Teaching American History

Lesson Plan Template

Author: Kristen Hewett Subject: US History Grade Level: 10-12 Class Time Required: 2 class periods Lesson Title: The Federalists vs. The Democratic-Republicans

Essential Questions:
What were the basic platforms of each party? How did the question of the interpretation of the Constitution play into each partys set of beliefs? What key events during the Federalist Era were highlighted by the differing viewpoints of these two parties?

Brief Description of Lesson:

Students will be placed into groups (3-4 students) and will read selected quotes and primary sources dealing with the Federalist and Democratic-Republican parties. They will analyze these sources, utilizing a primary source analysis sheet. After analyzing the quotes/sources, student groups will create a short (1-2 minute political ad stating the beliefs of their party). All students will then use the information from the lesson to create a chart showing the differences between the two parties.

Lesson Plan Objectives:

Assess the Table of Contents for the North Carolina Social Studies Curriculum at: http://www.dpi.state.nc.us/curriculum/socialstudies/scos/ At the conclusion of this lesson students will be able to NCSCOS Objectives United States History: 1.01: Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period. Teacher Designed Objectives: Analyze primary sources and quotes that relate to the beliefs held by the Federalist and DemocraticRepublican parties Summarize the key positions of the Federalists and Democratic-Republicans Compare and contrast the political beliefs of the Federalists and Democratic-Republicans Identify important events that highlighted the differences between the Federalists and DemocraticRepublicans.

Materials Needed: (Print and Non-Print)

Primary Sources: Excerpts from Hamiltons Report on Public Credit, Letter from Alexander Hamilton to George Washington, Excerpts from Hamiltons Argument for the National Bank, Letter from Alexander Hamilton to Theodore Sedgwick, Letter from Thomas Jefferson to George Washington, Excerpts from Jeffersons Opinion on the Constitutionality of a National Bank, Letter from Thomas Jefferson to David Humphreys, James Madison in Congress on the Jay Treaty, Excerpt from the Virginia Resolutions, **See handout for text of sources and websites** Secondary Sources: North Carolina US History EOC Coach, US History Textbook

Technology: Access to the Internet, Word Processing Software, Video Camera

Suggested Teaching Strategies:

Anticipatory Set (Jump-Starter Activity) Class Discussion: Teacher and students will discuss what students know about our current political parties and their platforms. The class will also watch and discuss a few teacher selected campaign ads. Teacher led instruction Teacher and students will discuss issues that led to the creation of the Federalist and Democratic-Republican parties. Guided Practice Political Parties Research and Presentations: The class will be divided into two groups, Federalists and Democratic-Republicans. Out of those two groups, smaller groups of 3-4 students will be formed so that each small group can analyze the partys stance on the particular issues that were important to each party(see attached for more information). Student groups will then share their findings with the class for discussion and clarification through a short campaign video. Students in each team will be assigned a role (reader, recorder, reporter, researcher) to study their assigned materials. Each team will complete an analysis on the information that they have been given (see attached). Student groups will then write, perform, and video tape a short campaign ad based on the beliefs of their political party. Class Discussion: The teacher will moderate a class discussion after the viewing of the campaign ads to ensure accuracy of the information. Independent Practice Students will use their notes from the teacher led instruction as well as the information gained during the guided practice to create a chart comparing the stances of the two political parties on various issues. (see attached activity sheet) Students will also complete a closing activity form to rate the lesson and their comprehension. **See attached** Closure See Independent Practice

Evaluation of Student Comprehension:

Provide a plan to assess student progress toward meeting the objective(s) of the lesson. 1. Informally the teacher will assess student comprehension through discussion during the teacher led instruction. 2. Students will complete source analysis worksheets for primary sources/quotes **See quotes/primary source worksheet** 3. Student groups will share their findings with the class through the creation of a short campaign video for discussion and further analysis **See rubrics and video assignment sheets** 4. Students will use their notes from the teacher led instruction and the group information to create a chart comparing the stances of the two political parties **See activity sheet** 5. Students will complete a closing activity form to rate the lesson and their comprehension **See closure assessment form**

Assessment of the Lesson:

This lesson is a combination of one that I currently use along with resources that I found from a lesson on Edsitement.neh.gov. Since teaching US History, I have found that students can often

remember some of the basics about the Federalists and Democratic-Republicans but they lack an understanding of why each felt the way that they did. The addition of primary sources will help to solidify the students understanding. Having students use videotaped campaign methods will also help improve their technology skills and help increase their collaborative abilities.

