History Alive! The United States Through Industrialism Lesson Guide Sample

Lesson Guide

Lesson: Launching the New Republic Component: Complete Lesson Guide

Planning

Unit Overview Estimated Time: 10 mins Overview: In this unit, learn about the people, events, and ideas that shaped America in the late 18th and early 19th centuries.

Teacher Prep: N/A Materials: None

Geography Challenge Estimated Time: 30 mins Overview: Learn how the U.S. population spread across its lands and complete a Geography Challenge activity.

Teacher Prep: N/A Materials: None

Additional Materials You will need your English/Spanish interactive student notebook, notebook answer key, and student textbook.

Handout: KWL Chart Interactive Student Notebook: Geography Challenge Notebook Answer Key: Geography Challenge Spanish: Interactive Student Notebook: Geography Challenge

UNIT OVERVIEW SLIDE 1 Launching the New Republic How much power should the federal government have and what should it do?

How did the government change during the Early Republic?

What was life like in the Early Republic?

SLIDE 2 In this unit, you will learn about people, events, and ideas that shaped America in the late 18th and early 19th centuries, including new conflicts that emerged about the role of government. what challenges America faced to its authority and legitimacy. what life was like for people in the Early Republic.

Notes: If you wish to pre-teach the vocabulary in this unit, have students use the Vocabulary Cards in the Student Subscription.

SLIDE 3 Think about these guiding questions: How much power should the federal government have and what should it do?

How did the government change during the Early Republic?

What was life like in the Early Republic?

Fill out the first column of this chart. List everything you know about the people, events, and ideas that shaped America in the late 18th and early 19th centuries.

Now list other questions that you have. We’ll explore these questions throughout the unit!

Notes: Have students create individual KWL charts, or create a KWL chart for the class. Use student responses to gauge how much additional background information they will need as you progress through the unit. Have students return to the KWL chart at the end of the unit and add the key information they learned.

GEOGRAPHY CHALLENGE SLIDE 4

Read “Setting the Stage” in the Student Text for this unit.

Notes: Essential Geographic Understandings Names and locations of the states added to the nation from 1791 to 1838 Location of landmark events in the nation’s development from 1789 to 1838 Key human features: Baltimore, New York City, New Orleans, Washington, D.C., Erie Canal, Trail of Tears How events during the republic’s first 50 years promoted the nation’s growth and strengthened Americans’ sense of national identity

SLIDE 5 Geography Challenge Go to the Geography Challenge in the notebook.

Follow the directions to complete the map and answer the questions.

Let’s check your answers to the Geography Skills and Critical Thinking questions.

Discuss: How did events during the republic’s first 50 years promote the nation’s growth and strengthen Americans’ sense of national identity?

Notes: You may wish to have students play the Lesson Game for this lesson to assess what they learned during the Geography Challenge.

SLIDE 6 Geography Challenge Can you find these six key locations without referring to your map?

Drag each label to the correct location on the map.

Good luck!

Erie Canal New Orleans Ohio Missouri Trail of Tears Washington, D.C.

Notes: In the online Student Subscription, the Geography Challenge is found in the Setting the Stage section.

Have students drag the labels as accurately as possible onto the map. Click the small Answer Key thumbnail to check their work.

Lesson: Political Developments in the Early Republic Component: Complete Lesson Guide Standards Covered

Common Core ELA Standards Reading

Writing

Key Ideas and Details CC.K-12.R.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CC.K-12.R.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CC.K-12.R.R.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Text Types and Comprehension and Purposes Collaboration CC.K-12.W.R.2 Write CC.K-12.SL.R.1 informative/explanatory Prepare for and texts to examine and participate effectively convey complex ideas in a range of and information conversations and clearly and accurately collaborations with through the effective diverse partners, selection, building on others’ organization, and ideas and expressing analysis of content. their own clearly and CC.K-12.W.R.1 Write persuasively. arguments to support CC.K-12.SL.R.2 claims in an analysis Integrate and of substantive topics evaluate information or texts, using valid presented in diverse reasoning and media and formats, relevant and including visually, sufficient evidence. quantitatively, and orally.

