Teaching
American History
For All
A series of lessons incorporating literacy strategies for
5th, 8th, and 11th grade teachers,
in partnership with
University Of California, Berkeley
History-Social Science Project
8th Grade Lesson: “Political Parties Begin”
Narahya Jolly, RUSD 8th Grade Teacher
Teaching American History for All
MDUSD/UCB H-SSP
8th Grade Lesson: “Political Parties begin” – 8/13/08
Developed by: Narahya Jolly
Teaching American History Grant Focus Question:
How did definitions of citizenship change from the 17th century to the 20th century?
8th Grade Year-long Focus Questions:
How did federalism shape the roles of the national and state governments?
How did the rights of citizens expand and contract during the 18th and 19th centuries?
Unit Focus:
The New Republic
Unit Focus Question:
How did the early leaders of the republic debate and handle conflicts about how to interpret the
Constitution on social, political, and economic front?
Unit Working Thesis:
The early leaders of the republic, represented by Hamilton and Jefferson, split over views of to
interpret the Constitution on social, political and economic issues. Hamilton had an elastic
interpretation of the Constitution and believed in a strong Federal government led by highly
educated wealthy individuals who supported the development of a business economy with a strong
support of manufacturing and merchants including the formation of a National Bank. Jefferson
had a strict interpretation of the Constitution that gave states all the rights not specifically granted
to the Federal government. Jefferson emphasized the common people being able to control and
make decisions locally with a stress on an agricultural society.
Lesson Focus Question:
How did the conflicts between Jefferson and Hamilton shape the politics of the nation?
Lesson Working Thesis:
With this conflict in perspectives, emerges the two party system which polarizes the nation
between two camps of thinking as well as demonstrates the ongoing debate between having a strong
central/federal government vs. giving states the right to make their own decisions.
Reading Strategy:
Develop two text-based, primary or secondary source reading strategies:
See attached handouts
1 -Sentence Level – sentences from textbook, p. 149 (KEY and student handout below)
1 - Passage level: Compare and Contrast from textbook pp. 149-154
Writing Strategy:
Question:
* How did the hopes and fears of those who belonged to the Federalists and to the Democratic-Republican
party shape their beliefs about the best form of Federal (National) government? Analyze which
perspective aligns with your hopes and fears for the nation.
Suggested Amount of Time:
How many days or class periods? Three and a half (One for sentence deconstruction & passage
deconstruction, two and a half for writing strategy)
Textbook:
History Alive! The United States Through Industrialism. Palo Alto, California: Teachers’ Curriculum
Institute., 2005, Chapter 11 Political Developments in the Early Republic, pp 145 – 159.
Other Resources:
Primary source(s)
Hamilton on the National Debt from “First Report on the Public Credit” on January 14, 1790 from
The Annals of America, Vol. 3, pp 407-412
Other possibilities/ resources below…
Jefferson, Thomas, Notes on the State of Virginia (1785), in The Selected Writings of Thomas Jefferson,
ed. Adrienne Koch and William Peden (New York: Library of America, 1984), 280
And/or
Hamilton, Alexander, Report on Manufactures (1791), in Alexander Hamilton’s Papers on Public Credit,
Commerce and Finance, ed Samuel McKee Jr (New York: The Liberal Arts Press, 1934), 190-102
&/or
Selections from these two above from …
Hoffman, EC and Gjerde, J., Major Problems in American History Volume 1: To 1877 (New York:
Houghton & Mifflin Co, 2007), 156-158 “Republican Thomas Jefferson Celebrates the Virtue of the
Yeoman Farmer, 1785” and “Federalist Alexander Hamilton Envisions a Developed American
Economy, 1791.” In Chapter 6 – “Competing Visions of National Development in the Early
National Period”
Secondary sources, literature, visuals, websites, etc. as needed
Hakim, Joy. A History of US: The New Nation. New York: Oxford University Press, 2005, Chapter Three
The Parties Begin, pp 24 – 27
Context of the lesson in the unit:
This will happen towards the beginning of the unit, after reading the beginning of the Unit –
Chapter 11 introduction , 11.2 and 11.3 with thorough discussion of Washington’s Farewell
Address (looking at parts of the actual address and his recommendations). There will be some
additional work done after this lesson chunk and the writing strategy will be a culminating essay.