Supplemental Information for Teachers:

Internet Resources: For each source provide Web address: http://memory.loc.gov/cgi-bin/ampage?collId=llac&fileName=002/llac002.db&recNum=382] Author and Title: A Century of Lawmaking for a New Nation: U.S. Congressional Documents and Debates, 1774 1875 Annals of Congress, 1st Congress Brief synopsis of the source: Discusses Federalist position on the nations debt. Web address: http://edsitement.neh.gov/lesson_images/lesson560/LessonThree02.pdf Author and Title: Letter from Alexander Hamilton to George Washington, April 1794 Brief synopsis of the source: Discusses Federalist position on relations with Great Britain. Web address: http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(fr003283)) Author and Title: Alexander Hamilton: On the Constitutionality of a National Bank. Brief synopsis of the source: Discusses Federalist position on the Constitutionality of the National Bank. Web address: http://gilderlehrman.pastperfect-online.com/33267cgi/mweb.exe?request=record;id=0A4C7A9E-6F854AD7-935F-963235854221;type=301 Author and Title: Alexander Hamilton: Report of the Secretary of Treasury on the subject of manufactures. Brief synopsis of the source: Discusses Federalist position on manufacturing. Web address http://edsitement.neh.gov/lesson_images/lesson560/LessonThree02.pdf Author and Title: Letter from Alexander Hamilton to Theodore Sedgwick, February 2, 1799 Brief synopsis of the source: Discusses Federalist position on the issue of states rights and the Virginia and Kentucky Resolutions. Web address: http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field(DOCID+@lit(tj060237)) Author and Title: Thomas Jefferson to George Washington, May 23, 1792 Brief synopsis of the source: Discusses Democratic-Republicans position on the nations debt. Web address: http://www.constitution.org/jm/17990123_foreign.htm Author and Title: James Madison on Great Britain in the Aurora General Advertiser, January 23, 1799 Brief synopsis of the source: Discusses Democratic-Republican position on relations with Great Britain. Web address: http://edsitement.neh.gov/lesson_images/lesson560/LessonThree03.pdf Author and Title: Excerpts from Jeffersons Opinion on the Constitutionality of a National Bank, 1791 Brief synopsis of the source: Discusses Democratic-Republican position on the Constitutionality of the National Bank. Web address: http://edsitement.neh.gov/lesson_images/lesson560/LessonThree03.pdf Author and Title: Letter from Thomas Jefferson to John Jay, 1785 Brief synopsis of the source: Discusses Democratic-Republican position on agriculture. Web address http://avalon.law.yale.edu/18th_century/virres.asp Author and Title: Virginia Resolutions Brief synopsis of the source: Discusses Democratic-Republican position on the issue of states rights and the Virginia and Kentucky Resolutions. Web address: www.rubistar.4teachers.org Author and Title: Rubi Star

Brief synopsis of the source: Website that allows teachers to create custom rubrics free of charge.

