Unit 3: the Early Republic

11th Grade Semester One Unit 3: The Early Republic

Stage 1: Desired Outcomes Topic / Unit Title: The Early Republic (Presidents and Marshall Court) * What makes effective leadership? NYS Content Standards Common Core Skills  Reading-Social Studies (RH)  Key Idea 2: Important ideas, social and 1. Use relevant information and ideas from cultural values, beliefs, and traditions; the documents to support analysis connections and interactions of people and 3. Use information/ideas to determine cause and events across time and from a variety of effect perspectives. 6. Compare and contrast various points of view  Key Idea 3: major social, political, economic, 7. Create and analyze visuals (graphs/charts) cultural, and religious developments; 8. Identify and analyze evidence important roles and contributions of  Writing (W) individuals and groups. 3. Produce writing appropriate to task, purpose  Key Idea 4: explain the significance of and audience. historical evidence; weigh the importance, 4. Strengthen writing by planning, revising, editing reliability, and validity of evidence; and rewriting understand the concept of multiple causation; 5. Draw evidence from informational text understand the importance of changing and  Speaking and Listening (SL) competing interpretations of different 1. Participate in collaborative discussion historical developments. 4. Clearly present appropriate information and evidence 6. Demonstrate command of formal English  Language (L) 1. Demonstrate appropriate grammar usage in writing and speaking (sentence complexity) 2. Demonstrate appropriate usage of the mechanics of language (punctuation, capitalization) 4. Build vocabulary and expand word choice Understandings: Essential Questions:  Define: Precedent, Unwritten Constitution,  What is a president’s job? Cabinet, Whiskey Rebellion, Farewell Address,  What legacies did the presidents of the Early Neutrality/isolationism, XYZ Affair, Alien and Republic leave for our nation? Sedition Act, Election of 1800, Embargo Act of  What precedents did Washington set for future 1807, Louisiana Purchase, Elastic Clause, presidents? Strict constructionist, loose constructionist,  How do presidential decisions affect our Judicial Review, Marbury v Madison, Monroe nation? Doctrine, Era of Good Feelings, Spoils System,  How do presidents handle social, economic and Rotation in Office, common man, Democratic political issues? party, nullification crisis, Trail of Tears,  Did the Presidents of the Early Republic stay Worcester v Georgia, Second National Bank true to the Constitution?  Geography Skills: Label the following  How do political parties impact the presidency? locations on a map: Mississippi River,  How did presidents handle international crisis Louisiana Purchase and other foreign policy issues?  President Washington: o Explain and evaluate the decisions Washington made about organizing the office of the Presidency. o Analyze, interpret, and explain Washington’s Farwell Address and give examples of his views on political parties and neutrality. o Analyze past and current events in United States History and refer it to Washington’s viewpoints in his Farwell Address. o Answer Regents multiple choice questions with the keywords.  President Adams: o Interpret documents and images about America’s relationship to France in the 1790’s. o Describe the XYZ Affair o Debate the whether or not the Alien and Sedition Acts were necessary for national security or if civil liberties were more important. o Apply the critique of the Alien and Sedition Acts to a discussion about the PATRIOT Act. o Answer multiple choice questions using keywords.

 President Jefferson: o Examine charts about the Election of 1800 and identify what was unique about it. o Create a t-chart about the pros and cons of purchasing the Louisiana Territory o Label the Louisiana Territory and the Mississippi River on a map. o Explain whether or not Jefferson was justified in going against his anti-federalist ideals (Louisiana Purchase, elastic clause) o Evaluate Jefferson’s presidential actions: Louisiana Purchase, Repealing the Alien and Sedition Acts, limiting the size of the army, the Embargo Act of 1807. o Answer multiple choice questions using keywords.  President Madison: o Compare and Contrast the differing viewpoints of the War of 1812. o List the causes and effects of the War of 1812. o Evaluate the outcome of the war.  President Monroe: o Analyze political cartoons about the Monroe Doctrine o Debate whether or not the Monroe presidency should be called the Era of Good Feelings.  President Jackson: o Compare and contrast conflicting images of Jackson ($20 bill, the King Andrew painting). o Evaluate whether or not Jackson was a president for the ‘common man’ through his actions:  Creating the Democratic Party  Rotation in Office/Spoils System  Nullification Crisis  Bank Crisis  Trail of Tears o Answer multiple choice questions using keywords.

