LESSON 8.11 Political Developments in the Early Republic
Learning targets
(clear, understandable versions of standards in
student friendly language)
Understand that different factors influenced
change in American history from 1787
through the 1900. Those factors include the
influence of individuals, issues and events.
Language objectives
(identified cognitive functions correlated to the
learning targets, such as sequence,
compare/contrast, cause/effect, infer, and argue,
as well as the signal words to be deliberately
taught/used in discussion and writing; sentence
frames in support section)
POST ON WALL
Orally and in writing, use the signal words
below to show contrast between the political
ideas of Jefferson and Hamilton (or
Federalists and Republicans).
 Unlike
 However
 But
 Yet
 In contrast
 Differences between
 As opposed to
 Whereas
 On the other hand
 A distinction between
History Alive! Preview activity
SUMMARY OVERVIEW
History Alive! lesson plan
1. Students first read about the differences
between the Federalists and Republicans
(Hamilton & Jefferson) and record opposing
ideas in their ISNs. Act-It-Outs are also
included during the reading activity.(2-3
days)
2. Experiential Exercise - Students then
participate in a political conference/debate
between Jefferson and Hamilton and argue
which political party is best suited to lead the
U.S. (2-3 days)
3. Lastly, students complete the Processing
Activity in the ISN – creating a storyboard for
a political commercial for one of the political
parties (1 day or homework)
Recommended Changes to HA! lesson plan
If time is an issue skip Act-It-Outs during reading
TO SAVE A WEEK OF CLASS TIME, here is a
suggested paring down of this lesson…
 Break up class into groups of 4
 Assign half the groups “Jefferson” and
the other half “Hamilton”
 Have students complete the appropriate
chapter 11 ISN notes
 When finished, have two students from
(builds background; links to student experience)
each group switch with another group
The preview activity (music analysis) as
and teach/share their notes about other
described in the HA curriculum does not do
person
a very good job of connecting material to the
 Finally, each group creates a T- chart
students’ lives, but student recognition of the
poster about the Federalists vs.
songs will potentially be helpful later during
Republicans (model how to make a tthe Experiential Exercise
chart since this comes early in the school
year)
The preview activity is basically listening to
 Students could complete processing task
two songs and students try to figure out what
in ISN after this.
type of person this song would represent –
the elite or the common man/farmer.
Supplemental Video Selections
Video clip from “John Adams” TV mini-series
ALTERNATE PREVIEW: project pictures of (4:34)
two presidents (example: George W. Bush & Shows dramatized conversation/debate between
Barack Obama).
Hamilton and Jefferson about roles of
 Ask students (in groups?) to
government and national bank
generate ideas about different views
Modified from History Alive! June 2010
1

of the role of government they
represent
Then introduce the images of
Jefferson and Hamilton. (as part of
Graphic Organizer image on
Introduction reading – page 145).
Pre-assessment activities/documents
(serves as self-assessment for students; informs
instruction for teachers; charts or documents
may be used as a place to gather
concepts/information throughout lesson through
debriefing; may include visuals, lesson
questions, lesson vocabulary, language
objectives, and/or learning targets)
http://www.youtube.com/watch?v=notJuFGXQ9w
Video Clip: “The National Bank, the Nation's
Capital, and the Beginnings of Political Parties”
(6:31)
Overview summary of differences between
Hamilton and Jefferson (a bit dry, but good
factual rundown)
Flexible grouping pattern of the lesson
 Partnered-reading and notetaking
 Mixed-ability groups of four for Political
Conference/Debate
Recommend using “Knowledge Rating
Chart” with the key content vocabulary
below
Lesson questions
(drive instruction; may create links to previous
learning; may be included in pre-assessment)
POST ON WALL