Attachments: Attachment #1 Primary Sources The Federalists with Analysis Issue 1: Federalists - Funding the Public Debt loans in times of public danger, especially from foreign war, are found an indispensable resource, even to the wealthiest of them. And that in a country, which, like this, is possessed of little active wealth, or in other words, little monied capital, the necessity for that resource, must, in such emergencies, be proportionably urgent. To justify and preserve their confidence; to promote the encreasing respectability of the American name; to answer the calls of justice; to restore landed property to its due value; to furnish new resources both to agriculture and commerce; to cement more closely the union of the states; to add to their security against foreign attack; to establish public order on the basis of an upright and liberal policy. These are the great and invaluable ends to be secured, by a proper and adequate provision, at the present period, for the support of public credit. The benefits are various and obvious First. Trade is extended by it; because there is a larger capital to carry it on, and the merchant can at the same time, afford to trade for smaller profits; as his stock, which, when unemployed, brings him in an interest from the government, serves him also as money, when he has a call for it in his commercial operations. Secondly. Agriculture and manufactures are also promoted by it: For the like reason, that more capital can be commanded to be employed in both; and because the merchant, whose enterprise in foreign trade, gives to them activity and extension, has greater means for enterprise. Thirdly. The interest of money will be lowered by it; for this is always in a ratio, to the quantity of money, and to the quickness of circulation. This circumstance will enable both the public and individuals to borrow on easier and cheaper terms. And from the combination of these effects, additional aids will be furnished to labour, to industry, and to arts of every kind. But these good effects of a public debt are only to be looked for, when, by being well funded, it has acquired an adequate and stable value. This sum (to service the national debt) may be obtained from the present duties on imports and tonnage, with the additions, which may be made on wines, spirits, including those distilled within the United States, teas and coffees. This decrease, in the value of lands, ought, in a great measure, to be attributed to the scarcity of money. Consequently whatever produces an augmentation (increase) of the monied capital of the country, must have a proportional effect in raising that value. The beneficial tendency of a funded debt, in this respect, has been manifested by the most decisive experience in Great-Britain. The proprietors of lands would not only feel the benefit of this increase in the value of their property, and of a more prompt and better sale, when they had occasion to sell; but the necessity of selling would be, itself, greatly diminished. Web address: http://memory.loc.gov/cgi-bin/ampage?collId=llac&fileName=002/llac002.db&recNum=382] Author and Title: A Century of Lawmaking for a New Nation: U.S. Congressional Documents and Debates, 1774 1875 Annals of Congress, 1st Congress Brief synopsis of the source: Discusses Federalist position on the nations debt. What does this say about the Federalists position on funding the public debt? What supports this in the text? What words did you have

difficulty understanding?

Issue 2: U.S. Relations with Great Britain/France Letter from Alexander Hamilton to George Washington, April 1794: the cutting off of intercourse with Great Britain deprives us of a supply necessary to us in peace and more necessary to us if we are to go to war. It gives a sudden and violent blow to our revenue which cannot easily be repaired from other sources. It will give so great an interruption to commerce as may very possibly interfere with the payment of the duties which have heretofore accrued and bring the Treasury to an absolute stoppage of payment Web address: http://edsitement.neh.gov/lesson_images/lesson560/LessonThree02.pdf Author and Title: Letter from Alexander Hamilton to George Washington, April 1794 Brief synopsis of the source: Discusses Federalist position on relations with Great Britain. What does this say about the Federalists position on US relations with Great Britian? What supports this in the text? What words did you have difficulty understanding? Issue 3: The National Bank: Implied Powers vs. Strict Interpretation

Hamilton argues that money in the governments coffers should be regarded as property and therefore the bank is Constitutional because the Constitution authorizes Congress to regulate United States property, It remains to show, that the incorporation of a bank is within the provision which authorizes Congress to make all needful rules and regulations concerning the property of the United States. The support of a government, the support of troops for the common defense, the payment of the public debt, are the true final causes for raising money Suppose the public debt discharged, and the funds now pledged for it liberated. In some instances, it would be found expedient to repeal the taxes; in others, the repeal might injure our own industry--our agriculture and manufactures. In these cases, they would, of course, be retained. Here, then, would be money, arising from the authorized sources of revenue, which would not fall within the rule by which the attorney-general endeavors to except them from other personal property Hamilton argues that the Constitution gives the federal government power when a need is national in nature. We need a national bankfor reasons he specifiesand, presumably, the entire country will benefit from its existence. The constitutional test of a right application must always be, whether it be for a purpose of general or local nature. If the former, there can be no want of constitutional power.

