific bills will be voted upon during the debate

Phase Six:

The students will participate in “The Great Debate”.  Divide the room into two sides—Federalists versus the Democratic Republicans.  Remind the students that we will follow Roberts Rules of Order in the debate.  . 

The Bills to be discussed and voted upon are:

1. Alien Act
2. Sedition Act
3. Whiskey Tax of 1791
4. Militia Law of 1792 (used by George Washington to end the Whiskey Rebellion)
5. Ratification for Jay’s Treaty
6. Neutrality Proclamation
7. The 12^th Amendment (as a result of the election of 1800)
8. Judiciary Act of 1789 (led to Marbury vs. Madison)
9. Charter of the First Bank of the United States
10. Treaty of Morfontaine (ended the XYZ Affair)

The teacher can evaluate their students’ participation using the debate rubric below:

http://go.hrw.com/resources/go_ss/teacher99/rubrics/RUBRIC10.pdf

Phase Seven:

Students will be asked to write a letter from themselves to a political leader—either on the state or national level.  They will need to address the following questions:  How is your party successful? 

Students will be provided Letter to the Leader Project.  Students will be asked to turn their letters in for a grade. 

Students’ letters will be evaluated using a Business Letter Writing Rubric

http://wwwstatic.kern.org/filer/kcclcorgManilaWebsite/writingrubrics/letterwritingrubrics/Letter_Writing_-_High_School.pdf

George Washington’s Farewell Warnings Project is a presentation based project.  Students will be given time to work as a group and prepare their information.  Students will be evaluated using a Presentation Rubric and a Middle School/High School Collaboration Rubric. 

The Great Debater’s Project is a partner data collecting project that will be graded by the teacher based on completion and correction.  The students will be asked to record information on the major events of the Young Republic.  They will record information on the event, their political party’s perspective and a quotation from a primary source that will benefit their party’s cause in the debate. 

The Great Debate is a Mock Debate/Congress that will take place in class. Students will be divided by their political parties—Federalist and Democratic-Republicans. The students will be evaluated by the teacher using a debate rubric. 

Letter to the Leader Project is a letter writing project to a state or national political leader.  Students will address their political and social concerns.  Students will be evaluated using a business letter writing rubric.