Teaching American History for All
MDUSD/UCB H-SSP
8th Grade Lesson: “Political Parties begin”
Developed by: Narahya Jolly and Emily Naretto
Revised by: Sarah Nice and Lauren Weaver
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 in regards to social, economic, and political issues?
Unit Working Thesis:
The early leaders of the Republic, led by Hamilton and Jefferson, were split over views of how 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 Hamilton’s ideas about the American political system differ from and Jefferson’s ideas?
Lesson Working Thesis:
Hamilton and Jefferson’s ideas and ideals about government differed substantially. While Hamilton
view on human nature was that people were inherently selfish, Jefferson felt that people did look for
the good in others. Furthermore, Jefferson’s strict constructionist view of the Constitution was in
direct opposition to Hamilton’s loose constructionist view of the Constitution. There were additional
differences such as how the two men viewed the ideal economy, the best form of government, and
relations with foreign nations, especially France and Britain.
Reading Strategies:
Deconstruction at the Sentence Level
Compare and Contrast: reading, chart, venn diagram
Writing Strategies:
Venn Diagram: used to organize information for essay outlining
Essay
1
Suggested Amount of Time:
Four to five class
Textbooks:
History Alive! The United States Through Industrialism. Palo Alto, California: Teachers’ Curriculum Institute.,
2005, Chapter 11 Political Developments in the Early Republic, pp 147-151 *Included in this lesson plan with the
authorization of TCI.
Deverell, William and White, Deborah Gray. United States History: Independence to 1914. Orlando,
Florida: Holt, Rinehart and Winston., 2006, Chapter 6:(Hamilton & National Finances; Section 2), pp
200-204.
Context of the lesson in the unit:
This lesson should be taught towards the beginning of the unit on Early Presidents. Before this
lesson, students should have completed the founding of the nation unit and should have some
knowledge/notes on the early Presidents (i.e. notes from Washington’s presidency regarding his
positions should help students understand the basis for loose and strict construction).
Concept of citizenship embedded in the lesson:
In understanding these two individuals and how this resulted in the political parties, students will
discuss and see how individual opinions and perspectives affect 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 Handout & Hamilton Reading)
1. Pass out sentence deconstruction chart (student version, p7, teacher key, p6) as well as a copy of the
sentence deconstruction reading passage, “Reading on Alexander Hamilton” (p5).
2. Have one to two students read the passage about Hamilton’s views on government.
3. Go over the directions for filling out the sentence deconstruction chart and fill the chart out as a class
or have students fill out the chart individually.
a. After completing chart, be sure to go over with the students the correct answers and talk about
the questions and answers. It is a good idea to fill in the blanks chorally- the teacher reads the
boxes that are already filled in and the class calls out the answers to the blank spaces. Be sure
to discuss each question as you go across the chart (as opposed to at the very end). It may help
to have students discuss answers with a partner first before discussing the questions as a class.
4. Answer the lesson question What was Hamilton’s view of human nature? Why?
Days Two and Three – Reading Strategies (Compare and Contrast Readings and Worksheet)
Activity #1
1. Pass out packet of the Hamilton and Jefferson reading (pp8-12 or History Alive Textbook pp147151) and Compare and Contrast worksheet (student version p14, key, p13)
2. Divide students into 10 groups/pairs
a. 5 of the groups will focus on Hamilton and 5 on Jefferson. Each group/pair will read the
overview and personal background information for their person as well as the ONE
section i.e. view on human nature, ideal economy, etc that you assign to them.
b. Depending on the ability levels of your students, you may want to strategically group
students to best fit their learning needs. If there is a lower group, give them one of the
shorter/easier sections. If there is an advanced group, give them the longer/harder section.
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c. It is a good idea to have a class set of the Hamilton/Jefferson reading with the different
assigned sections highlighted. This will ensure that all students are on the right section.
3. The students will read the overview (first paragraph), personal background of their person, and
their assigned section. Students should take notes on their ASSIGNED SECTION only. Do not
have them write down the personal background information (1 of the 5 groups will be assigned
this section to take notes on). Students should work together to come to a consensus on what to
write as notes.
