The New Nation
In Unit 4, we will be examining the early years of the United States under the new Constitution. We will look closely
at how the leaders of this time shaped the way in which the Constitution is interpreted and set precedents for
future leaders. We will delve into the world of politics and how factions developed into political parties, an ever
evolving part of our government.
Assignments for this Unit are as follows:
Assignment
8-1 Cornell Notes
8-2 Cornell Notes
8-3 Cornell Notes
8-4 Cornell Notes
9-1 Cornell Notes
9-2 Cornell Notes
9-3 Cornell Notes
9-4 Cornell Notes
10-1 Cornell Notes
10-2 Cornell Notes
10-3 Cornell Notes
Founding Fathers Grab Bag
Presentation (1)
Convince Me Skit (2)
Hamilton v. Jefferson T Chart (3)
Political Cartoon (3)
Federalists v. Antifederalists Debate
w/ Party Propaganda (4)
Alien and Sedition Worksheet (5)
Consequences Presentation (5)
Civil Liberties Debate (5)
Total
Point
Value
Points
Earned
5
5
5
5
5
5
5
5
5
5
5
30
50
20
100
75
40
50
30
450
The following pages provide the necessary information to successfully complete the assignments. We will discuss
due dates and quiz/test dates further in class.
Unit 4 Schedule (PROJECTED!!)
Sun
December 2012
Tue
Wed
Thu
Mon
25
26
8-1 Notes
2
9
Mon
30
31
6
1
Slogan/Poster
Day
7
10-3 Notes
Alien & Sedition
Wkst/
Consequences
Research
13
14
Unit Review
20
8
Q 10-3
AAlien & Sedition
Wkst/
Consequences
Research
15
21
22
Lewis & Clark
Movie
28
29
9
Alien & Sedition
Wkst/
Consequences
Research
16
Consequences
Presentations
23
Unit Test Day 1
30
7
8
14
15
21
22
9-4 Notes
20
Create Political
Cartoons
Party Platforms
Political
Cartoons Due
Party Platforms
Fri
2
10-1 Notes
Alien & Sedition
Wkst/
Consequences
Research
Alien & Sedition
Wkst/
Consequences
Research
No School
19
Create Political
Cartoons
Party Platforms
1
9-1 Notes
13
January 2013
Wed
Thu
Tue
CH 9 Closed
Note
Slogan/Poster
Day
6
Q 9-3
Jefferson v.
Hamilton
18
Create Political
Cartoons
Party Platforms
30
Workday
Create Convince
Me Skit
Founding
Fathers Grab
bag
presentations
12
9-3 Notes
17
Q 9-4
Political Cartoon
Museum
27
11
Q 9-2
Jefferson v.
Hamilton
16
5
Founding Fathers
Grab bag
presentations
Sat
29
Q 8-3
Create
Convince Me
Skit
4
CH 8 Closed
Note
10
Q 9-1
9-2 Notes
28
Q 8-2
8-3 Notes
3
Perform
“Convince Me”
Skits
Sun
27
Q 8-1
8-2 Notes
Fri
Sat
3
Q 10-1
10-2 Notes
Alien & Sedition
Wkst/
Consequences
Research
10
Alien & Sedition
Wkst/
Consequences
Research
17
Consequences
Presentations
24
4
5
11
12
Q 10-2
Political Debate
CH 10 Closed
Note
Alien & Sedition
Wkst/
Consequences
Research
18
19
Consequences
Debate
25
26
1
2
Unit Test Day 2
31
1) Founding Fathers Grab Bag: Students will research one of the early leaders of our nation and create a grab
bag filled with items that represent that individual. The bag must include 10 items that will be presented to
the class.
Grab Bag Project
Points Available
Bag contains 20 relevant items
15
Students clearly explain each item in the bag
and how it relates to their Founding Father
15
Points Earned
30
2) Washington as the First President:
 Convince Me Skit with a Partner: Students will create a skit. One person will be Alexander Hamilton,
while the other is George Washington. They will reenact Hamilton’s request that Washington
become president using modern technology (Phone, Text message, etc.)
Skit Rubric
Group
Members
Excellent
Speech
Knowledge
of Topic
Creativity
The dialogue is near
perfect with a minuscule
amount of intelligible
speaking
The skit shows an
excellent or high level of
understanding of the
topic
Skit shows several bright
ideas and its entertaining
for the audience.
Good
Dialogue is almost all
audible and intelligible.
Only a few lines are
mumbled and/or are too
soft to hear.
Fair
Dialogue volume is
partially audible and/or
intelligible. Some of the
lines are mumbled or too
soft to hear.
