Jeffersonian America Jefferson s Presidency The New Nation

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1 Jeffersonian America Jefferson s Presidency The New Nation Juanita Fletcher Brenda J. Marshall Historical Literacy Project April 27 28, 2007 Lesson Plan 1 Final

2 Jefferson s Contributions to Our New Nation Juanita Fletcher and Brenda J. Marshall Lesson Plan 1 Final Lesson Description Students will engage in activities in which they must use facts to support their opinions as to what was President Jefferson s greatest contribution to the United States during his presidency. They will be given information about four of his accomplishments. From these events they must decide which is his greatest contribution to the United States. Grade Fourth and Fifth Time Required Two days (45 minutes each) Benchmarks: History Benchmark Explain why historical accounts of the same events sometimes differ and relate explanation to the evidence presented or the point-of-view of the author. ELA Standard One Students will use written and oral English appropriate for various purposes and audiences. ELA Standard Two Students will construct, examine, and extend the meaning of literary, informative, and technical texts through listening, reading, and viewing. Essential Question Why might different accounts point to different accomplishments as Jefferson s greatest contribution to the new nation (United States)? Enduring Understanding Thomas Jefferson was the third president of the United States. During his Presidency he made decisions and policies which were significant in establishing the government of the new nation and expanding the territory of the United States. However, historians differ in their opinion as to which was his major accomplishment. Historians understanding or opinion of a historical event may differ on how they view the event. 2

3 Materials Teacher materials reference book: A Nation of Nations A Narrative History of the American Republic, pages Computer Access Chart paper Set of Fact Sheets: Sticky notes (5 x 7), 2 3 per student Map of the Lewis and Clark Expedition Map of the Louisiana Purchase Dictionaries Handouts: Handout A: Vocabulary Homework, one per student Handout B: Embargo Cartoon Handout C: Set of four fact sheets per groups of four (The fact sheets and charts are titled the same) Louis and Clark Expedition The Louisiana Purchase, The Embargo Act of 1807, The Embargo Act of 1807 Repealed Handout D: Assessment One per student Procedures: Day 1 1. Place students in cooperative groups of four. Ask students, What have you done to contribute to your community? Before they respond, give some examples of people who have contributed to their community. Example: Duane Wade supports the Boy s Club where he lives, a young boy helps a burned out family by collecting money. 2. Ask the students to briefly list 2 3 contributions they have made to their communities (family or school maybe used also) which they think will be remembered (significant, impact). Allow students to consider the merits of the contributions and the significance or impact it made in the community. Each student will identify one contribution which he/she thinks is the most significant before sharing with the group. He will then share his list with the group. The group will decide which one they think is most significant. When opinions are in disagreement the group will discuss why they made different choices. Students will deliberate 5 minutes. 3. Call groups to order for whole class sharing. Have groups share their findings about how they arrived at why their opinions differed as to what was the most significant (most important, greatest) contribution. Ask: What made the contribution significant? What impact did it have in the community? 4. Inform students that today we will be discussing some of the contributions made to our country when we were a very young nation. We will focus on contributions made by Thomas Jefferson during his presidency, some of which 3

4 historians consider to be his greatest accomplishments. 5. Access prior knowledge: Ask, Who was Thomas Jefferson? Solicit responses from students. Responses might include: Jefferson wrote the Declaration of Independence. He was a president. He was a colonist. Record responses and post in the class. 6. Develop vocabulary: Distribute one copy of Handout A to each student. Allow 5 8 minutes for students to complete the What I Think portion. Inform them that the remainder of the assignment will be completed for homework. Students must use a dictionary to define the words. Day 2 1. Begin today s lesson with a discussion of the vocabulary. After the discussion students use the words in a sentence. Collect papers and assess for meaning. Afterwards, inform students that each group will be given four cards of information about some of Jefferson s contributions to our nation during his presidency. Distribute Handout B. 2. Instruct students to take turns reading the material and consider the merits of each contribution. Allow 5 7 minutes for discussion. Then each student will select the accomplishment he/she believes is Jefferson s greatest contribution and write a brief opinion on a sticky note. Allow 3-5 minutes. 3. Hang four labeled charts around the class. Then have the students post their opinions on the corresponding charts. Allow students time to view the opinions of others as the move in groups from chart to chart. (similar to a museum walk through) 4. After the walk, ask, Would anyone like to change their opinion? If yes, they must explain. Debrief: Analyze the students opinions - Ask similar questions: Which contribution was the most popular? Why do you think that contribution was more popular? 4