4. When the group completes their section they need to choose a group representative to come up to
the board/overhead/smartboard/Document camera and transpose their group’s information to the
class chart. Alternatively, you can randomly choose one member from each group. The group is
responsible for making sure every member is prepared to present.
5. As students transpose their information to the chart, make sure that the information is accurate
and complete. Ask clarifying questions to the groups as needed.
6. All students should copy the information from the class chart to their individual charts. Walk
around the class to make sure that all students are filling in the correct parts of the chart.
Modification: For struggling English-Learner or special needs students: you might consider cutting out
all boxes from the teacher key and having students organize information based on the reading.
Activity #2 (Optional) Create a Venn Diagram
Have students create a Venn Diagram (Student sample, p15) comparing and contrasting the ideas of
Hamilton and Jefferson. The students will use their comparing and contrasting information table to
help them with this exercise.
a. Remind the students to ONLY write about the “ideas,” not other attributes of these men.
b. The completed Venn diagram should have nothing in the compare section since their ideas
were in direction opposition to one another. This helps students see how different
Hamilton & Jefferson are.
c. You might decide to create one big Venn diagram on the whiteboard or document camera
as a class and have students copy it onto their own papers.
Days Four and Five – Writing – (“Preparing to Write” Worksheet and Essay Outline Handout)
Activity #1-Contrasting Cue Words Worksheet
1. Pass out the worksheet “Preparing to Write: Contrasting Cue Words and Strong Verbs” (student
version p17, modified/completed student version p18, teacher key 16)
2. Guide students through the 3 parts of the worksheet. Inform students they will use this sheet as a
reference as they write the essay.
Activity #2- Essay Outline
3. Pass out the essay outline (student version pp21-22, sample key pp19-20)and go over all the
instructions and requirements.
a. Remind students that the information they organized in their Hamilton and Jefferson chart
(and Venn diagram if it was assigned) will serve as the basis for the essay.
b. Make sure they understand their 3 body paragraph topics have been prescribed and that
the thesis statement must reveal the main ideas of the 3 body paragraphs.
c. You might choose to guide students and write the thesis statement as a class.
d. Remind students to use the “Preparing to Write: Contrasting Cue Words and Strong
Verbs” worksheet because they must underline all contrasting cue words and strong verbs.
e. Guide students through the rubric, teaching them that it serves as a checklist for them
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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).
Common Core State Standards
Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects
English Language Arts Standards » History/Social Studies » Grades 6-8
Key Ideas and Details
CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary
sources.
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.
Craft and Structure
CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
English Language Arts Standards » Writing » Grade 6-8
Text Types and Purposes
CCSS.ELA-Literacy.WHST.6-8.1 Write arguments focused on discipline-specific content.
6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from
alternate or opposing claims, and organize the reasons and evidence logically.
6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
6-8.1e Provide a concluding statement or section that follows from and supports the argument
presented.
CCSS.ELA-Literacy.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical
events, scientific procedures/ experiments, or technical processes.
6-8.2a Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories as appropriate to achieving purpose.
6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or
other information and examples.
6-8.2c Use appropriate and varied transitions to create cohesion and clarify the relationships among
ideas and concepts.
6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.
6-8.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented.
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Reading on Alexander Hamilton
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. Hamilton concluded “Every man ought
to be supposed a knave [scoundrel] 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
and 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.”
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1. Hamilton’s view of human nature was shaped by his wartime experiences.
2. All too often, he had seen people put their own interests and personal profit
above patriotism and the needs of the country.
3. Hamilton concluded “Every man ought to be supposed a knave [scoundrel],and
to have no other end [goal] in all his actions, but private interests.”
4. Most Federalists shared Hamilton’s view that people were basically selfish and
out for themselves.
5. For this reason, they distrusted any system of government that gave too much
power to “the mob,” or the common people.
6. Such a system, said Hamilton, could only lead to “error, confusion, and
instability.”