How did Thomas Jefferson’s ideas about
government differ from Alexander
Hamilton’s?
How did these different political ideas
lead to the rise of the Federalist and
Republican parties?
Additional background building
(streaming video segments, DVD, map review,
read aloud of a related piece of fiction, etc.)
Video clip from “John Adams” TV mini-series
(4:34)
http://www.youtube.com/watch?v=notJuFGXQ9w
Video Clip: “The National Bank, the Nation's
Capital, and the Beginnings of Political
Parties” (6:31) Available through PPS multi-media
streaming
Key content vocabulary (italicized words
assessed)
Political party
Federalist
Republican (also referred to as “DemocraticRepublican”)
Whiskey Rebellion
Alien and Sedition Acts
Thomas Jefferson
Alexander Hamilton
French Revolution
READING SUPPORT
Modified from History Alive! June 2010
2
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Suggested Strategies for
Focus pages/paragraphs
Thinking or ProcessIntroduction Interactive Readfor guided reading group
Related Words
(for example: Bloom’s, etc.)
Aloud
Whiskey Rebellion and
Image Analysis on page 144 is not
Compare
the need for a stronger
very engaging
Contrast
central government (2
Separate
Instead focus on Graphic
paragraphs)
Describe
Organizer: Character Collage
Page 147 – “Hamilton and
Differentiate
(bottom right corner on page 145))
Washington saw the
Whiskey Rebellion…”
Discussion Questions:
On the Hamilton’s
What differences do you notice in
Personal Background
the men’s clothing?
Elegant and formal vs. plainPage 149 – “Hamilton grew
clothed
up to be…”
How do clothes reflect on a person
or their background?
Reflection of social status,
attitude, etc.
How might someone’s background
influence their political beliefs?
Answers will vary
On Hamilton’s view of
human nature
Page 149 – “Hamilton’s
view on human nature
was…”
On Hamilton’s Best Form
of Govt.
Page 150 – “Federalist
believed…”
On Hamilton’s Ideal
Economy
Page 150 – “Hamilton’s
dream of national
greatness..”
On Hamilton’s Relations
with Britain and France
Page 151 – “When war
broke out between France
and Britain…”
On Jefferson’s Personal
Background
Page 152 – “Jefferson was
born in Virginia…”
On Jefferson’s View of
Human Nature
Page 152 – “Jefferson’s
view of human nature was
much more hopeful…”
Modified from History Alive! June 2010
3
On Jefferson’s Best Form
of Govt.
Page 153 – “Republican’s
believed that the best
government…”
On Jefferson’s Ideal
Economy
Page 153 – “Like most
Americans in the 1790’s…”
On Jefferson’s Relations
with Britain and France
Page 153 – “Another issue
that sparked heated
arguments…”
WRITING SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Sentence frames for
parts of the lesson
REVIEW lesson 11
Sentence Frames:
Jefferson believed
_________ (contrast word)
Hamilton thought
__________.
The Federalists’ ideas
about ______________
However, the Republicans
___________
A difference between the
Federalists and the
Republicans is that the
Federalists believed
__________, but the
Republicans said
___________.
DISCUSSION SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Sentence frames for
parts of the lesson
REVIEW lesson 11
See Writing Support
FORMATIVE ASSESSMENTS (for student and teacher use)
Modified from History Alive! June 2010
4
“Check for understanding”
points during activities


Make observations
Listen in during discussions and
group activity for
misunderstanding or
misconceptions
Checkpoints in
Interactive Student
Notebook

Multiple opportunities
during reading/notetaking activity
Questions for
exit and entrance slips
SUGGESTED EXIT QUESTIONS:
BASIC
Name one belief or political
idea that you learned about
that you agree or disagree
with. Explain why.
ADVANCED
Cite one historical political
idea that still exists in our
society today. Which
modern political party relies
on this ideology?
Processing Assignment
REVIEW
Games
Other
(also serves as a formative
assessment)
Students create a storyboard for a
political commercial for one of the
political parties using the language
and ideas of the chosen party.
To help get the students started…
Digital library of all past presidential
campaign commercials:
http://www.livingroomcandidate.org/
RECOMMENDED LESSON ASSESSMENT AND KEY
Assessment
Key
Modified from History Alive! June 2010
5