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Chapter 4: Federalists and Republicans, 1789-1816

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Chapter 4: Federalists and Republicans, 1789-1816 Unit Planning Guide UNIT PACING CHART Unit 2 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Unit 2 Day 1 Unit Opener Chapter 4 Opener, Chapter 5 Opener, Chapter 6 Opener, Chapter 7 Opener, Wrap-Up/Project, Section 1 Section 1 Section 1 Section 1 Unit Assessment Day 2 Section 2 Section 2 Section 2 Section 2 Day 3 Section 3 Sections 3 & 4 Sections 3 & 4 Section 3 Day 4 Section 4 Chapter Chapter Section 4 Assessment Assessment Day 5 Chapter Chapter Assessment Assessment Manifest Destiny Debate Organize the make sure each student contributes an idea; class into groups of three or four students. the Recorder should write down each idea. Assign members of each group the roles of After three minutes, send each Traveler to Speaker, Recorder, Traveler, and Checker. another group that is defending the same Provide half of the groups this statement: “It is statement. Have him or her listen to the group’s neither the right nor the duty of the United ideas and let him or her share any other ideas States to expand to the Pacific Ocean.” Provide from his/her group. Continue moving the Heather W. Riehl the other half of the groups this statement: “It Travelers from group to group until they have Ewing Township is the right and the duty of the United States to visited all groups. Move the desks into two Public Schools expand to the Pacific Ocean.” groups now facing each other and ask the Ewing, NJ Have the students brainstorm information Speakers to take turns sharing their arguments to support their statement. The Checker should to the other side. 150A Introducing Unit Author Note Dear American History Teacher: In the early years of the Republic, men and women who had played no part in the revolutionary movement came to maturity. The most stunning political develop- ment after 1789 was the emergence of an opposition to George Washington’s administration. Although we see the two-party system as a norm, no one then had anticipated this develop- ment. Thomas Jefferson criticized the government for being too aristo- cratic in its values and too pro-British in its policies. From 1793 to 1815, Europe was engaged in warfare with few years of peace. This brought both prosperity and problems to the United States. Prosperity resulted as warring France and England used the American merchant marine as safe shippers from the Caribbean to Europe. Problems occurred because neither side recognized the idea of “neutral carriers” and attacked Americans on the high seas. Washington issued a Neutrality Proclamation, but it did not stop the conflict. Domestic politics added complications because the Jeffersonians ardently championed the French who had rebelled against their king, and the Federalists favored all things English. With Jefferson’s election as president, the direction of America toward a more open society and popular, political participation was set. Religious revivals also swept across the country during the early decades of the nineteenth century, bringing to Americans a more intimate and emotional form of worship. Political and religious freedoms converged and ignited dozens of reforms like prohibition and abolition. By 1803, each one of the Northern states had put slavery on a course toward extinction, turning the Mason-Dixon line into a vibrant divide between free and slave labor. Defending slavery pushed the Southern states further and further away from the American mainstream. Senior Author 150B Introducing Unit Unit Focus The Young Why It Matters Republic Tell students that the world they see today would not exist without the development of industry in 1789–1850 the 1800s. Ask: How did indus- trial development change the United States? What people CHAPTER 4 probably benefited the most? Federalists and Republicans (Possible response: It led to manufac- 1789–1816 turing, new technology, and the CHAPTER 5 growth of cities. The people most Growth and Division likely to benefit would be owners of 1816–1832 industry.) Point out that the most populous cities in the United CHAPTER 6 States at this time were in the The Spirit of Reform 1828–1845 North and that the South would have a distinct technological disad- CHAPTER 7 vantage during the Civil War. AL Manifest Destiny 1820–1848 Connecting to Past Learning In Unit 1, students learned about how the early leaders of the United States came together to create a strong government. In Unit 2, they will study the chal- Why It Matters lenges facing the new republic as Internal improvements and industrial development began it strode onto the world stage. to transform the United States in the early 1800s, but these changes also highlighted the growing differences between the North and South and set the stage for civil