History Alive! The United States Through Industrialism. Teachers’ Curriculum Institute., 2005, p147
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TEACHER KEY
Reading on Alexander Hamilton
Time marker/
Who (subject)
Action words
Who, What, Where
connector words
Participants
(verbs/ verb phrases)
Message
All too often,
Hamilton’s view was shaped
of human nature
he [Hamilton]
had seen
1
2
Answer the questions/directives.
by his wartime experiences.
Human Nature: human
behavior- the
ways humans feel, think, act
people put their own interests and
personal profit above patriotism
and the needs of the country.
What life event shaped Hamilton’s view on
human nature? wartime experiences.
Circle the word that best describes Hamilton’s
view on human nature:
Hamilton believes people are:
selfish
Hamilton
concluded
3
Most Federalists shared
4
For this reason,
Federalists
distrusted
5
5
1
6
Such a system,
said Hamilton,
could only lead
“Every man ought [should] be
supposed A knave [scoundrel], and
to have no other end [goal] in all his
actions, but private interests”
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.”
selfless
Put Hamilton’s quote in your own words:
All People are thought of as
selfish and only out to secure their
benefits and needs not the benefits
and needs of this nation.
Using the word “mob” gives it what type of
connotation?
The word mob gives it a negative
connotation. A mob usually refers
to a group of people that are
committing a crime or other
misdeed, not a group of people
that are out promoting the good of
their community.
History Alive! United States Through Industrialism Teachers’ Curriculum Institute., 2005, p147
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Reading on Alexander Hamilton
Name_______________________________________
Time marker/
Who (subject)
Action words
Who, What, Where
connector words
Participants
(verbs/ verb phrases)
Message
Hamilton’s view was shaped
of human nature
1
All too often,
he [Hamilton]
Answer the questions/directives.
Human nature:
What life event shaped Hamilton’s view of
human nature?
had seen
2
Circle the word that best describes Hamilton’s
view of human nature:
Hamilton believes people are:
selfish
selfless
concluded
3
“Every man ought [should] be
supposed A knave [scoundrel], and
to have no other end [goal] in all his
actions, but private interests”
Put Hamilton’s quote in your own words:
any system of government that gave
too much power to the “mob,” or the
common people.
Using the word “mob” gives it what type of
connotation?
Most Federalists shared
4
For this reason,
distrusted
5
5
1
6
Such a system,
said Hamilton,
could only lead
History Alive! United States Through Industrialism Teachers’ Curriculum Institute., 2005, p147
Lesson Question: What was Hamilton’s view of human nature? Why?
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NAME___________________________
Deconstructing a Reading on Alexander Hamilton
Hamilton’s view of human nature was shaped by his wartime experiences.
human nature =
Prediction:
How might fighting in a war affect a person’s opinion of human nature?
All too often, he had seen people put their own interests and personal profit above patriotism and the
needs of the country. Hamilton concluded “Every man ought to be supposed a knave and to have no
other end in all his actions, but private interests.”
Vocabulary synonyms:
knave: crook / swindler / scoundrel
end: goal / intention / purpose / reason
private interests: personal gain or benefit.
Put the main idea of Hamilton’s quote in your own words:
________________________________
________________________________
Most Federalists shared Hamilton’s view that people were basically selfish and 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.”
Circle the best answer for each:.
Hamilton believes people are: selfish
selfless
Using the word “mob” gives it what type of connotation:
Do you think Hamilton trusted the common man?
Yes
positive
negative
No
Lesson Questions:
1. What was Hamilton’s view of human nature?
2. Inference: What type of person do you think Hamilton would like to run a system of government?
________________________________
__
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History Alive! United States Through Industrialism Teachers’ Curriculum Institute., 2005, p147
TEACHER KEY
Deconstructing a Reading on Alexander Hamilton
Hamilton’s view of human nature was shaped by his wartime experiences.
human nature =
how people act, feel, think
Prediction:
How might fighting in a war affect a person’s opinion of human nature?
