The Embodied Presidency
Lesson Title : Them Are Fighting Words: The Federalists v
Democratic Republicans
Grade Level : 11
Estimated Time Required
Activity One—15 to 30 minutes
Activity Two—30 minutes
Activity Three—30 minutes
Activity Four—20 minutes
Author Information: Teresa T. Pardee
East Mecklenburg High School
Brief Description of the Lesson: This series of lessons are designed
to be used as a whole or the segments can be used as stand alone
lessons. It explores the tensions between the Federalists and the
Democratic-Republicans during the first twenty years under the
Constitution.
Lesson Plan Objectives
Content Objectives:
1. SWBAT identify Hamilton as the leader of the Federalists and Jefferson as leader of the
Democratic-Republicans.
2. SWBAT articulate, compare and contrast the positions of the Federalists and the DemocraticRepublicans
Skill Objectives:
1. SWBAT compare and contrast based on political agendas using a graphic organizer.
2. SWBAT analyzer primary sources and attribute those sources to a political party.
3. SWBAT defend their classifications of primary sources.
4. SWBAT restate primary source excerpts in a manner that makes sense to the modern reader.
North Carolina Social Studies Curriculum Alignment Standard
Course of Study
Click on the appropriate grade level. Cut and Paste the appropriate Competency Goal(s) and
Objective(s).
Eleventh Grade United States History
http://www.ncpublicschools.org/curriculum/socialstudies/scos/2003-04/067eleventhgrade
Competency Goal 1: The New Nation (1789-1820) - The learner will identify, investigate, and
assess the effectiveness of the institutions of the emerging republic.
1.01 Identify the major domestic issues and conflicts experienced by the nation during the
Federalist Period.
1.03 Assess commercial and diplomatic relationships with Britain, France, and other nations.
Competency Goal 2: Expansion and Reform (1801-1850) - The learner will assess the
competing forces of expansionism, nationalism, and sectionalism.
2.01 Analyze the effects of territorial expansion and the admission of new states to the Union.
2.03 Distinguish between the economic and social issues that led to sectionalism and
nationalism.
2.04 Assess political events, issues, and personalities that contributed to sectionalism and
nationalism.
Print and Non-print Materials
Print Materials (textbook segments or readings)
Textbook
Handouts included in this unit
Activity One—Fed Dem-Rep Foldable.doc
Activity Two—Fed Dem-Rep Quote Matrix.doc
Activity Three—Issue Analysis Block.doc
Activity Four—Context Clues.doc
Assessment and Assessment Rubric
Supplies (paper, notecards, scissors, etc.)
Student notebooks
Pens/pencils
Technology Needs
(Include computer hardware and software, audio-visual components, and internet sites needed to
teach the lesson.)
Internet could be used for sources.
Pre-Lesson Expectations
This lesson is to be presented while teaching the Federalist Era and the Virginia Dynasty. The
segments can be introduced in direct sequence to each other or presented as activities that fit into
the teacher’s personal scope and sequence. All the activities may be used or just a few, this is
dependent on the level of the students and needs of the teacher.
Activities
Activity One: Federalist/Democratic–Republican Comparison
Foldable Directions:
1. Fold sheet of paper like a hot dog.
2. With the paper horizontal, and the fold of the hot dog up, fold the right side toward the
center, trying to cover one third of the paper.
3. Fold the left side over the right side to make a book with three folds.
4. Open the folded book. Cut the two valleys on the top layer only. This will make three
tabs.
5. Label one of the far sides Federalist. Label the other far side Democratic-Republicans.
Label the middle Talking Points. Paste images.
6. Open up all three tabs.
7. Optional—Students can be given the talking points or arrive at their on list based on a
lecture, textbook, or readings.
8. Take notes. In the center indicate the category and on the correct side write notes as to
how the Federalists or Democratic-Republicans viewed that concept.
9. Draw line under each point to separate them.
Option—Instead of a foldable a T-chart can be used.
The File Fed Dem-Rep Foldable.doc has—
A foldable to be run off that would not need to be cut.
Talking points that can be run off for the students to place inside the foldable.
Series of images that can be cut so students can glue on their own foldable.
A bank of words to place into the foldable.
Talking points:
Leaders
Constitutional Interpretation
Ideal Economy
European Ideal
Bank
People who should rule
Strongest level of Government
Taxes
Size of Military
Size of Federal Government
Suggested Comparisons
Democratic-Republicans
Thomas Jefferson
Strict
Agricultural
France
State banks
Common Man
State
Talking Points
Leaders
Constitutional
Interpretation
Ideal Economy
European Ideal
Bank
Power in hands of
Strongest Level of
Government
Federalists
Alexander Hamilton
Loose
Manufacturing
England
National Bank
Elite
National
National Debt is bad
Minimal (for defense)
No or low
Reduce size of federal
government
Debt
Military
Tariff
Federal Bureaucracy
National debt is good if
funded properly
Expand
Protective
Expand size of federal
government
Activity Two: Federalist/Democratic-Republican Identification
Directions:
1. Students will be presented with the Quote Matrix.
2. Students will read the quotes. (If done as a group activity they will discuss quotes.)
3. Students will attribute the quote to either the Federalists or Democratic-Republicans. (If
Activity One was used, students should have access to their Talking Points to aid them.)
4. Students will provide a defense of their deduction on the matrix.
5. Class will discuss the students’ findings.
6. After each quote is discussed the teacher will indicate the source of the quote and the key
words/phrases that provide evidence of political leanings.
Activity Three: Issue Analysis
Directions:
1. Students will be given block graphic organizers on issues.
2. Students will read the quote on the issue.
3. Students will summarize the quote in their owns words.
4. Students will write a thesis statement based on the citations.
Activity Four: Context Clues
Directions:
1. Students will be given quotations.
2. Students will determine what the document is about based on the context of the quote.
3. Students will list the evidence they used to determine the context.
4. Class discussion.
Assessment
(Provide an assessment plan to allow the teacher to evaluate a student’s progress toward meeting
the objective(s) of the lesson. The assessment must include a rubric that tells a teacher how to
grade the proposed assessment tool.)
Students will answer the essay questions.
Supplemental Information for Teachers
Related Internet Resources
(Provide web addresses related to the lesson plan that a teacher might use as background or
supplementary material for the lesson.)
Attachments
(List the filenames for charts, presentations, or other materials created for the lesson.)
Fed Dem-Rep Foldable.doc
Fed Dem-Rep Quote Matrix.doc
Issue Analysis Block.doc
Context Clues.doc
Assessment.doc
Assessment Rubric.doc