Concept of citizenship embedded in the lesson:
In understanding the of these two individuals and how this resulted in the political parties, students
will discuss and see how individual opinions and perspectives effect the US political process, and more
directly how one of the primary means of engaging in the political process today is via political parties
(and hopefully students will see the benefits as well as the limitations of that)
Lesson Procedure:
Day One: Reading Strategies (Sentence Deconstruction and Passage analysis – Compare/Contrast)
1. Introduction – background on the new administration – Washington’s cabinet and roles of Hamilton
and Jefferson – review debates of time that spurned the dissolution of the Articles of
Confederation and the forming of the Constitution
 Step One… Look at passage on Alexander Hamilton in sentence completion. Pass out textbooks
and Sentence deconstruction chart. Have blank overhead and explain chart…model first sentence,
then do second sentence together and discuss…
 Step Two… Introduce compare and contrast unit of two men’s ideas and perspectives and how
that influences their political views on economy, best form of government, how they interpret the
constitution, etc. Have students do the chart based on the reading (in small groups or individually)
 HW: finish chart if didn’t in class
Day Two – Writing Strategy (note this does NOT necessarily come the day after the Reading
Strategies – note: I will be inserting here reading “The New Nation Takes Shape – Hamilton on the
National Debt” and “Critical Thinking Questions on Hamilton and Jefferson” where students are
given eight quotes and they need to assign each to either Hamilton or Jefferson.)
2. Introduction - Review and Discuss chart (overhead) of Hamilton vs. Jefferson.
 Step One… Have students discuss main differences between two.
 Step Two… Introduce and explain writing strategy and writing frame and rubric (handout).
 Step Three… Discuss the development of their analysis – connecting hopes and fears and views
of human nature to perspective on form of government. Explore their opinion on the Hamilton vs
Jefferson camps. Have them support their opinion. Brainstorm implications of these opinions (in
terms of forms of government)
 Step Four… Model filling out frame on overhead…
 Step Five … Have students fill out writing frame. Discuss commentary and creating effective
commentary…
 HW: Find quotes to support your opinion. One quote (at least) for each Hamilton and Jefferson
and one quote for their own opinion.
Day Three – Writing Strategy – Second day of Writing Strategy – not full day on this topic – just
around half a period
2. Introduction – review writing frame and the use of each section to create a new paragraph. Review
rubric. Remind / Review and model how to use the quotes they brought in and have commentary that
matches it.
 Step One… Students will get feedback on their quotes and commentary – peer groups (Teacher
will float around during this ) We will discuss how to have effective commentary – should be a
review at this point in the year…
 HW: revise commentary and conclusion
Day Four – Writing Strategy – Third day of Writing Strategy –culminating in-class essay.
2. Introduction – Review rubric again

Step One… Students will write their essays! (Note, if you need to save a day – you could assign
this as homework… but there is something to be said for giving the experience of an in class essay
write)
History-Social Science Content Standards:
8.3 Students understand the foundation of the American political system and the ways in which citizens
participate in it.
4. Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the
emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic
policy, National Bank, funding and assumption of the revolutionary debt).
6. Describe the basic law-making process and how the Constitution provides numerous opportunities
for citizens to participate in the political process and to monitor and influence government (e.g.,
function of elections, political parties, interest groups).
Historical and Social Sciences Analysis Skills:
Historical Interpretation
1. Students show the connections, causal and otherwise, between particular historical events and
larger social, economic, and political trends and developments.
2. Students recognize the complexity of historical causes and effects, including the limitations on
determining cause and effect.
3. Students interpret past events and issues within the context in which an event unfolded rather than
solely in terms of present-day norms and values.
4. Students understand the meaning, implication, and impact of historical events and recognize that
events could have taken other directions.
Reading/Language Arts Content Standards:
Structural Features of Informational Materials
2.2 Analyze text that uses proposition and support patterns.
RANDOM NOTES FOR TEACHER:
Hamilton: Federalists – strong national government run by wealthy , well educated men favored using
national gov’t to support business, manufacturing and trade. Fr Revolution debate – favored G Britain
Jefferson: Republicans – mass of informed citizens to safeguard democracy – for states rights, interests of
agrarian society (farmers/planters) Fr Rev is good – supported the French
History Alive – Ch 11 – Political Developments in the Early Republic (p.149) – KEY!!!