Stage 2: Assessments and Tasks Common Core Literacy Task Performance Task(s) – Other Evidence  Creating a report card of standards by  Map making activity for President Jefferson and which to evaluate each of the Early Republic the Louisiana Purchase (label the territory, Presidents. This report card will have written label the Mississippi River, and bullet point a evidence from each lesson to evaluate each response to the aim). leader.  Analyze and answer questions about primary  Reading documents about each presidency  documents (texts and images) on worksheets.  Short written response to evaluate of the  Make a ‘Campaign Poster’ for one (or two) of content in each document the presidents. In particular, Jackson: Portray  Answer the AIM rubrics – one paragraph him as a common man or a dictator. response evaluating the overall impact of  Participate in discussion/debate: each presidency. o Did Washington set effective precedents?  Prepare an Essay Outline with relevant o Should Adams put National Security before evidence about each president. Civil Liberties?  Regents Essay comparing and contrasting o Should Jefferson have violated his own two presidents. principles? o Did the War of 1812 benefit America? o Was Monroe’s Presidency an ‘Era of Good Feelings?’ o Was Jackson a ‘People’s President?’  Unit Test: The Presidents of the Early Republic  Reading and answering Regents Questions, highlighting keywords, writing an explanation for the correct answer.

 CTT option: Allow students to take the test in pre-determined groups. The group gets one scantron and each student in the group gets a test with specific a specific task: o Student 1: Reads the question. o Student 2: Highlights the keywords. o Student 3: Eliminates the wrong answer choices.  All students determine answer together and Student 1 bubbles in the correct answer on scantron.

How will students reflect upon and self-assess their learning?  Essay: Students get a rubric in advance. After they receive the graded essay, they can re-read the rubric and revise. They have the opportunity to re-submit essay with corrections or come re-take multiple choice exam. This will encourage them to reflect on the grade they got and whether or not they choose to improve their grade.

Accommodations: Scaffolds and Differentiation Co o Modify primary source texts (variety, complexity, length) nt o Incorporate alternative materials (visual, video, audio, internet) en o Provide supplementary resources for supports t o Group with a purpose

Pr o Model skills, task and/or product oc o Utilize graphic organizers / note taking template es o Provide individual or group intervention and support s o Re-enforce vocabulary / concept development o Provide choice / variety of activities or tasks o Group with a purpose Pr o Assign specific, purposeful assessments to individuals or groups od o Allow students to choose from a variety of assessments uct o Provide scaffolds / supports (outlines, templates, models) o Provide extension activities to expand thinking or understanding o Group with a purpose Stage 3: Learning Plan Instructional Activities and Materials (W.H.E.R.E.T.O.) Aim: How would you evaluate or “grade” George Washington as president?  Discuss Washington’s challenges as the first president.  Evaluate his actions as the first president.  Define: Evaluate, Precedent, Unwritten Constitution, Cabinet, Whiskey Rebellion, Farewell address, Neutrality  Discuss the impact he had on future presidents, show Obama’s large cabinet ACTIVITY: Created a report card that set the standards for how we will evaluate all presidents, examined images of current day foreign policy issues and discuss how Washington would have responded to these (soldiers in coffins, McDonalds in Russia, UNICEF relief work, and building schools abroad).

