FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: November 30-December 1
M T W TH F
Washington’s Presidency
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation
and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform
movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects
5A: describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military, creating a stable
economic system, setting up the court system, and defining the authority of the central government
U.S. History Textbook
Colonization through
Reconstruction pp.
(268-278)
Analyze Data (p. 270)
Analyze Data (p.271)
Interactive Chart: A
Controversial Tax (p.
272)
5B: summarize arguments regarding protective tariffs, taxation, and the banking system
5E: identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe
Doctrine
14A: explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property rights
Interactive Map:
Foreign Affairs Under
Washington (p. 274)
22A: analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham
Lincoln
Analyzing Images (p.
275)
22B: United States such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton
Digital Activity: The
Challenge of
Neutrality (p. 276)
Analyzing Information
(p. 276)
Digital Lesson Quiz:
(p. 276)
Objective/Key Understanding:




Describe the steps Washington took to set up the government of the new
republic.
Explain how Hamilton aimed to create a stable economic system.
Describe arguments around Hamilton’s tax plan and the causes and effects of
the Whiskey Rebellion.
Explain Washington’s foreign policy, including the goal of neutrality and the
impact of his Farewell Address.
Introduce Vocabulary Activity (p. 227)
Inauguration
Neutral
Judiciary Act of 1789
Neutrality Proclamation
Whiskey Rebellion
precedent
Jay’s Treaty
national debt
early republic
George Washington
Cabinet
bond
spectacular
Alexander Hamilton
Thomas Jefferson
Farewell Address
tariff
Rigor & Relevance: (Real World Connection)
Informal Assessment Questions 1-5 (p. 278)





Why do you think Congress chose the five executive departments that it did?
What did the Judiciary Act accomplish?
Explain Hamilton’s argument in favor of paying the nation’s debt in full.
Why was the new nation’s capital built as a new city in the South?
George Washington’s response to the Whiskey Rebellion. What effect did this response have on the nation?
Critical Writing Prompt:
Stop & Check for Understanding—High Level Questions






What positions were included in the first presidential Cabinet?
Why were federal and state debts so high?
What is the purpose of a protective tariff?
What was the main cause of the Whiskey Rebellion?
What is foreign policy?
What advice did Washington give in his final address?
Small Group Purposeful Talk Question Stems
The First American Presidency (p. 268-270)
 How did Washington’s actions reflect his leadership qualities?
 What precedents did Washington set during his presidency?
Alexander Hamilton and the National Debt (p. 270-272)
 What factors do you believe caused the early Republic to be in debt?
 Describe how Alexander Hamilton helped resolve one of the major domestic problems faced by the leaders of the new Republic by creating a stable economy.
 Compare the views of political leaders Hamilton and Madison on how to stabilize the economy.
 Describe the contributions of Alexander Hamilton’s that show his leadership qualities as an appointed leader.
 Why was repaying state debts a major domestic problem facing leaders of the new nation?
Creating a Stable Economy (p. 272-273)
 Group students to use the PMI Strategy and create a three-column chart with headings Plus/Minus/Interesting to record responses to the following questions:
 What are the positive ideas about taxation in the new Republic?
 What are the negatives about this?
 What is interesting about this issue?
Taxation Sparks the Whiskey Rebellion (p.273-274)
 What major domestic problems did Hamilton’s tax proposal address and how did taxation contribute to the development of free-enterprise system of economics?
 What arguments against taxation emerged during the Whiskey Rebellion?
 How did Washington’s contribution as a military leader during the Whiskey Rebellion address the early Republic’s need to define the authority of the central government?
Americans React to French Revolution & Washington Defends Neutrality (p. 274-278)
 Do you think Washington’s foreign policy regarding the French Revolution was effective? Why or why not?
 What difficulties did Washington face maintaining national security in his second term?
 Describe the foreign policy that he developed in in response to these problems.
 Define neutral.
Online Resources, Analyzing Maps and Charts & Digital Activity
Analyze Data (p. 270)
Review the chart on page 270.
 Based on the information in the chart, what can you conclude about the economic situation of the federal government when Washington took office?
Analyze Data (p.271)
Review the chart, State Debt Assumed by the New Federal Government, 1790, on page 271.
 Considering the differences among the states’ debt levels, why might some states have objected to the federal government taking over every state’s debts?
Interactive Chart: A Controversial Tax (p. 272)
Project the Interactive Chart: A Controversial Tax (p. 272) and read through the reasons. Summarize the arguments regarding taxation.
 Why did northerners and southerners disagree over Hamilton’s proposal to impose a protective tariff?
Interactive Map: Foreign Affairs Under Washington (p. 274)
Project the Interactive Map: Foreign Affairs Under Washington (p. 274) and click through the hot spots.
 In what areas was U.S. national security threatened by conflicts between Britain and France?