Time marker/
connector words
All too often
Who (subject)
Participants
Action words
(verbs/ verb
phrases)
Hamilton’s view was shaped
of human nature
Who, What, Where
Message
Questions or conclusionsWhat connections can you
make from this information?
by his wartime experiences.
He [Hamilton]
had seen
people put their own interests and
personal profit above patriotism
and the needs of the country
What was his wartime experience? Why did
he judge all humans based on this
experience? Why did he feel that wartime
behavior reflected human nature?
What did he see, how were people only
looking out for their own
Hamilton
concluded
“Every man ought [should] be
supposed A knave [scoundrel]
and to have no other end [goal] in
Put this quote in your own words
all his actions, but private
interests”
Most Federalists
For this reason,
shared
Federalists
distrusted
Such a system
said Hamilton
Could only lead
Hamilton’s view that people were
basically selfish and out for
themselves.
any system of government that
gave too much power to the “mob,”
or the common people.
to “error, confusion, and
instability.”
Lesson Question: What was Hamilton’s view of Human Nature and why?
HAVE KIDS WRITE A RESPONSE…
Why do they call common people a “mob” –
notice inherent bias/point-of-view in their
language…
Interesting to see that Hamilton says it has to
/ must lead to this – that it is inevitable or
necessary
History Alive – Ch 11 – Political Developments in the Early Republic (p.149) –Student Exploration…
Time marker/
connector words
All too often
For this reason,
Who (subject)
Participants
Action words
(verbs/ verb
phrases)
Hamilton’s view was shaped
of human nature
He [Hamilton]
had seen
Hamilton
concluded
Most Federalists
shared
Federalists
distrusted
Such a system
said Hamilton
Could only lead
Who, What, Where
Message
Questions or conclusionsWhat connections can you
make from this information?
by his wartime experiences.
What was his wartime experience? Why did
he judge all humans based on this
experience? Why did he feel that wartime
behavior reflected human nature?
What did he see, how were people only
looking out for their own ?
“Every man ought [should] be
supposed A knave [scoundrel] and
to have no other end [goal] in all
his actions, but private interests”
Put this quote in your own words:
Why do they call common people a “mob” –
any system of government that
gave too much power to the “mob,” notice inherent bias/point-of-view in their
language…
or the common people.
Lesson Question: What was Hamilton’s view of Human Nature and why?
Interesting to see that Hamilton says it has to
/ must lead to this – that it is inevitable or
necessary?
Name: ______________ Class: ________
Date: __________
Comparing the Ideals of Hamilton and Jefferson from pp 149-154 in textbook.
Issue
Hamilton
Jefferson
Nature of
Human
Beings
Best form of
Government
with
Name of
Party
and
its Ideals
Ideal
Economy
View on the
Constitution
Relations
with Britain
and France
Content Question: How do the ideas and ideals of Hamilton and Jefferson compare and contrast?
Name: ___________________
Class: ____________
Date:_________
Writing Preparation for Hamilton vs. Jefferson Essay
Essay Question: How did the hopes and fears of those who belonged to the Federalists and to the
Democratic-Republican party shape their beliefs about the best form of Federal (National)
government? Analyze which perspective aligns with your hopes and fears for the nation.
Introduction (First Paragraph)
Optional: Anecdote / hook (story – possibly personal background of H or J or you)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Sentence (s) introducing the debate, giving some background information where Federalists/Hamilton and
Dem-Republicans/Jefferson are introduced (summarize – don’t get into details)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Your argument about which system (Strong/ weak central government) is more effective.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Hamilton’s ideas on government (Second Paragraph):
Topic sentence: Hamilton was a _________________ (political party name) who believed in
________________ (strong/weak) Federal government.
What are Federalist hopes: __________________________________________________
________________________________________________________________________
_____________________________________________________________________
What are the Federalist fears: _______________________________________________
________________________________________________________________________
_____________________________________________________________________
What is the Federalist’s/Hamilton’s views on human nature?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Pivotal quote (Evidence): ________________________________________________
______________________________________________________________________
Commentary / Explanation of quote: ________________________________________
_______________________________________________________________________
_____________________________________________________________________
How did their views on human nature shape the form of government they thought is best? (Concluding
sentence / Analysis)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Jefferson’s ideas on government (Third Paragraph):
Topic sentence: Jefferson was a _________________ (political party name) who believed in