CC.K-12.SL.R.3 Production and Evaluate a speaker’s Distribution of Writing point of view, CC.K-12.W.R.4 reasoning, and use of Produce clear and evidence and coherent writing in rhetoric. which the development, organization, and style are appropriate to task, purpose, and audience.

CC.K-12.W.R.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Craft and Structure CC.K-12.R.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Research to Build and

Speaking and Listening

Language Knowledge of Language CC.K-12.L.R.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use

Integration of Knowledge and Ideas CC.K-12.R.R.7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Range of Reading and Level of Text Complexity CC.K-12.R.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

Present Knowledge CC.K-12.W.R.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

CC.K-12.W.R.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

CC.K-12.W.R.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing CC.K-12.W.R.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

CC.K-12.L.R.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CC.K-12.L.R.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Planning

Preview Estimated Time: 45 mins Overview: Analyze two songs and determine how the nation changed in its first decade.

Teacher Prep: N/A Materials: None

Activity Estimated Time: 75 mins Overview: Take the role of Alexander Hamilton or Thomas Jefferson. In a debate, discuss key issues that divided Federalists and Republicans.

Teacher Prep: N/A Materials: None

Vocabulary Estimated Time: 5 mins Overview: Review vocabulary terms from this lesson.

Teacher Prep: N/A Materials: None

Processing Estimated Time: 20 mins Overview: Create a campaign song for one of the candidates of the election of 1800.

Teacher Prep: N/A Materials: None

Investigating Primary Sources Estimated Time: N/A Overview: Create an argument to answer the question: How did conflicts within Washington's cabinet affect American politics?

Teacher Prep: N/A Materials: None

Additional Materials You will need your English/Spanish interactive student notebook, notebook answer key, and student textbook.

Handout A: Preview Songs Handout B: Hamilton and Jefferson Masks Handout C: Talk-It-Out Prompts Spanish: Handouts

SLIDE 1 Political Developments in the Early Republic

How did the Federalist and Republican visions for the United States differ?

Notes:

Use this Lesson Guide to plan and teach the lesson!

The Overview slide summarizes the parts of the lesson and gives estimated times. In the Teacher Note, you’ll find Social Studies and Language Arts objectives.

The Materials and Preparation slides tell you what to gather and prep before class.

When you’re ready to teach the lesson, start with thePreview slides.

The Activity slides walk students through every step of the interactive lesson. Students are instructed when to read each section in the Student Text and when to complete their print or online Interactive Student Notebooks.

Use the Vocabulary slide to review key Social Studies terms.

Finally, students complete the Processing assignment in their notebooks. Use it to assess what students have learned.

SLIDE 2 The next slides provide teacher planning information for this lesson.

Overview - summarizes the activities and gives estimated pacing times. In the Notes, you’ll find Social Studies and Language Arts objectives.

Materials - lists materials you need to print or gather before class.

Preparation - describes actions you need to take to prep before class.

Further support is found on the Lesson Guide page in the Planning area, including information on Differentiating Instruction and Enhancing Learning with outside resources.

When you're ready to start teaching, use the remaining slides to guide students through the Preview, Activity, Vocabulary, and Processing activities.

SLIDE 3 Essential Question

How did the Federalist and Republican visions for the United States differ?

Preview Students analyze two songs and determine how the nation changed in its first decade. [15 min + 30 min vocabulary] Activity In an Experiential Exercise , students take the role of Alexander Hamilton or Thomas Jefferson. In a talk-it-out debate, the students discuss key issues that divided Federalists and Republicans. [75 min] Processing Students create a campaign song for one of the candidates of the election of 1800. [20 min] Investigating Primary Sources Students create an argument to answer the question: How did conflicts within Washington's cabinet affect American politics? [optional]

Notes:

Objectives In the course of reading this chapter and participating in the classroom activity, students will

Social Studies represent the key positions of Federalists and Republicans in a debate, taking on the roles of Alexander Hamilton and Thomas Jefferson. analyze Washington’s attitude toward the role of the federal government in the Whiskey Rebellion and in his Farewell Address. identify the positions of Federalists and Republicans in the election of 1800.