Aim: How would you evaluate or “grade” John Adams as president?  Discuss XYZ Affair and other causes for tensions with France.  Define: Alien and Sedition Acts, national security, civil liberties, PATRIOT Act  Debate whether or not the Alien and Sedition Acts were based on national security or were a violation of American civil liberties.  Evaluate how Washington would have responded. ACTIVITY: Summarize primary source text from the legislation, refer back to original report card and evaluate Adams, Watch “Tyra Banks” show video about current immigration issues with Muslim Americans. Students had to apply what they from Adam’s decisions to current day issues learned about stereotypes, paranoia, and national security issues by writing a response to the video. Aim: How would you evaluate or “grade” Thomas Jefferson as president?  Discuss the motivation for the Election of 1800  Define: Loose Constructionist, Strict Constructionist, Democratic Republicans, Elastic Clause, Louisiana Purchase  Create a t-chart of the Pros and Cons of purchasing Louisiana.  Evaluate whether or not Jefferson should have gone against his original ideas as a strict constructionist.  Evaluate the other decisions Jefferson made – defunding the military, repercussions of the Embargo Act of 1807, and getting rid of the Alien and Sedition Acts. ACTIVITY: Label the Louisiana Purchase and Mississippi River on the Map, Answer the AIM on a post-it that goes on the map, use the report card to evaluate Jefferson’s contributions as president.

Aim: How would you evaluate or “grade” Madison as president?  Define Cause and Effect, impressment of ships, War of 1812, Hartford Convention  Make a t-chart of the CAUSE and EFFECTS of the war.  Debate the outcomes of the War of 1812 and whether or not America benefited from the war sanctioned by President Madison. ACTIVITY: Create a headline that expresses whether the outcomes of the War of 1812 were positive or negative for America, use the report card to evaluate Madison based on the war.

Aim: How would you evaluate or “grade” Monroe as president?  Define the Era of Good Feelings, Panic of 1819, Land Ordinance, Monroe Doctrine  Examine political cartoons about the Monroe Doctrine  Look at the problems Monroe faced during the Panic of 1819 and how his administration confronted the issue with legislation.  Evaluate whether or not the Monroe Presidency was the ‘Era of Good Feelings.’ ACTIVITY: Create political cartoon about the Monroe Doctrine and give it a title, fill out the report card we’ve been referencing.

Aim: How would you evaluate or “grade” Jackson as president?  Define the Democratic Party, Rotation in Office, Spoils System, Trail of Tears, Worcester V Georgia, Nullification Crisis, Bank Crisis  Read documents and evaluate his decision making based on the original report card.  Show brain pop video and ask students to add information to the chart about Jackson. ACTIVITY: Create a campaign poster showing Jackson as either a ‘President for People’ or ‘King Andrew.’

Final Assessment of Early Republic Presidents: Thematic Essay Historical Context: Historians who have evaluated presidential leadership have debated if they were great presidents and if each successfully addressed critical challenges faced by the nation during his administration. These include presidents such as George Washington, John Adams, Thomas Jefferson, James Monroe, and Andrew Jackson.

Task: Using information from your notes, handouts, and your knowledge of United States history, write an essay in which you Select two presidents mentioned in the historical context and for each  Describe the historical circumstances around the president (what was going on during the time period of his presidency?)  Explain TWO actions taken by the president to address the issues of the time period?  Discuss the impact of the presidential actions on the United States Students will complete and outline and write essay over a 3-4 day period. Teacher Reflection for Future Planning

This was a very clear cut, consistent unit. Students appreciated how familiar and clear cut each of the lessons and activities were. It streamlined the process for producing the final assessment/task of an essay because students had been considering the final question every day on a micro-level. Students felt empowered by the ability to create their own evaluation system and being able to evaluate American leaders. However we would like to add more creative reading and writing tasks such as the campaign poster. We want to be able to give them choices about how they express their evaluation.

August 2008

Theme: Government Role in the Economy Throughout history, the United States government has taken various actions to address problems with the nation's economy.

Task: Choose two actions that addressed a problem with the nation’s economy and for each action • Discuss the historical circumstance that led to the action • Discuss the impact of this action on the economy of the United States

You may use any example from your study of United States history. Some suggestions you might wish to consider include assumption of Revolutionary War debts, building the transcontinental railroad, passage of tariff laws, passage of the Interstate Commerce Act, creation of the Federal Deposit Insurance Corporation, adoption of the Social Security system, passage of federal minimum wage laws, Reagan Era tax cuts, and ratification of the North American Free Trade Agreement (NAFTA).