Identify the foreign policies under President Washington. What do you think was one effect of Washington’s foreign policy?
 Explain the impact of Washington’s Farewell Address.
Analyzing Images (p. 275)
Look at the image on page 275. Ask students to examine the drawing of citizens protesting. Explain that an effigy is a representation of a person, such as a sculpted figure on a tomb.
Here the effigy is a crudely assembled figure of a disliked person, which is meant to be burned as a form of protest.
 How does the incident shown in the image relate to the constitution of the young nation?
Digital Activity: The Challenge of Neutrality (p. 276)
Project the Digital Activity: The Challenge of Neutrality (p. 276). Have students write two to three paragraphs answering the questions about neutrality during George Washington’s
presidency and today.
 How did U.S. foreign policy under George Washington respond to issues facing the new Republic?
 Describe the problems Washington faced. Explain how he addressed these issues.
Analyzing Information (p. 276)
Have students review the web on page 276.
 Based on the information in the web, how did Washington deal with European powers?
 How did his actions reflect his foreign policy preferences?
Digital Lesson Quiz: (p. 276)
Assign the Digital Lesson Quiz. Pose these questions to the class. In Washington’s presidency you read about George Washington’s leadership and the major foreign and domestic
problems he faced during his presidency.
 Describe how George Washington helped define the authority of the central government during his presidency.
 Describe one of the major problems Washington faced as president and explain how it was addressed.
Engage
~Have students preview the lesson objectives and the list of key terms (p.268). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 268).
Complete the Start Up Activity on p 268. Tell students that Washington viewed the future soberly. His concern for the nation’s future weighed so heavily on him that
people who listened to his first speech as President saw him tremble.
Ask students, If you had seen the new President tremble upon taking office, what would you have thought about him?
Tell students that in this lesson they will be learning about the leadership qualities of George Washington and the major domestic problems he faced.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
Explore
The First American Presidency (p. 268-270)
Alexander Hamilton and the National Debt (p. 270-272)
Creating a Stable Economy (p. 272-273)
Taxation Sparks the Whiskey Rebellion (p.273-274)
Americans React to French Revolution (p. 274-277)
Washington Defends Neutrality (p. 277-278)
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Tell students that in this lesson they will be learning about the influence of ideas from historic documents and significant individuals on the U.S. system of government.
Explain
Elaborate
Evaluate
The First American Presidency (p. 268-270)
 Washington’s presidency marked the beginning of what historians call the early republic. This period, between 1789 and about 1825, began when the first U.S.
government was formed under the Constitution.
Alexander Hamilton and the National Debt (p. 270-272)
 As Secretary of the Treasury, Alexander Hamilton faced many problems. Among the most pressing was the large national debt.
Creating a Stable Economy (p. 272-273)
 Hamilton’s next challenge was to strengthen the faltering national economy. His economic plan was designed to help both agriculture and industry.
Taxation Sparks the Whiskey Rebellion (p.273-274)
 To help reduce the national debt, Congress approved a tax on all liquor made and sold in the United States. Hamilton wanted this tax to raise money for the
Treasury.
Americans React to French Revolution (p. 274-277)
 Late in 1789, French ships arrived in American ports with startling news. On July 14, an angry mob in Paris, France had destroyed the Bastille, an ancient fort
that was used as a prison. The attack on the Bastille was an early event in the French Revolution.
Washington Defends Neutrality (p. 277-278)
 Declaring neutrality was easier than enforcing it. Americans wanted to trade with both Britain and France. However, those warring natins seized American
cargoes headed for each other’s ports.
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 278). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 Why do you think Congress chose the five executive departments that it did?
 What did the Judiciary Act accomplish?
 Explain Hamilton’s argument in favor of paying the nation’s debt in full.
 Why was the new nation’s capital built as a new city in the South?
 George Washington’s response to the Whiskey Rebellion. What effect did this response have on the nation?
TEACHER:
CLASS: 8th Grade
DATE: December 2-4
M T W TH F
FRAME THE LESSON
The Origin of Political Parties
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of
Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the
Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and
effects
5B: summarize arguments regarding protective tariffs, taxation, and the banking system
U.S. History Textbook
Colonization through
Reconstruction
pp. (279--284)
Interactive Gallery: Early
American Leaders
(p. 281)
Interactive Chart:
Federalists versus
Republicans
(p. 282)
5C: explain the origin and development of American political parties
21A: identify different points of view of political parties and interest groups on important historical and contemporary issues
Digital Activity: Reasons
for political Parties (p.
283)
Digital Lesson Quiz (p.
283)
Objective/Key Understanding:
 Contrast the views of Hamilton and Jefferson.
 Explain the origin of political parties in the early republic.
 Describe how the election of 1796 increased political tensions.
Introduce Vocabulary Activity (p. 243)
Faction
Democratic Republican
John Adams
unconstitutional
Rigor & Relevance: (Real World Connection)
Informal Assessment Questions 1-5 (p. 284)