Language Arts deliver oral presentations that include important ideas, concepts, and direct quotations and that paraphrase and summarize the relevant perspectives on the topic. participate in a dialogue.

SLIDE 4 Materials to Print Interactive Student Notebook (1 per student) Handout B: Hamilton and Jefferson Masks (1 set per pair) Optional Materials Handout A: Preview Songs (1 per student) Handout C: Talk-It-Out Prompts (1 per student)

SLIDE 5 Before class: 1. Consider how you will teach the activity over the course of a couple days. The suggested time for the Experiential Exercise is 75 minutes.

2. For the activity, arrange desks facing one another in two even rows.

Prepare Handout B: Hamilton and Jefferson Masks so that there are enough masks for each set of students who will be debating.

SLIDE 6 Political Developments in the Early Republic

How did the Federalist and Republican visions for the United States differ?

PREVIEW SLIDE 7 Preview The song you are about to hear is called "Hail, Columbia." It was first performed at George Washington's inauguration in 1789.

Read the lyrics as you listen to the song.

SLIDE 8 Go to the Preview assignment in your print or online Interactive Student Notebook. Write down your answers to the first two questions in the Preview.

Let’s share our answers.

1. What are three adjectives that describe the song’s mood?

2. How do you think Washington’s swearing in as president united the country?

Notes: If you are using the Interactive Student Notebook, you can access it three ways: Online: Go to the “Student View,” and navigate to the Notebook.

Online: Go to the “Materials” tab, and print out the PDF notebook pages.

Print: Use the print Interactive Student Notebooks in your classroom.

In the Student Subscription, you can find the Preview assignment in the Introduction section.

SLIDE 9 The next song is a campaign song from the 1800 presidential election. This song was sung by members of the Republican party, one of the nation’s first political parties.

Read the lyrics as you listen to the song.

SLIDE 10 Write down your answers to the remaining questions from the Preview in your Interactive Student Notebook.

Let’s share our answers.

1. What are three adjectives that describe the song’s mood?

2. According to the lyrics, what were some of the issues of the 1800 presidential election?

3. In what ways do you think the nation changed between Washington’s inauguration in 1789 and the election of 1800?

SLIDE 11 As shown by the differences in these two songs, the nation changed greatly in its first decade.

U.S. cities were more interconnected, and the nation faced new foreign threats.

In addition, two strong political parties emerged, the Federalists and the Republicans.

In this lesson, you will learn how the Federalists and Republicans differed in their visions for America.

SLIDE 12 Vocabulary Development Locate the Social Studies Vocabulary for this lesson in your notebook.

Whiskey Rebellion Washington’s Farewell Address loose construction strict construction sedition nullify states’ right theory These important terms will help you understand the main ideas of this lesson.

SLIDE 13 Locate the Essential Question for this lesson:

How did the Federalists and Republicans differ in their vision for the United States?

Read the Introduction in the Student Text.

Why might George Washington have been reluctant to become president?

Why did George Washington choose Hamilton and Jefferson to serve in his cabinet?

Why do you think Hamilton and Jefferson became political rivals?

Notes: Addressing Misconceptions: The Introduction mentions that George Washington takes the oath of office to become President of the United States. One misconception about Washington that still exists today is that he had wooden teeth.

Washington did have dentures because he had dental problems throughout his life. However, tell students that Washington’s dentures were constructed from materials that likely included actual teeth from humans, cows, and horses, ivory that possibly came from elephants, and alloys that contained lead, tin, copper, and silver.

SLIDE 14 Read Section 1, Launching the New Government, in the Student Text, and complete the Reading Note for that section.

Let’s share our answers.

SLIDE 15 Read Section 2, Washington as President, in the Student Text, and complete the Reading Note for that section.

Let’s share our answers.

SLIDE 16 Experiential Exercise Experiential Exercise Today we are going to have a talk-it-out debate.

You will represent either Thomas Jefferson or Alexander Hamilton.

As your assigned character, you will debate key issues that divided the Republicans and Federalists.

SLIDE 17 Experiential Exercise Arrange your desks in two rows so that pairs of desks directly face each other.

One row will represent Jefferson, and the other row will represent Hamilton.