Answers will vary- Students might mention that people will do
anything to survive in war or that people will do bad things to
other people during war that they’ve never do otherwise.
All too often, he had seen people put their own interests and personal profit above patriotism and the
needs of the country. Hamilton concluded “Every man ought to be supposed a knave and to have no
other end in all his actions, but private interests.”
Vocabulary synonyms:
knave: crook / swindler / scoundrel
end: goal / intention / purpose / reason
private interests: personal gain or benefit.
Put the main idea of Hamilton’s quote in your own words:
--Everybody is selfish and out for themselves
OR
--Every person should be thought of as a cheat who will put their
personal gain ahead of anything else.
Most Federalists shared Hamilton’s view that people were basically selfish and 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.”
Circle the best answer for each:.
Hamilton believes people are: selfish
selfless
Using the word “mob” gives it what type of connotation:
Do you think Hamilton trusted the common man?
Yes
positive
negative
No
Lesson Questions:
1. What was Hamilton’s view of human nature?
Hamilton
didn’t think people/ the common man could be trusted. He viewed all
__________________________________
people as selfish
2. Inference: What type of person do you think Hamilton would like to run a system of government?
I think Hamilton would like an educated, small group of people (because he
doesn’t trust the masses)
History Alive! United States Through Industrialism Teachers’ Curriculum Institute., 2005, p147
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12
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TEACHER KEY
Comparing the Ideals of Hamilton and Jefferson to use with Hamilton Jefferson reading handout
Focus Question: How were Hamilton’s ideas on the American political system similar or different from Jefferson’s ideas?
Issue
Personal
Background
Nature of
Human
Beings
Best Form of
Government
Ideal
Economy
Relations
with Britain
and France
View on the
Constitution
Hamilton
Jefferson
Region born/raised: born W. Indies; raised in
Caribbean, St. Croix island to age 13; then sent to
NY to be educated because leaders saw he had
talent (Northerner)
Family details: no money or family connections
Occupation/s: Washington’s Personal assistant
during Rev. War; NY Congressman, Treasury
Sec’y to Washington
Other Interesting life details:
Intelligent man, ambitious, married into
$/connections & this helped him be elected to NY
Congress
 People are selfish and out for themselves. He
feel’s this way in part because of his time in the
Revolutionary war.
 Out for Self
Name of Party- Federalists
Beliefs and Ideals:
 Strong national government- the federal gov’t
should have more power than the state gov’ts
 Gov’t should be run by the elite leaders
(Wealthy, educated, public-spirited men)
instead of the common
Region born/raised: Virginia (Southerner)
Family details: 1 of 10 kids, old / respected
VA family; inherited land from dad; had
slaves.
Occupation/s: planter; then got into politics
where he became known for his ability to
write well. Penned the Dec’l Independence
& others.
Other Interesting life details:
Played the violin, smart, knew Greek and
Latin by age 16! Curious-natured.
 Informed citizens could make good
decision for themselves and their
country. Saw the good in others
 Out for Others
Name of Party- Republicans
Beliefs and Ideals:
 State gov’ts should have more power
than the federal gov’t
 Democracy-common people should
run the gov’t and power should be
given to the masses
 National economy more important than state
economy
 The national gov’t should :
-Promote business, manufacturing & trade
-pay off war debts to show strength at home &
abroad.
 Hamilton opened a national bank
 Favored an economy based on agriculture.
 Future of our nation lay on supporting the
plain old farm folks.
 Saw a national bank as unconstitutional
and not helpful to farmers (who couldn’t
secure loans from the bank)
 Hamilton supported Great Britain
 Britain was all that he wanted the US to be; a
powerful and respected nation that could defend
itself.
 Also Britain was our #1 trading partner & we
wanted to keep trading with them.
 Jefferson supported France.
 France helped us with the Revolutionary
war and we should repay the favor.
 Loose Construction: broad interpretation.
 elastic clause: allows Congress to “make all
laws which shall be necessary and proper” for
carrying out listed powers  It allows the fed gov’t to do things that are not
specifically named in the Constitution
 Strict Construction: the fed gov’t can
only take those actions the Constitution
specifically says it can take.