 the bank has a natural relation to the power of collecting taxes; to that of regulating trade; to that of providing for the common defense The examples of other nations prove that a national bank is a necessary by-product of the governments need to regulate commerce. all the principal commercial nations have made use of trading corporations or companies, for the purpose of external commerce, is a satisfactory proof that the establishment of them is an incident (a necessary by-product) [of the need to regulate] commerce. Banks are a usual engine in the administration of national finances, and the most effectual instrument of loans, and one which, in this country, has been found essential, pleads strongly against the supposition that a government, clothed with most of the important prerogatives of sovereignty, in relation to its revenues, its debt, its credit, its defense, its trade, its intercourse with foreign nations, as forbidden to make use of that instrument, as an appendage to its own authority. The existence of a national bank does not infringe on the ability of any state (or even any individual) to establish a bank. It has been usual, as a test of constitutional authority, to try (see) whether it abridges any preexisting right of any state, or any individual. Each state may still erect as many banks as it pleases; every individual may still carry on the banking business to any extent he pleases. In times of war, and in so many other instances, a national bank is essential to the country. The common defense is decisive in this comparison.
Web address: http://memory.loc.gov/cgi-bin/query/r?ammem/hlaw:@field(DOCID+@lit(fr003283)) Author and Title: Alexander Hamilton: On the Constitutionality of a National Bank. Brief synopsis of the source: Discusses Federalist position on the Constitutionality of the National Bank. What does this say about the Federalists position on the National Bank? What supports this in the text? What words did you have difficulty understanding? Issue 4: Manufacturing v. Agriculture The expediency of encouraging manufactures in the United States, which was not long since deemed very questionable, appears at this time to be pretty generally admitted.... There still are, nevertheless, respectable patrons of opinions, unfriendly to the encouragement of manufactures. The following are, substantially, the arguments, by which these opinions are defended. In every country (say those who entertain them) Agriculture is the most beneficial and productive object of human industry. This position, generally, if not universally true, applies with peculiar emphasis to the United States, on account of their immense tracts of fertile territory, uninhabited and unimproved..... To endeavor by the extraordinary patronage of Government, to accelerate the growth of manufactures, is in fact, to endeavor, by force and art, to transfer the natural current of industry, from a more to a less beneficial channel. Whatever has such a tendency must necessarily be unwise. Indeed it can hardly ever be wise in a government, to attempt to give a direction to the industry of its citizens. This under the quicksighted guidance of private interest, will, if left to itself, infallibly find its own way to the most profitable employment.... If contrary to the natural course of things, an unseasonable and premature spring can be given to certain fabrics, by heavy duties, prohibitions, bounties, or by other forced expedients; this will only be to sacrifice the interests of the community to

those of particular classes.... It ought readily to be conceded, that the cultivation of the earth--as the primary and most certain source of national supply--...has intrinsically a strong claim to pre-eminence over every other kind of industry. But, that it has a title to any thing like an exclusive predilection, in any country, ought to be admitted with great caution.... Web address: http://gilderlehrman.pastperfect-online.com/33267cgi/mweb.exe?request=record;id=0A4C7A9E-6F854AD7-935F-963235854221;type=301 Author and Title: Alexander Hamilton: Report of the Secretary of Treasury on the subject of manufactures. Brief synopsis of the source: Discusses Federalist position on manufacturing.

What does this say about the Federalists position on manufacturing? What supports this in the text? What words did you have difficulty understanding? Issue 5: The Alien & Sedition Act/States Rights/The Virginia & Kentucky Resolutions Letter from Alexander Hamilton to Theodore Sedgwick, February 2, 1799 That committee should make a report exhibiting the reasons which support the constitutionality and expediency of those laws (that is, the Alien and Sedition Acts) (and) the tendency of the doctrines advanced by Virginia and Kentucky to destroy the Constitution of the United States The government must not merely defend itself but must attack its enemies. Web address http://edsitement.neh.gov/lesson_images/lesson560/LessonThree02.pdf Author and Title: Letter from Alexander Hamilton to Theodore Sedgwick, February 2, 1799 Brief synopsis of the source: Discusses Federalist position on the issue of states rights and the Virginia and Kentucky Resolutions. What does this say about the Federalists position on the Alien and Sedition Acts? What supports this in the text? What words did you have difficulty understanding?

