TEACHER: Delenia Alls
COURSE TITLE: U.S. History
DATE: January -
February
UNIT:
Washington’s Administration
SPECIFIC TOPIC: Presidencies of
Washington and Adams; Whiskey Rebellion;
Alien and Sedition Acts; political party
ESSENTIAL QUESTION(S):
1. How did the early leaders of our country lay the framework for how our government operates today?
2. What qualities/characteristics should a leader have?
3. Why is Washington considered the father of our country?
4. What is economics?
5. How can conflict be resolved without using force?
6. How do political parties influence the views of our government today?
7. How is our nation today experiencing trouble on both the domestic and foreign fronts?
8. How can you compare the election of 1800 to the election of 2000?
PERFORMANCE OBJECTIVE(S) (use an action verb in a description of a measurable outcome)
: Objectives are listed with each day’s activities.
I can explain how the weaknesses of the Articles led to instability within the new nation.
I will explain how the Confederation Congress dealt with the new western lands.
I will identify the impacts on society between the Land Ordinance of 1785 and Northwest Ordinance of 1787.
I will explain how compromises played an important role in the Constitutional Convention.
I will explain how other civilizations’ ideas were used in the writing of our Constitution.
INSTRUCTIONAL PROCEDURES (use below as a guide/reminder) a. Do Now/Bell-Ringer (something to get the students' attention) Write to Learn activities/analysis b. Teaching procedures (methods you will use) Lecture, group activities, note taking c. Formative check (progress checks throughout the lesson) class participation, notebook,

homework, exit slips d. Student Participation (how you will get the students to participate) clock dates, partner activity e. Closure (how you will end the lesson) exit slips, summaries
Exit slips are the objective in form of a question.
Writing Arts and Humanities Practical Living
DAY ONE:
Do Now:
1.
Pick a positive character (Historical, Movie, T.V., Book . . .) o List three positive attributes/characteristics of the character’s personality that you like the most. o Put a star by one of the attributes/characteristics about the character that you admire the most. o Share your three choices with a student next you and have them pick with characteristic is most like you and have them try and pick the characteristic that they most admire.
2.
Pick a negative character (Historical, Movie, T.V., Book . . .) o List three negative attributes/characteristics of the character’s personality that you do not like. o Put a star by one of the attributes/characteristics about the character that you most admirable about him/her. o Share your three choices with a student next you and have them pick with characteristic that is most like you and have them try and pick the characteristic that you least admire about the character.
3.
From the list that both of you have written down about both characters, pick three words that you would look for in a political candidate. Then each of you write a paragraph of why those personality characteristics would be important to you as a voter.
Class will start off with a short pre-assessment.
****Did not do this but should have -----We will also look at part of the John Adams movie that covers Washington’s inaugural as well as Senate meetings with Adams.
DAY TWO :
Do Now :
1. What qualities do you think an effective leader should have?
2. Do you know someone you feel is an effective leader?
3. Explain why you think so.
4. Why do we watch News Quiz?
We will be discussing Washington’s first steps as President. Our discussion will include
Hamilton’s attempt at building the economy, bank proposal, and possibly foreign and domestic

problems. (W ashington’s Domestic Policies)
DAY THREE:
Do Now :
1.
Read about Washington’s First Inaugural Address on page 598 in the new book. Why would someone about to give an important speech to a large audience might seem agitated ? What might be some advantages of writing down ideas and impressions in a journal day by day, as the events take place? What are the limitations of this method?
2. What do you think was the most important decision of the early government: creating a cabinet, passing the Judiciary Act, or adding the Bill of Rights to the Constitution? Why do you think this?
We will review Washington’s first steps and Hamilton’s attempt at building the economy, bank proposal, and possibly foreign and domestic problems. They will get into groups to help each other out with notes. We will finish Washington’s Administration with discussion over Jay’s
Treaty, Pinckney’s Treaty, and Washington’s farewell address.
NEWS QUIZ
DAY FOUR:
Do Now :
1. In reviewing political parties (page 268-270 in the new book and 149-153 in the History
Alive book), answer the following question. Which political party would a Boston factory owner most likely support?
Why do you think this?
2. Explain one domestic policy and one foreign policy under Washington's administration.
Wash ington’s farewell address, political parties, and the similarities to today ending with the election of 1796. Review game of previous content learned this year.
DAY FIVE :
Do Now:
1. Which group fared better from the Treaty of Greenville: the Native Americans or the
American settlers? Explain your answer.
2. Supporters of Thomas Jefferson sang the following verse in 1798, to the tune of “Yankee
Doodle Dandy”:
See Johnny at the helm of State,
Head itching for a crowny,
He longs to be like Georgy, great
And pull Tom Jeffer downy.
Who is “Johnny”? Who is “Georgy”? What is the song implying about these two men?
(Answer: Johnny is John Adams. Georgy is George Washington. Adams is currently President of the US and Thomas Jefferson will be competing against him in the coming election. These

Jefferson supporters imply that Adams is not democratic enough, perhaps with leanings toward monarchy.)
Students have to write a response to the following statement: “Liberty for the Whale means death of the minnow.” Who would support this/refute this and why? Then they had to draw stick figures to represent each political party in terms of dress and environment.
We will then begin our discussion of the Presidency of John Adams. This includes the XYZ
Affair, and the newspapers of this time. In reviewing political parties (page 268-270 in the new book and 149-153 in the History Alive book, students will answer the following questions. Which political party would a Boston factory owner most likely support? Why do you think this?
(answer: Federalist Party) We will discuss the reasons behind this as well.
DAY SIX:
Do Now:
1. Explain one domestic policy and one foreign policy under Washington's administration.
2. How can a newspaper affect the way people view politics?
3. Give an example of how the media plays a role in politics.
4. What was iron ic about Adams’ refusal to pay the bribe demanded by Talleyrand?
Today, we will finish Adams’ foreign policies and move on to his domestic policies. Topics include: split in Federalist party, Alien and Sedition Acts, KY and VA resolutions, election of
18
00, and midnight judges. We will compare these to today’s times. Finally, there will be a quiz over this chapter. (Formative Assessment)
DAY SEVEN:
Do Now : Study! Study!
Get into the groups for the tournament review game.
Students will be involved in a review game in preparation for tomorrow’s test.
DAY EIGHT:
Students will be taking a test over Chapter 8: The Federalist Era (Washington’s and Adams’
Administrations)
DAY NINE:
Test Makeup/finish Ors
Read chapter over Jefferson’s administration and fill in notes
Go over test results
EVALUATION PROCEDURES/FORMATIVE ASSESSMENT (how you will measure outcomes to determine if the material has been learned)
Questioning

Exit slips
Open response
Notebook check
Test
Pretest
Resources:
Washington DVD
John Adams: HBO miniseries
Washington’s inaugural addresses