SLIDE 18 Experiential Exercise Read Section 3, Alexander Hamilton and the Federalist Party, and complete the Reading Notes for that section.

Make sure to complete the speech bubbles from the perspective of Alexander Hamilton.

SLIDE 19 Experiential Exercise Read Section 4, Thomas Jefferson and the Republican Party, and complete the Reading Notes for that section.

Make sure to complete the speech bubbles from the perspective of Thomas Jefferson.

SLIDE 20 Experiential Exercise Find the copy of Handout B: Hamilton and Jefferson Masks that your teacher has distributed to each pair of students.

Cut out the masks and cut holes in the eyes and mouth so that you can easily see, speak, and breathe.

You are about to debate four issues from the perspective of your assigned character. Use your Reading Notes from Sections 3 and 4 to assist you.

Now, put on your masks, and let’s begin!

Notes: To wear the masks, you may wish to provide craft sticks, masking tape, or string for students to help them put on their masks.

SLIDE 21 Experiential Exercise If you are Hamilton, stand up and recite the Federalist slogan together: “Born to rule, we know what we need! With a strong central government, we will succeed!”

Now sit back down.

SLIDE 22 Experiential Exercise If you are Jefferson, stand up and recite the Republican slogan together: “We know what we need from day to day! Don’t try to rule us from far away!”

Now sit back down.

SLIDE 23 Experiential Exercise Now let’s debate four issues from the perspective of Jefferson and Hamilton.

SLIDE 24 Experiential Exercise Issue 1: View of Human Nature Hamiltons, stand up and read your prompt aloud together.

Jeffersons, stand up and read your prompt aloud together.

Now continue debating in your pairs until you are told to stop.

SLIDE 25 Experiential Exercise Issue 2: Best Form of Government Jeffersons, stand up and read your prompt aloud together.

Hamiltons, stand up and read your prompt aloud together.

Now continue debating in your pairs until you are told to stop.

SLIDE 26 Experiential Exercise Issue 3: Views on the Economy Hamiltons, stand up and read your prompt aloud together.

Jeffersons, stand up and read your prompt aloud together.

Now continue debating in your pairs until you are told to stop.

SLIDE 27 Experiential Exercise Issue 4: Views on Great Britain and France Jeffersons, stand up and read your prompt aloud together.

Hamiltons, stand up and read your prompt aloud together.

Now continue debating in your pairs until you are told to stop.

SLIDE 28 Experiential Exercise Now let’s discuss this experience.

How did it feel to represent Thomas Jefferson or Alexander Hamilton?

What was the Republicans' vision for the United States?

What was the Federalists' vision for the United States?

If you were living in 1800, would you have been a Republican or a Federalist? Why?

SLIDE 29 Experiential Exercise Read Section 5, The Presidency of John Adams, and complete the Reading Note for that section.

Let’s share our answers.

SLIDE 30 Experiential Exercise Read Section 6, The Election of 1800, and complete the Reading Note for that section.

Let’s share our answers.

SLIDE 31 Experiential Exercise Read Section 7, A Deadlock and a New Amendment, and complete the Reading Note for that section.

Let’s share our answers.

SLIDE 32

Drag each term to its correct definition.

Washington’s Farewell Address strict construction States' Doctrine nullify 1. a narrow interpretation of the Constitution, meaning that the Congress has only those powers specifically given in the Constitution 2. the theory that rights not specifically given to the federal government by the Constitution remain with the states 3. George Washington’s parting message to the nation, given in 1796, in which he warned of threats to the nation’s future 4. to refuse to recognize a federal law Vocabulary: 1 of 2

SLIDE 33

Drag each term to its correct definition.

Whiskey Rebellion loose construction sedition 5. the crime of encouraging rebellion against the government 6. a revolt by farmers in 1794 against an excise tax on whiskey 7. a broad interpretation of the Constitution, meaning that Congress has powers beyond those specifically given in the Constitution Vocabulary: 2 of 2

SLIDE 34 Processing Let's assess what you have learned.

Go to the Processing assignment in your notebook.

Suppose that you are the campaign manager for one of the presidential candidates in 1800.

Create a campaign song for your candidate.