August 2010 Theme: Presidential Actions United States presidents have taken actions that have had a significant effect on United States foreign or domestic policies

Task: Identify two presidential actions that have had significant effects on United States history and for each  Describe the historical circumstances surrounding the action  Discuss the impact of the presidential action on United States foreign policy or on American society

You may use any presidential action that has had a significant effect on United States history. Some suggestions you might wish to consider include George Washington issuing the Proclamation of Neutrality, Abraham Lincoln issuing the Emancipation Proclamation, William McKinley calling for war against Spain, Theodore Roosevelt supporting the Meat Inspection Act, Woodrow Wilson proposing the Fourteen Points, Franklin D. Roosevelt proposing the New Deal, Harry Truman making the decision to drop the atomic bomb, and Lyndon B. Johnson signing the Civil Rights Act of 1964.

Multiple Choice 1 Which presidential action is an example of the use of the unwritten constitution? (1) signing a law passed by Congress (2) calling a meeting of the cabinet (3) ordering the navy to patrol the Persian Gulf (4) nominating a federal court judge

2 Which headline illustrates the use of the unwritten constitution? (1) “Washington Establishes a Cabinet” (2) “House Votes to Impeach Andrew Johnson” (3) “Senate Rejects the Treaty of Versailles” (4) “President Nominates John Roberts for Supreme Court”

3 The outcome of the Whiskey Rebellion (1794) strengthened the authority of the (1) national government (2) state governors (3) territorial legislatures (4) local police

4 President George Washington’s leadership during the Whiskey Rebellion (1794) was important because it (1) showed the ability of the new government to enforce federal law (2) helped assure his reelection to a third term (3) forced frontier farmers to limit grain production (4) halted British fort construction in the Northwest

5 One reason President George Washington called for a policy of neutrality in the 1790s was to (1) improve his popularity among Federalist voters (2) avoid United States participation in European wars (3) gain support for the development of a United States navy (4) enforce the Treaty of Alliance with France

6 Which document was issued primarily to prevent European nations from future colonization in Latin America? (1) Jay Treaty (1795) (2) Alien and Sedition Acts (1798) (3) Embargo Act (1807) (4) Monroe Doctrine (1823)

7 The Kentucky and Virginia Resolutions (1798) held that states could nullify the Alien and Sedition Acts because these laws (1) repealed the Northwest Ordinance (2) placed an unfair tax on whiskey made by western farmers (3) violated the Constitution (4) established limits on universal suffrage

8 During the 1790s, one way Congress applied the elastic clause was by (1) establishing a national bank (2) creating a national postal system (3) adding Vermont and Kentucky as states (4) approving the Jay Treaty with Great Britain 9 The major benefit of having the elastic clause in the United States Constitution is that it (1) allows the government to respond to changing conditions (2) protects the rights of racial minorities (3) prevents one branch of government from becoming too powerful (4) establishes a postal service

Base your answers to questions 10 and 11 on the speakers’ statements below and on your knowledge of social studies. Speaker A: As it stands now, the Constitution does not protect civil liberties. Speaker B: The system of checks and balances will control any abuse of power by a branch of government. Speaker C: The demands of the majority will overwhelm the minority. Speaker D: The amendment process will allow the Constitution to be changed when the need arises.

10 How was the concern of Speaker A resolved? (1) adoption of the elastic clause (2) establishment of the House of Representatives (3) creation of the federal court system (4) addition of the Bill of Rights

11 Which two speakers support the ratification of the Constitution? (1)A and D (2)A and C (3)B and D (4)B and C

12 A strict interpretation versus a loose interpretation of the Constitution was most evident in the debate over the (1) creation of the Bank of the United States in 1791 (2) decision to declare war on Great Britain in 1812 (3) annexation of Florida in 1821 (4) issuance of the Monroe Doctrine in 1823

13 Which geographical consideration had the greatest influence on President Thomas Jefferson’s decision to purchase the Louisiana Territory in 1803? (1) Large gold reserves were located in the territory. (2) The size of the territory would create a barrier to French influence. (3) The Rocky Mountain region was an outlet for future population growth. (4) Full control of the port of New Orleans on the Mississippi River would be established.