The skit shows a
proficient understanding
of the topic
Skit shows several bright
ideas, but drags in some
spots
The skit shows a basic
understanding of the
topic
Skit shows a few bright
ideas, but is relatively
dull.
Poor
Dialogue is barely audible
or intelligible. Speaker(s)
mumble or talk in a low
volume
The skit shows that the
students(s) do not
understand or know the
topic.
Skits shows little to no
thought or effort.
3) Jefferson vs. Hamilton:
 Create a T Chart (on the following page) comparing the views of Hamilton and Jefferson. Answer the
following questions:
1) Whose view of the federal government was a wealthy person more likely to favor? Why?
2) How do you think Jefferson differed from Hamilton in his view of people and human nature?
 Political Cartoon Art Gallery: Students will create a political cartoon to be displayed in our classroom
art gallery
CATEGORY
Exceeds 100
Meets 90
Below 80
Symbolism
Student clearly uses and
explains the several
symbol(s) used to convey
message and point of view.
Student clearly shows
understanding of political
concept or an issue.
Student's point of view is
clearly conveyed.
People or person(s)
depicted is real and easily
identified as a character
involved with the issue.
Text and graphics are
clearly legible, well laid
out, and graphically
pleasing.
Analysis exemplifies quality
work and accurately
describes the cartoon,
including it's meaning. All
questions are answered in
a well constructed multiparagraph essay.
Student uses and explains
the symbol(s) used to
convey message and point
of view.
Student mostly shows
understanding of political
concept or an issue.
Student's point of view is
mostly well conveyed.
People or person(s)
depicted is real and
identifiable and may be
involved with the issue.
Text and graphics are
mostly legible and meet
expectations.
Student uses at least one
symbol and explains its use
to convey point of view.
Analysis generally fits the
description quality work
and accurately describes
the cartoon, including it's
meaning. All questions are
answered in a well
constructed multiparagraph essay.
Analysis does not fully
meet the description of
quality work but generally
describes the cartoon,
including it's meaning. The
Questions are somewhat
answered.
Subject Matter
Way Topic is
Conveyed
Reality of
Character
Visual
Presentation of
Political Cartoon
Analysis
Student shows some
understanding of political
concept or an issue.
Student's point of view is
marginally conveyed.
People or person(s)
depicted are fictitious but
generally represent the
issue and people involved.
Text and graphics are
somewhat legible.
Emerging 70 or less
May not use symbols or
does not explain the
meaning and purpose of
the symbol(s) used.
Student shows no
understanding of political
concept or an issue.
Student's point of view is
poorly conveyed.
People or person(s)
depicted are fictitious or
fanciful.
Text and graphics are not
legible
Analysis is incomplete. It
does not meet the
definition of quality work.
The questions are not
answered, and the analysis
does not provided the
necessary information on
the cartoon.
Jefferson v. Hamilton T Chart
Jefferson's Views
1)
Hamilton's Views
Whose view of the federal government was a wealthy person more likely to favor? Why?
2) How do you think Jefferson differed from Hamilton in his view of people and human nature?
Creating Your Own Political Cartoon
Reading Political Cartoons: Visualizing/Viewpoint/Persuasion
Darly Cagle’s Professional Political Cartoonist Index or http://cagle.slate.msn.com/
You are to DRAW a political cartoon reflecting your viewpoint on a current issue, using at least one or more symbols, and WRITE an
analysis of your cartoon by answering the five questions below.
WRITE: You must include an ANALYSIS of your cartoon, written in multiple-paragraph format. The analysis should contain the following
information:
1. What issue or event inspired your cartoon?
2. Are there any real people in your cartoon?
3. What symbols can be found in your cartoon and what do they represent?
4. What is happening in your cartoon?
5. What opinion are you trying to express in your cartoon?
FOLLOW THESE STEPS:
DRAW:
1. Decide on an issue or event.
Go to the local newspaper or an Internet news site to research current issues. Use the “news links” web page on the Sentinel Team’s
Table of Contents page. Read related news articles carefully and then begin. You may also consider other issues such as current
school issues or issues within your family that inspires.
2.
Create a thumbnail sketch of your cartoon like cartoon artist Walter Handelmans demonstrated at
http://www.newsday.com/news/opinion/ny-waltcartoon.flash. Share your idea with several classmates to see if they understand
what you are trying to communicate and if you have conveyed your point of view. After any advise, revise your cartoon.
WRITE:
3. TYPE answers to the ANALYSIS questions listed above (1-5) in a multiple-paragraph format to explain your thinking and your
cartoon. Your answers should be more than one sentence long, so each answer must contain support, details, and examples (to
explain).
FINAL PRODUCT:
4. The final version of your cartoon will be do on the day of our class museum (no work time will be given at this time; it is for
reading class cartoons). Your final product requires the following:



TYPE answers to the ANALYSIS questions. This will be on the back of your political cartoon.