Thomas Jefferson said that he disliked political parties. How might the United States government work today if there were no political parties?
Summarize Thomas Jefferson’s views on the economy. What did he fear most about a manufacturing economy?
Compare Hamilton’s and Jefferson’s views on the power of the federal government.
In the late 1700s, the number of newspapers in the United States exploded. What effects did this have on the nation’s politics?
Why did Thomas Jefferson, who claimed to dislike political parties, lead the way in founding a party?
Federalist
Stop & Check for Understanding—High Level Questions



Why did many Americans distrust political parties?
How did Hamilton feel about the division of power between the federal government and the states?
How did political parties begin in the United States?
Critical Writing Prompt:
Small Group Purposeful Talk Question Stems
Americans Divide Over Politics (p. 280)
 Why do you think American political parties would originate during the 1790s?
 Students are to complete the Conversations With History activity by writing down the contrasting views of Hamilton and Jefferson on the power of the federal
government. Students are to tell why these two leaders disagreed over how strong central government should be.
Disagreements on Important Issues (p. 281-282)
 Pair students to use the Conversations With History Strategy to imagine a conversation between two early American leaders covered in the lesson. The leaders
should be from two different political parties. Students are to write down what one of the leaders would say about an important historical issue facing the
nation, whether domestic or foreign. Then write what the other leader would say in response.
The Origin of American Political Parties (p.282-284)
 Have students pretend they are starting a newspaper during the election of 1796 and pick which political party their newspaper will support.
 Have students use the Make Headlines Strategy to write a headline that captures their party’s perspective on an important historical issue and convinces readers
to support their view. Have students share their headlines with the class.
.
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Gallery: Early American Leaders (p. 281)
Project the Interactive Gallery: Early American Leaders (p. 281) and click through the images. Briefly summarize the political views of each leader.
 How would James Madison explain the origin of American political parties?
 Explain whether you agree with this reasoning.
Review the table on page 282. Thomas Jefferson and Alexander Hamilton held opposing views on many issues.
 How did Jefferson’s views on civil liberties differ from Hamilton?
Interactive Chart: Federalists versus Republicans (p. 282)
Project the Interactive Chart: Federalists versus Republicans (p. 282) and click through the tiles.
 How did the Democratic Republican Party originate?
 How did the Federalist Party originate?
Digital Activity: Reasons for political Parties (p. 283)
Project the Digital Activity: Reasons for political Parties (p. 283). Have students write and discuss paragraphs explaining the origin of American political parties and whether they
think parties should have formed.
Digital Lesson Quiz (p. 283)
Assign the Digital Lesson Quiz. Pose these questions to the class: In the Origin of Political parties, you read about the development of American political parties and their different
points of view on historical issues.
 How did the disagreements between political parties over a national banking system reflect a deeper disagreement over federal power?
 What do you think would be an effect of the development of American political parties in the early Republic?
Analyze Cartoons (p. 283)
In the cartoon on page 283, Congressman Matthew Lyon, a Democratic Republican, defends himself from Roger Griswold, a Federalist.
 What does this cartoon suggest about the conflict between the parties?
Analyze Charts (p. 284)
Review the chart The Election of 1796 on page 284.
 Which political party championed agriculture and campaigned against the establishment of a national bank?
 Which candidate finished third on the electoral vote tally?
Engage
~Have students preview the lesson objectives and the list of key terms (p.279). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 279).
Complete the Start Up Activity on p 279. Tell students that even though George Washington warned the nation against political parties, two parties developed in the
1790s.
Given what they already know about the Federalists and Antifederalists, make predictions about the two parties that came into existence.
 What do you think were their main beliefs about government?
Tell students that in this lesson they will be learning about the origin and development of American political parties.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
Explore
Americans Divide Over Politics (p. 280)
Disagreements on Important Issues (p. 281-282)
The Origin of American Political Parties (p.282-284)
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
~ Tell students that in this lesson they will be learning about the origin and development of American political parties.
Explain
Americans Divide Over Politics (p. 280)
 Early on, political disagreements divided Americans. “Men who have been friends all their lives,” noted Jefferson, cross streets to avoid meeting, and turn their
heads another way, lest they should be obliged to touch their hats.” Before Washington left office in 1797, two rival political parties had emerged to compete
for power.
Disagreements on Important Issues (p. 281-282)
 The disagreements between Hamilton and Jefferson were not just differences of opinion. Their quarrels were rooted in their different views about what was best
for the new nation.
The Origin of American Political Parties (p.282-284)
 At first, Hamilton and Jefferson clashed in private. Then Congress began to pass many of Hamilton’s programs. James Madison shared many of Jefferson’s
views, and the two men decided to organize supporters of their views.
Elaborate
Evaluate
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 284). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 Thomas Jefferson said that he disliked political parties. How might the United States government work today if there were no political parties?
 Summarize Thomas Jefferson’s views on the economy. What did he fear most about a manufacturing economy?
 Compare Hamilton’s and Jefferson’s views on the power of the federal government.
 In the late 1700s, the number of newspapers in the United States exploded. What effects did this have on the nation’s politics?
 Why did Thomas Jefferson, who claimed to dislike political parties, lead the way in founding a party?