14 A major reason for President Thomas Jefferson’s purchase of the Louisiana Territory was to (1) eliminate Spanish control of California (2) take possession of all of Florida (3) give the United States control of the Mississippi River (4) provide access to areas east of the Appalachian Mountains

Base your answer to question 15 on the time line below and on your knowledge of social studies. 1803 — Louisiana Purchase Treaty established western boundary of United States. 1818 — Convention with Britain established northern boundary of Louisiana Territory. 1819 — Adams-Onís Treaty granted Florida to United States. 1842 — Webster-Ashburton Treaty established Maine- Canada border. 1846 — Treaty of Oregon established northern boundary of Oregon Territory.

15 The time line shows that the major way the United States gained territory in the early 19th century was through (1) war (2) diplomacy (3) executive orders (4) arbitration

16 In the 1830s, President Andrew Jackson supported the Indian removal policy because (1) white settlers desired the land on which Native American Indians lived (2) Native American Indians were attacking southern cities (3) he wanted to punish Native American Indians for their political opposition (4) he sought complete control of Texas by the United States

17 Which action of President Thomas Jefferson was in conflict with his belief in a strict interpretation of the Constitution? (1) protesting the impressment of United States sailors (2) purchasing the Louisiana Territory from France (3) pardoning violators of the Alien and Sedition Acts (4) using the United States Navy to subdue the Barbary pirates 18 One result of the purchase of the Louisiana Territory (1803) was that the United States (1) acquired California from Spain (2) gained control of the port of New Orleans (3) ended border conflicts with British Canada (4) annexed Florida

19 The War of 1812 has been called the “Second War for American Independence” primarily because the (1) British blocked United States access to the port of New Orleans (2) United States continued to resist taxes imposed by Great Britain (3) British government had never fully respected the United States as a free nation (4) United States and Great Britain had not signed a peace treaty after the Revolutionary War

20 One result of the War of 1812 was that the United States (1) acquired French-held territory in southern Canada (2) maintained its independence and its territory (3) lost control of the Ohio River valley (4) gained territory from Mexico

21 President Andrew Jackson used the spoils system to (1) stop the westward expansion of slavery (2) strengthen the military for national defense (3) reward loyal political supporters (4) destroy the Bank of the United States

22 President Andrew Jackson used the spoils system to (1) attack the Tariff of Abominations (2) reward supporters with United States government jobs (3) win support for construction of the Erie Canal (4) gain passage of the Indian Removal Act

Base your answer to question 23 on the passage below and on your knowledge of social studies. Article 6. There shall be neither slavery nor involuntary servitude in the said territory, otherwise than in the punishment of crimes whereof the party shall have been duly convicted: Provided, always, that any person escaping into the same, from whom labor or service is lawfully claimed in any one of the original states, such fugitive may be lawfully reclaimed and conveyed to the person claiming his or her labor or service as aforesaid. ... — Northwest Ordinance, 1787

23 In which Supreme Court case did this provision of the Northwest Ordinance play an important part? (1) McCulloch v. Maryland (1819) (2)Worcester v. Georgia (1832) (3)Dred Scott v. Sanford (1857) (4) Plessy v. Ferguson (1896)

24 “Jackson Replaces Many Government Workers With His Supporters” “Jackson Vetoes Bank Recharter Bill for Political Reasons” “Jackson Refuses to Enforce Worcester v. Georgia Decision” Which conclusion about President Andrew Jackson is most consistent with these headlines? (1) He allowed Congress to decide controversial issues. (2) He expanded presidential powers. (3) He demonstrated weakness in dealing with domestic issues. (4) He relied on the Supreme Court to settle disputes.