Attachment #2 Primary Sources The Democratic-Republicans with Analysis Issue #1 Funding the Public Debt Letter from Thomas Jefferson to George Washington, May 23, 1792 It has been urged then that a public debt, greater than we can possibly pay before other causes of adding new debt to it will occur, has been artificially created, by adding together the whole amount of the debtor & creditor sides of accounts, instead of taking only their balances, which could have been paid off in a short time: That this accumulation of debt has taken for ever out of our power those easy sources of revenue, which, applied to the ordinary necessities and exigencies of government, would have answered them habitually, and covered us from habitual murmurings against taxes & taxgatherers, reserving extraordinary calls, for those extraordinary occasions which would animate the people to meet them: That though the calls for money have been no greater than we must generally expect, for the same or equivalent exigencies, yet we are already obliged to strain the impost till it produces clamour, and will produce evasion, & war on our own citizens to collect it: and even to resort to an Excise law, of odious character with the people Web address: http://memory.loc.gov/cgi-bin/query/r?ammem/mtj:@field(DOCID+@lit(tj060237)) Author and Title: Thomas Jefferson to George Washington, May 23, 1792 Brief synopsis of the source: Discusses Democratic-Republicans position on the nations debt. What does this say about the DemocraticRepublican position on funding the public debt? What supports this in the text? What words did you have difficulty understanding? Issue 2: U.S. Relations with Great Britain/France James Madison on Great Britain in the Aurora General Advertiser, January 23, 1799 The conclusion with me, is, that Great Britain, above all other nations, ought to be dreaded and watched, as most likely to gain an undue and pernicious ascendency in our country. The United States are the greatest and best market for her manufactures. To keep out those of other nations, and to keep down those of our own, is the grand object to which her efforts have ever been directed. To conclude: Great Britain feels every motive that a foreign power can feel to pinch our growth, and undermine our government; and enjoys greater means of influence for these purposes than ever were possessed by one nation towards another. On Great Britain then our eye at least will be constantly fixt by every real

Web address: http://www.constitution.org/jm/17990123_foreign.htm Author and Title: James Madison on Great Britain in the Aurora General Advertiser, January 23, 1799 Brief synopsis of the source: Discusses Democratic-Republican position on relations with Great Britain. What does this say about the DemocraticRepublican position on relations with Great Britain? What supports this in the text? What words did you have difficulty understanding? Issue 3: The National Bank: Implied Powers vs. Strict Interpretation
Excerpts from Jeffersons Opinion on the Constitutionality of a National Bank, 1791: I consider the foundation of the Constitution as laid on this ground: That all powers not delegated to the United States, by the Constitution, nor prohibited by it to the States, are reserved to the States or to the people. [XIIth amendment.] To take a single step beyond the boundaries thus specially drawn around the powers of Congress, is to take possession of a boundless field of power, no longer susceptible of any definition. The incorporation of a bank, and the powers assumed by this bill, have not, in my opinion, been delegated to the United States, by the Constitution. I. They are not among the powers specially enumerated: for these are: 1st A power to lay taxes for the purpose of paying the debts of the United States; but no debt is paid by this bill, nor any tax laid. Were it a bill to raise money, its origination in the Senate would condemn it by the Constitution. 2. To borrow money. But this bill neither borrows money nor ensures the borrowing it 3. To regulate commerce with foreign nations, and among the States, and with the Indian tribes. To erect a bank, and to regulate commerce, are very different acts II. Nor are they within either of the general phrases, which are the two following: To lay taxes to provide for the general welfare of the United States, that is to say, to lay taxes for the purpose of providing for the general welfare. For the laying of taxes is the power, and the general welfare the purpose for which the power is to be exercised. They are not to lay taxes ad libitum for any purpose they please; but only to pay the debts or provide for the welfare of the Union. In like manner, they are not to do anything they please to provide for the general welfare, but only to lay taxes for that purpose. To consider the latter phrase, not as describing the purpose of the first, but as giving a distinct and independent power to do any act they please, which might be for the good of the Union, would render all the preceding and subsequent enumerations of power completely useless. It would reduce the whole instrument to a single phrase, that of instituting a Congress with power to do whatever would be for the good of the United States; and, as they would be the sole judges of the good or evil, it would be also a power to do whatever evil they please. The second general phrase is, to make all laws necessary and proper for carrying into execution the enumerated powers. But they can all be carried into execution without a bank. A bank therefore is not necessary, and consequently not authorized by this phrase. If has been urged that a bank will give great facility or convenience in the collection of taxes, Suppose this were true: yet the Constitution allows only the means which are necessary, not those which are merely convenient for effecting the enumerated powers. If such a latitude of construction be allowed to this phrase as to give any non-enumerated power, it will go to everyone, for there is not one which ingenuity may not torture into a convenience in some instance or other Perhaps, indeed, bank bills may be a more convenient vehicle than treasury orders. But a little difference in the degree of convenience cannot