war. At the Unit Launch same time, Americans fought a war with Mexico and Activity continued to expand west, building a nation that stretched from the Atlantic to the Pacific. Remind students of the system of checks and balances designed by 150 the Framers of the Constitution. Winterthur Museum Tell them that after the Constitution was ratified, this sys- Team Teaching Activity tem was tested in many situations that the Framers could not have Civics Review with students what they know the accuracy of the responses. Have the class as imagined. Discuss the kinds of about how presidential elections are conducted. a whole discuss how and why the procedures issues that might arise today Then form groups of students, and ask each for holding elections changes over time. OL regarding political party and group to research a presidential election of the regional divisions. Tell students early republic (1789–1844). Have groups create that the system of checks and bal- a 10-question quiz based on what they know ances was tested, and held, during about modern presidential elections and what the growing pains of the early they have learned about the election they republic, just as it continues to be researched. Encourage the groups to give the held today. OL quiz to a variety of people they know and chart 150 Introducing Unit Teach Skill Practice Visual Literacy Have students look closely at the painting, and remind them of the title, Election Day in Philadelphia. Ask: What aspects of campaigning do you see in the painting? How does this scene compare with modern elections? (Possible responses: putting up posters, people arguing and giving speeches; today, there is much less public activity. People wait to hear the election results at home, and campaigning near poll- ing places is not allowed.) BL Skill Practice Reading Time Lines Have students skim ahead and study the time lines that open each chapter. Ask: When were the U.S. presidents elected, and how long did they serve? What was one significant event during each president’s tenure? (dates elected, years of service, and major events will vary) OL The bustle and excitement of an Election Day in Philadelphia in the early 1800s 151 More About the Art Teaching Tip Wherever possible, give students the John Krimmel (1789–1821) is considered one of opportunity to use Internet America’s first genre painters. His work search engines and elec- expresses democratic and moralizing themes tronic databases to extend within the political and social changes affect- their learning on topics ing Philadelphia and the nation. Krimmel, born about which they are espe- in Germany, immigrated to the United States in cially interested and to make 1810. Much of his work, including Election Day interdisciplinary connections in Philadelphia, contains hints of sarcasm. between American history and other subject areas. 151 Chapter Planning Guide Key to Ability Levels Key to Teaching Resources BL Below Level AL Above Level Print Material Transparency OL On Level ELL English CD-ROM or DVD Language Learners Levels Resources Chapter Section Section Section Section Chapter BL OL AL ELL Opener 1 2 3 4 Assess FOCUS BL OL AL ELL Daily Focus Skills Transparencies 4-1 4-2 4-3 4-4 TEACH AL American Literature Reading, URB p. 13 BL OL ELL Reading Essentials and Note-Taking Guide* p. 38 p. 41 p. 44 p. 47 OL Historical Analysis Skills Activity, URB p. 22 3 BL OL ELL Guided Reading Activities, URB* p. 46 p. 47 p. 48 p. 49 BL OL AL ELL Content Vocabulary Activity, URB* p. 27 BL OL AL ELL Academic Vocabulary Activity, URB p. 29 OL AL Critical Thinking Skills Activity, URB p. 32 BL OL ELL Reading Skills Activity, URB p. 21 BL ELL English Learner Activity, URB p. 25 OL AL Reinforcing Skills Activity, URB p. 31 BL OL AL ELL Differentiated Instruction Activity, URB p. 23 BL OL ELL Time Line Activity, URB p. 33 OL Linking Past and Present Activity, URB p. 34 BL OL AL ELL American Art and Music Activity, URB p. 39 BL OL AL ELL Interpreting Political Cartoons Activity, URB p. 41 AL Enrichment Activity, URB p. 44 BL OL AL ELL American Biographies 3 BL OL AL ELL Primary Source Reading, URB p. 35 p. 37 BL OL AL ELL The Living Constitution* 3 33333 American History Primary Source Documents OL AL 3 33333 Library BL OL AL ELL Unit Map Overlay Transparencies 3 33333 Differentiated Instruction for the American BL OL AL ELL 3 33333 History Classroom BL OL AL ELL StudentWorks™ Plus 3 33333 Note: Please refer to the Unit 2 Resource Book for this chapter’s URB materials. * Also available in Spanish 152A Planning Guide Chapter Plus • Interactive Lesson Planner • Differentiated Lesson Plans • Interactive Teacher Edition • Printable reports of daily All-In-One Planner and Resource Center • Fully editable blackline masters assignments • Section Spotlight Videos Launch • Standards Tracking System Levels Resources Chapter
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