5 Bibliography Davidson, James West, Nation of Nations A Narrative History of the American Republic, 5 th ed., McGraw-Hill, New York, 2004 Kids Discover, Lewis & Clark, Published by Kids Discover, New York, NY, 2005 Kids Discover, Revolutionary Women (In More Ways Than One), Published by Kids Discover, New York, NY, 2005 Internet Sites: kids.com/articles/ushistory/louisianapurchase.htm (Embargo Cartoon) 5

6 Handout A Name: Date: Jefferson s Contribution to Our New Nation Vocabulary Sheet Directions: On the line that says, What I Think, write what you think the word means. You may write one word, a phrase, or a sentence. Then, write the correct meaning next to the word after that word has been discussed. Finally, write a sentence using the word. 1. contribution What I Think Sentence 2. embargo What I Think Sentence 3. fact What I Think Sentence 4. neutral What I Think Sentence 5. opinion What I Think Sentence 6. expansion What I Think 6

7 Sentence 7. impact What I Think Sentence 8. signficant What I Think Sentence 7

8 Handout B Source: (Embargo Cartoon) 8

9 Handouts C The Embargo Act of 1807 Fact Sheet War broke out between Britain and France in Thomas Jefferson wanted to keep the United States out of it by remaining neutral. However, Britain s navy began seizing American ships in order to further its blockade of Europe. The French also interfered with American ships on the high seas. British citizens were denied the right to emigrate to become American citizens, and impressments of sailors and even passenger from American ships resumed. Britain and France had seized over 800 American ships between 1803 and The Order of Council, issued by Britain, required that any ship trading with France had to first pull into a British port, pay a duty, and get a license. This angered Napoleon Bonaparte, the emperor of France. He retaliated by issuing the Milan Decree of The Milan Decree said any ship that stopped in Britain in compliance with the Order of Council would be treated as a British ship and subject to seizure. American ships were caught in the middle. An irate Jefferson designed a plan to protect neutral rights without war. In 1807 Congress passed the Embargo Act. The Embargo Act prohibited American ships from sailing to foreign ports until it was safe. American s could not export goods. As a result, shipbuilders lost their jobs as American ships lay idle and British ships took over carrying trade. New England ports were hurt the most protested this act the loudest. Many Americans merchants even resorted to smuggling behind American official s backs. Source: Davidson, James West, Nation of Nations A Narrative History of the AmericanRepublic, 5 th ed., McGraw-Hill, New York,

10 Embargo Act of 1807 Repealed Fact Sheet In 1809, after much illegal trading and calls for more states rights increased, Congress repealed the Embargo Act of The American people had suffered great economic hardship. Forbidden to trade with other nation, Americans had to produce their own products. With the repeal of the Embargo Act, trade was resumed with all nations except Britain and France. However, the United States would extend trade to either of these two strong powers is they would withdraw its trade restrictions. Napoleon, the emperor of France, outsmarted the British by saying that he would set aside the French trade regulations. Madison, who had become president, took the French emperor s word and reimposed a ban on trade with England. However, the French and the British continued to harass American ships on the high seas. In fact, Britain seized more ships and impressed more American soldiers than France. On June 16, 1812, the Orders of Council were suspended by the British. The suspension came a bit too late. Madison s request for a declaration of war against Britain had been granted by Congress just two days earlier. The War of 1812 had begun. Source: Davidson, James West, Nation of Nations A Narrative History of the American Republic, 5 th ed., McGraw-Hill, New York,