Your song can be to the tune of “Hail, Columbia,” “Fair and Free Elections,” or any other tune.

Notes: In the Student Subscription, you can find the Processing assignment in the Summary section.

SLIDE 35 Your song must: clearly describe the Federalist or Republican vision for America. contain at least two reasons why your candidate should be elected. use language that reflects the passionate feelings held by Federalists or Republicans.

SLIDE 36 Investigating Primary Sources What do you know about George Washington's cabinet?

Let’s use primary sources to further explore conflicts within Washington's cabinet.

Read Investigating Primary Sources, How Did Conflicts Within Washington's Cabinet Affect American Politics?, in the Student Text.

Notes:

Students can use information from the lesson, the activity, and prior knowledge to tell what they know about George Washington's cabinet.

You may wish to point out the questions listed in the text for each primary source and have students answer the questions as they read.

SLIDE 37 Go to the Investigating Primary Sources assignment in your notebook.

Create a claim for this question:

How did conflicts within Washington’s cabinet affect American politics?

Provide evidence from the primary source documents to support the claim.

Pair up, and share your claims and evidence with each other. Review and critique your partner’s work.

Then revise your claim to strengthen it.

Notes:

Students can find evidence from additional sources to support their claims. Remind students that if their do outside research on the Internet or from books, they should use reliable sources.

SLIDE 38 How did conflicts within Washington’s cabinet affect American politics?

Use the evidence from the primary source documents to create an argument.

Make sure your argument clearly states your claim, includes evidence, and provides explanations to support the claim.

Notes:

You may want to have students write their arguments as an essay or create an outline detailing their claim, evidence, and explanations.

Lesson: Timeline: Launching the New Republic Component: Complete Lesson Guide

Planning

Timeline Challenge Estimated Time: 30 mins Overview: Build and analyze a timeline summarizing key events from the unit. Conduct research about an additional event and share your findings.

Teacher Prep: N/A Materials: None

Key History Themes Estimated Time: 20 mins Overview: Connect what you've learned to seven themes. Choose a legend or myth and identify which themes you can find within that story.

Teacher Prep: N/A Materials: None

Additional Materials You will need your English/Spanish interactive student notebook, notebook answer key, and student textbook.

Interactive Student Notebook: Timeline Challenge Notebook Answer Key: Timeline Challenge Spanish: Interactive Student Notebook: Timeline Challenge Spanish: Timeline Challenge Cards Timeline Challenge Cards

TIMELINE CHALLENGE SLIDE 1 Look at the Launching the New Republic Timeline in the Student Text.

SLIDE 2 Complete the Timeline Challenge questions in your notebook.

Let’s check our work.

SLIDE 3 Now let’s create a class timeline on the wall.

Mark off time intervals using masking tape or colored paper.

Each pair will get a timeline card.

Tape your card to the correct location along the class timeline.

SLIDE 4

Drag each event to its appropriate location on the timeline.

SLIDE 5 Which three events did you suggest should be added to the timeline?

Choose one of your three events and conduct Internet research.

Then create an additional Timeline Challenge Card using word processing or presentation software. Include the following: a title and date for your event an appropriate image to represent your event a written timeline entry below the image

KEY HISTORY THEMES SLIDE 6 Finally, let’s think about this unit thematically.

In your notebook online, list at least one thing you learned in this unit that connects to each of these seven themes: Patterns of Population Uses and Abuses of Power Worlds of Exchange Haves and Have-Nots Expressing Identity Science, Technology, and the Environment Spiritual Life and Moral Codes

SLIDE 7 Choose a legend or myth from this unit that you find interesting. Summarize it in your notebook.

Which themes can you find within this event?

Share your answer with a partner and record it in your notebook.

Now, find one modern work of fiction similar to this legend or myth.

Share your findings with a partner and cite the work in your notebook.

SLIDE 8 Let’s compare and contrast the modern work you found with historical versions of the story to answer this question:

How do stories of the past influence today’s stories?

Be sure to include everything from the bulleted list.

Notes: Students may choose any legend or myth they learned about in this unit. However, you’ll find that most of these stories are located within Lesson 13’s sections.

Encourage students to create multimedia presentations of their work.

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