________________ (strong/weak) Federal government.
What are Democratic-Republican hopes: ______________________________________
________________________________________________________________________
_____________________________________________________________________
What are the Democratic-Republican fears: ____________________________________
________________________________________________________________________
_____________________________________________________________________
What is the D-Republican’s/Jefferson’s views on human nature?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Pivotal quote (Evidence): ________________________________________________
______________________________________________________________________
Commentary / Explanation of quote: ________________________________________
_____________________________________________________________________
_____________________________________________________________________
How did their views on human nature shape the form of government they thought is best? (Concluding
sentence / Analysis)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
My ideas on government – My conclusion (Fourth Paragraph):
Topic sentence: (Hamilton’s/Jefferson’s) _______________ conviction supports my argument that we
need a ________________ (strong/weak) Federal government.
What are my hopes for our country? __________________________________________
________________________________________________________________________
_____________________________________________________________________
What are my fears for our country? ___________________________________________
________________________________________________________________________
_____________________________________________________________________
What are my views on human nature?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Pivotal quote (Evidence from your research): ________________________________
_____________________________________________________________________
Commentary / Explanation of quote: ________________________________________
_____________________________________________________________________
_____________________________________________________________________
How do your views on human nature shape the form of government you think is best? (Concluding
sentence)
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Concluding paragraph for the entire essay:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
NAME: ____________ CLASS: ____________ PARENT’S SIGNATURE: ________________
Rubric for Hamilton vs. Jefferson Essay
Essay Question: How did the hopes and fears of those who belonged to the Federalists and to the
Democratic-Republican party shape their beliefs about the best form of Federal (National)
government? Analyze which perspective aligns with your hopes and fears for the nation.
Section
First Paragraph
- Introduction
Content
 Optional – Anecdote / lead (EC – up to 3 pts)
 Sentence (s) introducing the debate, giving some
background information where
Federalists/Hamilton and DemRepublicans/Jefferson are introduced (3)
 Your argument in this essay? (2)
2nd Paragraph –
 Topic sentence states overall idea of paragraph (1)
 Hopes of Federalists explained (1)
The Federalists
 Fears of Federalists explained (1)
and Hamilton
 View of Human Nature (1)
 Pivotal Quote (1)
 Commentary that explains quote (2)
 Analysis (concluding sentence) that explains how
hopes, fears and view of human nature influence
the type of government supported by the party. (3)
3rd Paragraph –
 Topic sentence states overall idea of paragraph (1)
 Hopes of Dem-Reps explained (1)
The
 Fears of Dem-Reps explained (1)
Democratic View of Human Nature (1)
 Pivotal Quote (1)
Republicans
 Commentary that explains quote (2)
and Jefferson
 Analysis (concluding sentence) that explains how
hopes, fears and view of human nature influence
the type of government supported by the party. (3)
th
4 Paragraph –
 Topic sentence states overall idea of paragraph (1)
 Your Hopes for the country explained (1)
Your opinion
 Your Fears for the country explained (1)
and conclusion
 View of Human Nature (1)
 Pivotal Quote (1)
 Commentary that explains quote (2)
 Analysis (conclusion) that explains how hopes,
fears and view of human nature influence the type
of government you feel is most effective. (3)
Spelling, Punctuation and Grammar errors eliminated
Mechanics
Title
The writer has given the essay a unique title, possibly a
phrase taken from the essay
Total
Possible
Points
5
10
10
10
5
2
42
Self
Grade
Teacher
Grade
PASSAGE SELECTION from History Alive, TCI p.149
Hamilton’s view of human nature was shaped by his wartime experiences. All too often, he
had seen people put their own interests and personal profit above patriotism and the needs of
the country. “Every man ought to be supposed a knave [scoundrel],” he concluded, “and to
have no other end [goal] in all his actions, but private interests.”
Most Federalists shared Hamilton’s view that people were basically selfish ad out for
themselves. For this reason, they distrusted any system of government that gave too much
power to “the mob,” or the common people. Such a system, said Hamilton, could only lead
to “error, confusion, and instability.”