11 Lewis and Clark Expedition Fact Sheet Thomas Jefferson was a forward thinking president. He considered the future of the United States and what would be the future needs of a new, growing nation. In 1802, months before the Louisiana Purchase, President Jefferson had consulted with Meriwether Lewis about the land west of the U.S. border at that time. Jefferson and Lewis studied maps and investigated the value of the land for U.S. settlement. They made plans to send an expedition to survey the land and bring back information about the land for possible settlement by U.S. citizens. Lewis asked William Clark, a dependable army friend, to join him on the expedition. Jefferson persuaded Congress in January 1803 to fund the expedition. Congress secretly funded the Lewis and Clark expedition for $2,500 to explore the land along the Missouri River to the Pacific Ocean. Jefferson was concerned about the secret funding, but knew it was important the expedition be funded for the benefit of the country. Jefferson instructed Lewis and Clark to map the region and make detailed observations of the soil, climate, rivers, minerals, and plant and animal life. They were also to investigate the practicability [possibility] of an overland route to the Pacific [quote. The New Nation pg. 264]. They were also to learn about the Native American tribes of this region and report back to Jefferson and the congress their findings. After two years of exploration Lewis and Clark s findings produced valuable information which caused Jefferson to pursue a way to acquire the land and Congress and Americans to consider the land favorable for U.S. expansion to support growth and opportunity for the citizens of the new nation. Source: Davidson, James West, Nation of Nations A Narrative History of the American Republic, 5 th ed., McGraw-Hill, New York,

12 The Louisiana Purchase Fact Sheet Jefferson s vision of the new nation included the expansion of the land of the U.S. from the Atlantic to the Pacific Ocean. He believed the future prosperity of the new nation depended on the acquisition of land westward to provide farmland and natural resources as a result of population growth. The U.S. border of 1803 stopped along the east side of the Mississippi river ending at the north west intersection of the Mississippi territory and New Orleans border at the Mississippi river. Spain owned New Orleans, west Florida and all of the Louisiana territory and had blocked U.S. farmers from navigating on the lower part of the Mississippi River. Jefferson and others believed eventually the U.S. would be able to acquire the land because Spain s government was in turmoil and it could no longer hold on to territories it had in colonized in the new land of America. Spain surprised the U.S. government by selling the land to France and Jefferson immediately sent James Monroe to France with Robert Livingston to negotiate the purchase of New Orleans and west Florida to gain control of the lower Mississippi River. Napoleon Bonapart the leader of France was facing the possibility of war in Europe and needed money. He offered to sell New Orleans and all of the Louisiana territory for approximately 15 million dollars. Monroe and Livingston did not have the power to consent to such a large purchase. They consulted Jefferson to act quickly on this deal. Jefferson consented to the purchase. Jefferson was concerned about the purchase because the land was not to be acquired according to the articles of the Constitution but he consented to promote the welfare of the country. In doing so, Jefferson was responsible for one of the best land purchases of any country. The Louisiana Purchase was significant and had a great impact in the westward expansion of the United States. The U.S. acquired 600 million acres of land for about the price of 3 cents per acre. It doubled the size of the U.S. territory, afforded full navigational control of the Mississippi River, provided needed land for agriculture and settlement for an expanding 12

13 population and paved the way for further growth and expansion of the United States. Davidson, James West, Nation of Nations A Narrative History of the American Republic, 5 th ed., McGraw-Hill, New York, 2004 Handout D Name Date Assessment Jefferson s Contribution to Our New Nation Prompt. Pretend you are a historian. Answer this question. Which of the four accomplishments of President Thomas Jefferson was the greatest in establishing the new nation? Explain. Use the information from the fact sheets to support your answer. 13

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