constitute the necessity which the Constitution makes the ground for assuming any non-enumerated power Web address: http://edsitement.neh.gov/lesson_images/lesson560/LessonThree03.pdf Author and Title: Excerpts from Jeffersons Opinion on the Constitutionality of a National Bank, 1791 Brief synopsis of the source: Discusses Democratic-Republican position on the Constitutionality of the National Bank.

What does this say about the DemocraticRepublican position on the National Bank? What supports this in the text? What words did you have difficulty understanding?

Issue 4: Manufacturing/Agriculture Letter from Thomas Jefferson to John Jay, 1785 Cultivators of the earth are the most valuable citizens. They are the most vigorous, the most independent, the most virtuous, and they are tied to their country and wedded to its liberty and interests by the most lasting bonds. As long, therefore, as they can find employment in this line, I would not convert them into mariners, artisans, or anything else. Web address: http://edsitement.neh.gov/lesson_images/lesson560/LessonThree03.pdf Author and Title: Letter from Thomas Jefferson to John Jay, 1785 Brief synopsis of the source: Discusses Democratic-Republican position on agriculture. What does this say about the DemocraticRepublican position on agriculture vs. manufacturing? What supports this in the text? What words did you have difficulty understanding?

Issue 5: The Alien and Sedition Acts That the General Assembly doth particularly protest against the palpable and alarming infractions of the Constitution, in the two late cases of the Alien and Sedition Acts passed at the last session of Congress; the first of which exercises a power no where delegated to the federal government, and which by uniting legislative and judicial powers to those of executive, subverts the general principles of free government; as well as the particular organization, and positive provisions of the federal constitution; and the other of which acts, exercises in like manner, a power not delegated by the constitution, but on the contrary, expressly and positively forbidden by one of the amendments [JMU editor -1st amendment] thererto; a power, which more than any other, ought to produce universal alarm, because it is levelled against the right of freely examining

public characters and measures, and of free communication among the people thereon, which has ever been justly deemed, the only effectual guardian of every other right. Web address http://avalon.law.yale.edu/18th_century/virres.asp Author and Title: Virginia Resolutions Brief synopsis of the source: Discusses Democratic-Republican position on the issue of states rights and the Virginia and Kentucky Resolutions.

What does this say about the DemocraticRepublican position on states rights? What supports this in the text? What words did you have difficulty understanding?