 Cannot make our own interpretation of the
Constitution. We must follow what it
says word for word
15
Name: ___________________________ Class: ________ Date: __________
Comparing the Ideas of Hamilton and Jefferson
Focus Question: How were Hamilton’s ideas on the American political system similar or different from Jefferson’s ideas?
Issue
Hamilton
Jefferson
Region born/raised:
Region born/raised:
Family details
Family details
Personal
Background
Occupation/s:
Occupation/s:
Other Interesting life details:
Other Interesting life details:
Nature of
Human
Beings
Name of Party: _____________________
Best Form
Beliefs & Ideals:
of
Government
Name of Party:_______________________
Beliefs & Ideals:
Ideal
Economy
Relations
with Britain
and France
View on the  Loose Construction:
Constitution
[Hamilton: locate
info: “Ideal
Economy” section]
 Strict Construction:
Elastic Clause:
[Jefferson: locate
info: “Best Form of
Gov’t” section]
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TEACHER KEY/ Student Sample
VENN DIAGRAM
Directions: Create a Venn diagram to compare and contrast the ideas of Hamilton and Jefferson
17
Name: ___________________________ Class: ________ Date: __________
Preparing to Write a CONTRAST Essay: Transition Words & Strong Verbs
Part A- Directions: Complete the sentences using “contrast” verbs from the box below.
Verbs that show CONTRAST
--contrast / --contrasted
--oppose
/ --opposed
--conflict / --conflicted
--differ
/ --differed
--disagree / --disagreed
--dispute / --disputed
/ --contrasting
/ --opposing
/ --conflicting
/ --differing
Sample Thesis Statement
EX: Alexander Hamilton and Thomas Jefferson differed greatly in their political views; they opposed one
another on the best form of government, the ideal economy, and the best way to interpret the Constitution.
(BING- Topic #1)
(BANG-Topic #2)
(BONGO- Topic #3)
1. Hamilton and Jefferson ____________________________ in their ideas on how to run the government, how
to operate the economy, and how to interpret the Constitution
2. On the issues of foreign policy with France and Britain, the ideal economy, and the best form of government,
Hamilton and Jefferson had ____________________________ viewpoints.
3. Alexander Hamilton and Thomas Jefferson ____________________________ in their political opinions in
the areas of U.S. foreign policy with France and Britain, the economy, and the best form of government.
4. Alexander Hamilton and Thomas Jefferson had ____________________________ ideas on the best way to
run the American political system; specifically, these two politicians had ____________________________
perspectives regarding government, economy, and the Constitution.
5. Alexander Hamilton and Thomas Jefferson___________________________one another in their outlook on
how to interpret the Constitution, as well as what constitutes the best form of government and ideal economy.
Part B- Directions: Brainstorm other verbs that are synonyms for the overused, generic
verbs in the center of the circle. Write a new verb on each spoke. Add additional lines as
needed!
said
thought
felt
liked / loved
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Part C- Directions: Circle the verbs below that you think will help you write a strong essay
about the ideas of Hamilton and Jefferson.
Academic, strong verbs (that show opinion, point of view, perspective, voice):
said = stated, discussed, articulated, spoke, exclaimed, asserted, declared
thought = proposed, pointed out, expressed, decided, determined, concluded
felt = claimed, argued, believed, contended, advocated, insisted
liked / loved = desired, wanted, valued, treasured, appreciated
6. Jefferson____________________________ the Constitution should be interpreted in a strict manner. This
means he ____________________________ the Constitution must be interpreted exactly as it’s written.
7. When asked if the United States should support Britain or France, Hamilton _______________________ the
United States and Great Britain should be allies. Hamilton ___________ ______________ Britain was
important as a major trading partner and as a role model of a powerful nation that could defend itself.
Part D- Directions: Use the sentence starters or transition words in the box below to fill in the blanks
to complete the sentences in multiple ways. Hint: Read the sentence out loud to hear if the words fit correctly.
