Lesson Plan: January 11-15

Unit Overview:

Students will examine the growth of the new government by researching and evaluating the domestic and foreign policies of George Washington, John Adams, Thomas Jefferson, James Madison and James Monroe.

Unit Questions:

• What were the domestic and foreign challenges that the United States faced from 1796-1824?

• How did the first five presidents respond to the domestic and foreign issues during their presidency?

LEARNING EXPERIENCE: The Presidency of George Washington (5 days)

Part 2 - The U.S. Economy

Using the Molding the New Republic Smore and the Chapter 7 Power Point Presentation, the class will discuss the economic problems facing the new nation and Alexander’s Economic Plan.

Students will read pages 238-242 in the text to complete the Settling the Economic Debt worksheet assignment from the HMH website.

Teacher and students will discuss key points including the concept of protective tariffs.

Reflection: Why were the establishment of the Bank of the United States and the collection of taxes important to accomplishing Hamilton's plan?

Part 3 - The Development of Political Parties

View the short video clip of Hamilton and Jefferson debating the Hamilton's economic plan from HBO's John Adams on the Molding the New Republic Smore.

Discussion questions:

Why did Hamilton believe that the future prosperity of the U.S. needed to be based on trade?

Why was Jefferson concerned about the federal government taking over the debts of the states?

What did Hamilton mean by the quote, "If men were angels, no government would be necessary?"

Give students the blank political cartoon. With a partner, create a thought bubble conversation that correctly reflects the beliefs of Hamilton, Jefferson, and Washington regarding the bank. Share and discuss student cartoon versions. Then, share the Mount Vernon organization version (teacher key included). How did student versions compare to the Mount Vernon original?

In groups, complete the quote activity Who said it. Assign groups excerpts from the handout to summarize and decide who the author is of each quote, Hamilton or Jefferson.

Reflection: Whose opinion about the Bank of the United States do you support? Justify your answer with evidence.

Use the text pgs. 238-242 to investigate the differences between Hamilton and Jefferson. In pairs, create a Poem for Two Parties. Present poems to the class. (Or use the Federalists vs. the Republicans G.O.) Use the matching cards to check for understanding the differences between political parties.

Complete the writing reflection: In your opinion, which party is best equipped to lead the United States into the 19th century?

Part 4 – Whiskey Rebellion

As a class, read about the Whiskey Rebellion. Be sure to review key vocabulary from the text such as insurrection, pardon and suppress.

Talking points:

Why was the U.S. Government collecting taxes? (to create an income; to pay-off its debts)

How did the taxes affect Pennsylvania farmers? (reduced or eliminated their profit)

What precedents did Washington establish with this rebellion? (He exercised his authority as President by sending the militia to stop the rioting.)

Complete a Venn diagram comparing and contrasting Shays Rebellion and the Whiskey Rebellion.

Reflection: Describe the similarities and differences between Shays Rebellion and the Whiskey Rebellion.

Process

Read and analyze Washington’s Farewell Address using this learning experience. Create a bumper sticker supporting or questioning Washington’s beliefs concerning political parties and foreign alliances.