Cartoon should be created inside a 5”x7” space on white paper in black ink (flair or otherwise), not pencil. Your teacher
will give you paper. Any pencil marks must be completely erased.
Cartoon should include a caption, your name, and symbols at several symbols to exceed standards.
4) Political Parties Activity
 Completed Party Platform Worksheet (next page): Students will work with partners to complete
Party Platform Worksheet using class reading selections.
 Party Propaganda: Completed Poster, Speech or Political Cartoons (slogans should send out a
consistent message)
 Class debate: Students will begin with prepared speeches and debate the merits of their parties.
Topic
Point Value
Knowledge of topics
15
Strength of Position
10
Strength of Rebuttals
10
Clarity of Speech
10
Respect for Classmates
10
Party Propaganda
10
Party Platform Chart
10
75
Points Earned
Democratic-Republicans v. Federalists Worksheet
Issue
Funding the Public Debt
U.S. Relations with Great Britain
and France
The National Bank: Implied
Powers versus Strict
Interpretation
Manufacturing/Agriculture
The Jay Treaty
The Democratic-Republican
Societies
The Alien and Sedition Acts
Democratic-Republicans
Federalists
5) Alien & Sedition Acts
 Worksheet (Following Page): Each member of your group must complete the Alien & Sedition
Worksheet on the next page in this packet. Please read & follow all directions.
 Group Presentation: Your group is going to complete a 5 minute presentation on the topic you were
assigned. Your presentation will teach your classmates these acts. You will describe what was
happening when these order were given, some of the reasons why they were passed, and what
impact they had both then and now. These presentations should consider what rights are being
taken from the people.
o General Order 100 (Civil War)
o Espionage Act of 1917 (World War I)
o Sedition Act of 1918 (World War I)
o Executive Order 9066 (World War II)
o Patriot Act (War on Terror)
CATEGORY
Preparedness
Content
Posture and Eye
Contact
Volume
Stays on Topic

Exceeds
Meets
Below
Student is completely
prepared and has
obviously rehearsed.
Student seems pretty
prepared but might
have needed a couple
more rehearsals.
Shows a good
understanding of the
topic.
Stands up straight and
establishes eye
contact with everyone
in the room during the
presentation.
The student is
somewhat prepared,
but it is clear that
rehearsal was lacking.
Shows a good
understanding of
parts of the topic.
Sometimes stands up
straight and
establishes eye
contact.
Student does not
seem at all prepared
to present.
Volume is loud
enough to be heard by
all audience members
at least 90% of the
time.
Stays on topic most
(99-90%) of the time.
Volume is loud
enough to be heard by
all audience members
at least 80% of the
time.
Stays on topic some
(89%-75%) of the
time.
Volume often too soft
to be heard by all
audience members.
Shows a full
understanding of the
topic.
Stands up straight,
looks relaxed and
confident. Establishes
eye contact with
everyone in the room
during the
presentation.
Volume is loud
enough to be heard by
all audience members
throughout the
presentation.
Stays on topic all
(100%) of the time.
Emerging
Does not seem to
understand the topic
very well.
Slouches and/or does
not look at people
during the
presentation.
It was hard to tell
what the topic was.
Class Debate: Class will be debating whether it is ever ok to limit the rights of the people for the
good of that nation. We will discuss the merits/demerits of abridging civil liberties during times of
“crisis”.
Topic
Point Value
Knowledge of topics
10
Strength of Position
5
Strength of Rebuttals
5
Clarity of Speech
5
Respect for Classmates
5
30
Points Earned
Alien & Sedition Worksheet
Read An Act Respecting Alien Enemies
July 1798) and An Act in Addition to the Act Entitled “An Act for the
Punishment of Certain Crimes Against the United States” (14th July 1798). Then answer the following questions:
(6th
1. a. What was the fundamental reason for issuing the Alien Act?
b. What was the purpose of the Alien Act?
c. Who proposed and wrote the Alien Act?
2. a. What was the fundamental reason for issuing the Sedition Act?
b. What was the purpose of the Sedition Act?
c. Who proposed and wrote the Sedition Act?
3. a. What were the political responses to the Alien and Sedition Acts?
b. Who wrote these responses?
4. What was the main message of the Virginia and Kentucky resolutions?
5. a. What is “nullification”?
b. What passage in the Kentucky resolution specifically says that nullification is OK?
6. Would the authors of each of these documents be Federalists or Anti-federalists? (Be sure to explain your
answers.)
o Kentucky Resolution –
o Virginia Resolution –
7. How might these issues have led our nation into a Civil War sixty-three years later?