Attachment #2 The Federalists vs. Democratic-Republicans & Group Assignment Worksheet & Rubric Student Name: __________________________ Date: __________________________________ U.S. History The Federalist Period (Textbook pgs 155-158, 165-167, 170 EOC Coach Lesson 1) Goal 1.01 Objectives: Identify the major domestic issues and conflicts experienced by the nation during the Federalist Period. Essential Questions How did the new U.S. Constitution provide a stable government amid rising political divisions? Was the United States a more democratic nation after its independence? During this period, how does America define its role in international affairs? Key Concepts Establishment of federal power and Development of the first Strict & Loose Interpretation supremacy over the states two-party system of Constitution Key Terms Judiciary Act of 1789 Federalist Party John Marshall Bill of Rights Election of 1800 Louisiana Purchase Hamiltons Economic Plan Midnight Judges Alien & Sedition Acts Whiskey Rebellion Laissez-faire Virginia & Kentucky Resolutions Democratic-Republican Marbury v. Madison, Party (1803) Hartford Convention (1814 Group Members/Roles: Team Leader/Time Keeper: o Student Name: ______________________________________ o Role: Keeps the team on track and focused. Ensures that members adhere to time limits and do not get off topic. Researcher: o Student Name: ______________________________________ o Role: Finds definition of words that the team does not know, Asks the teacher questions if needed. Looks for campaign ad ideas. Recorder o Student Name: ______________________________________ o Role: Writes down information that has to be turned in. Records the script for the campaign ad Reporter:

o o

Student Name: ______________________________________ Role: Presents information to the class. Can act as the videographer/narrator Group Goals 1. Read the selected primary sources and complete the analysis worksheets 2. Use the information from your notes and the primary sources to create a short (1-2 minute) political ad for your political party

Group Rules 1. Stay on task 2. Complete all individual and group assignments 3. Respect all team mates

Historical Role Play : Federalists v. Democratic-Republican Political Ads

CATEGORY

2
Most of the historical information was accurate and in chronological order.

1
Very little of the historical information was accurate and/or in chronological order.

Historical Accuracy All historical information Almost all historical

appeared to be accurate information appeared to and in chronological be accurate and in order. chronological order. Point-of-view, arguments, Point-of-view, arguments, and solutions proposed and solutions proposed were consistently in were often in character. character. information than was required. Student included all information that was required. Student uses 1-2 props that accurately fit the period, and make the presentation better.

Role

Point-of-view, arguments, Point-of-view, arguments, and solutions proposed and solutions proposed were sometimes in were rarely in character. character. Student included most information that was required. Student uses 1-2 props which make the presentation better. Student included less information than was required. The student uses no props OR the props chosen detract from the presentation.

Required Elements Student included more

Props/Costume

Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.

Group Work Rubric

CATEGORY Focus on the task 4 3 2 Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. 1 Rarely focuses on the task and what needs to be done. Lets others do the work. Consistently stays focused on Focuses on the task the task and what needs to and what needs to be be done. Very self-directed. done most of the time. Other group members can count on this person. Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Working with Others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Quality of Work

Provides work of the highest quality.

Provides high quality work.

Provides work that occasionally needs to be checked/redone by other group members to ensure quality.

Provides work that usually needs to be checked/redone by others to ensure quality.

Time-management

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.

Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management

Student Name: _______________________________ ______________

Grade You Would Assign: ____________ Role:

Explanation: _______________________________________________________________________________________ Team Mate #1: _________________________________ Grade You Would Assign: _____________ Role: ____________ Explanation: _______________________________________________________________________________________ Team Mate #2: _________________________________ Grade You Would Assign: _____________ Role: ____________ Explanation: _______________________________________________________________________________________ Team Mate #3: _________________________________ Grade You Would Assign: _____________ Role: ____________ Explanation: _______________________________________________________________________________________

Assignment Directions: Using the information provided from the group analysis of the primary sources, the campaign ads, and your notes, complete the following chart: Issue Federalists (Include Democratic-Republicans Notes/Illustrations position & support from (Include position & sources) support from sources) Key Leaders

#1 Funding the Public Debt #2 US Relations with Foreign Countries #3(a) The National Bank

#3(b)

Interpreting the Constitutio n

#4 The Economy

#5 The Alien & Sedition Act/States Rights/Virgi nia & Kentucky Resolutions

Attachment #4 Student Evaluation/Closure Sheet What did you enjoy most about this lesson?

What would you have liked to have done/learned that we did not cover?

What do you feel that you still need help understanding?