Sentence Starters or transition words that show CONTRAST
--On the other hand,
--Although
--But
--Conversely,
--While
--However
--In contrast,
--Whereas
--In opposition,
--As opposed to
8. As a Federalist, Hamilton claimed the wealthy, educated elite should lead the government; ___________
_______________________________, Jefferson contended the common man could make good decisions and
run the government.
9. _____________________ Hamilton concluded people are selfish and out for themselves, Jefferson
disagreed. He argued informed citizens could make good decisions for themselves and their country.
Part E- Apply your learning!
Topic: Best band or musician
Student A: Name ___________________ Best band/musician____________________________
Student B: Name____________________ Best band/musician____________________________
Directions: Write a sentence contrasting the ideas of your classmates. You must use the contrast words &
academic, strong verbs from the boxes above. Underline all contrast words and strong verbs.
10._______________________________________________________________________________________
__________________________________________________________________________________________
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Name: ___________________________ Class: ________ Date: __________
Contrasting Essay Outline on the Ideas of Hamilton and Jefferson
Directions: Use your notes from the handout on Hamilton and Jefferson and the contrasting transition words
and strong verbs worksheet to write an essay outline. Write complete sentences except for the “Evidence
boxes,” where you can jot down your proof in short, bullet point phrases. Underline all “contrasting cue
words & strong verbs” (refer to the 2-sided worksheet)
Writing Prompt: How did Hamilton’s ideas about the American political system differ from Jefferson’s ideas?
Thesis Statement:________________________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Body Paragraph #1: Contrasting Topic: Best Form of Government
Topic Sentence:________________________________________________
____________________________________________________________
____________________________________________________________
Evidence:
Hamilton ___________________
(insert an academic, strong verb)

(Transition word/s)
[Circle one below:]
whereas
Evidence:
Jefferson_____________________
(insert an academic, strong verb)

on the other hand,
in opposition,
as opposed to
conversely
Analysis: I agree with ________________________’s views because_______________
___________________________________________________________
Body Paragraph #2: Contrasting Topic: Ideal Economy
Topic Sentence:________________________________________________
____________________________________________________________
____________________________________________________________
Evidence:
Hamilton _____________________
(insert an academic, strong verb)
(Transition word/s) Evidence:
[insert your own]
________________
Jefferson _____________________
(insert an academic, strong verb)
________________
Analysis:____________________________________________________
___________________________________________________________
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Body Paragraph #3: Contrasting Topic: View on the Constitution
Topic Sentence:________________________________________________
____________________________________________________________
____________________________________________________________
Evidence:
Hamilton _____________________
(insert an academic, strong verb)
(Transition word/s) Evidence:
[insert your own]
________________
Jefferson _____________________
(insert an academic, strong verb)
________________
Analysis:____________________________________________________
___________________________________________________________
Concluding Sentence:___________________________________________
____________________________________________________________
____________________________________________________________
Scoring Rubric:
Section
Concluding Statement
Content
 Thesis clearly states the 3 Body Paragraph Topics
 Uses & underlines contrasting cue words/verbs
 Topic Sentence is clear, well written
 Uses & underlines contrasting cue words/verbs
 Lists evidence/ details about Hamilton’s ideas
 Lists evidence/ details about Jefferson’s ideas
 Writes an analytical sentence
 Topic Sentence is clear, well written
 Uses & underlines contrasting cue words/verbs
 Lists evidence/ details about Hamilton’s ideas
 Lists evidence/ details about Jefferson’s ideas
 Writes an analytical sentence
 Topic Sentence is clear, well written
 Uses & underlines contrasting cue words/verbs
 Lists evidence/ details about Hamilton’s ideas
 Lists evidence/ details about Jefferson’s ideas
 Writes an analytical sentence
 Concluding Statement refers back to Thesis
Mechanics
Statement argument & summarizes paper
 Minimal spelling, punctuation & grammar errors
Thesis Statement
Body Paragraph #1:
Best Form of
Government
Body Paragraph #2
Ideal Economy
Body Paragraph #3
View on the
Constitution
Possible
Points
Peer or
Self
Grade
Teacher
Grade
4
4
4
4
2
2
20 points
TOTAL
19
TEACHER KEY- Sample Essay—all “contrast cue words” are bold-faced
Contrasting Essay Outline on the Ideas of Hamilton and Jefferson
Writing Prompt: How did Hamilton’s ideas about the American political system differ from Jefferson’s ideas?
?
Thesis Statement:
Teacher note: Students can: 1) turn the question into a statement by crossing out two words- “How did”,
2)add in a few connector words, and then 3)list the 3 main body paragraph ideas (the Bing, Bang,
Bongo): EX1: Alexander Hamilton’s ideas about the American political system differ from
Thomas Jefferson’s ideas in the areas of* the best form of government, the ideal economy, and
how to view the Constitution.
(BING-1st body paragraph topic)
(BANG-2nd topic)
(BONGO-3rd topic)
*Connector words are key here- Have kids brainstorm other possibilities: “in the areas of “ could be replaced by: -on…about… ; specifically, they disagreed about…, with regards to… in their views about… etc.
EX#2: Alexander Hamilton and Thomas Jefferson had differing/ had opposing outlooks
regarding government, economy, and the Constitution.
EX#3: Alexander Hamilton and Thomas Jefferson had disparate/ different ideas on what
constitutes the best form of government and ideal economy, as well as how to interpret the
Constitution.
Body Paragraph #1: Contrasting Topic: Best Form of Government
Topic Sentence: Hamilton and Jefferson disagreed on the best form of government for the
United States.
Evidence:
Hamilton ACADEMIC VERB
[Remember to use short, bullet point phrases]
 Federalist
 elite/ wealthy should be in charge of
the gov’t (because people are selfish &
Transition
words
can’t be trusted)
Evidence:
Jefferson ACADEMIC VERB
 Republican
 common people should be in charge
of the gov’t
 Strong state gov’t
 Strong national gov’t
Analysis: I agree with __________’s views because…_____________
Body Paragraph #2: Contrasting Topic: Ideal Economy
Topic Sentence: On the issue of the ideal economy, Hamilton and Jefferson had contrasting views.
Evidence:
Hamilton ACADEMIC VERB
 Promoted national bank
 Maintained the national gov’t
should promote business, trade and
manufacturing
 Pay off war debt
Evidence:
Jefferson ACADEMIC VERB
Transition
words
 National bank unconstitutional
 USA built by farmers, plain old
folks
Analysis: I agree with __________’s ideas because…
(OR)
Today, our economy is aligned more closely with __________’s ideas because…
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Body Paragraph #3: Contrasting Topic: View on the Constitution
Topic Sentence: When studying the Constitution, Hamilton and Jefferson had conflicting
perspectives regarding how to interpret the Constitution.
Evidence:
Hamilton ACADEMIC VERB
 Broad /loose interpretation
 Elastic clause allow for gov’t
to carry out necessary laws not
specifically named in
Constitution
Transition
words
Evidence:
Jefferson ACADEMIC VERB
 Strict interpretation
 Cannot make our own
interpretation- if it’s not in the
Constitution, you can’t do it!
 Follow Constitution word for
word
Analysis: I agree with________________’s views because…
(OR)
I think the Constitution should be interpreted (loosely/strictly) because…
Concluding Statement:
Teacher note: Have kids refer back to the Thesis statement and restate their main idea,
which was:
Hamilton and Jefferson differed on Bing, Bang, Bongo.
EX #1: As shown, Hamilton and Jefferson differed greatly in their views on the
best form of government, the ideal economy, and their views on the constitution.
EX #2: In conclusion, Hamilton and Jefferson differed completely in their views
on the American political system. Specifically, they opposed one another in the
areas of government, economy, and constitution.
EX #3: When it comes to examining the political views of Hamilton and Jefferson
in the areas of government, economy, and interpretation of the Constitution, it is
clear these two founding fathers had disparate views on the American political
system.
21