Grade 7 U.S. History, Quarter 4, Unit 3 of 3 The Federal Era. Overview

Transcription

1 Grade 7 U.S. History, Quarter 4, Unit 3 of 3 The Federal Era Overall days: 13 (1 day = minutes) Purpose Overview In studying the post-revolutionary generation, students can understand how the embryo of the American two-party system took shape, how political turmoil arose as Americans debated the French and Haitian revolutions, and how the Supreme Court rose to a place of prominence. The beginning of a national economy is also a theme of the unit. Content to be learned Compare the opposing views of the two parties on the main economic issues of the 1790s. Understand why Washington responded to the Whiskey Rebellion the way he did. Assess the influence of the French and Haitian revolutions on American politics and diplomacy. Explain the principles and issues that prompted Thomas Jefferson to organize an opposition party. Analyze the role of the Supreme Court today and its implications for the future. Processes to be used Examine the debates over Alexander Hamilton s solutions to the new nation s debt woes. Dissect the Whiskey Rebellion and Washington s response. Construct an argument about how the French and Haitian revolutions affected Rhode Island in the 1790s. Trace the emergence of Jefferson s opposition party as a series of connected events. Trace the evolution of the Supreme Court as an independent and equal branch of the government and analyze its influence today. Essential questions students should be able to answer by end of unit What were the major issues Americans faced in the 1790s, and how were they resolved? How did political parties emerge? What is judicial review, and how did it evolve? Providence Public Schools, in collaboration with the D-105

2 Grade 7 U.S. History, Quarter 4, Unit 3 The Federal Era (13 days) Written Curriculum Grade-Span Expectations HP 1: History is an account of human activities that is interpretive in nature. HP 1 (7-8) 1 Students act as historians, using a variety of tools (e.g., artifacts and primary and secondary sources) by c. asking and answering historical questions, evaluating sources of information, organizing the information, and evaluating information in terms of relevance and comprehensiveness HP 1 (7-8) 2 Students interpret history as a series of connected events with multiple cause-effect relationships, by b. developing, expanding, and supporting an historical thesis, based on a series of events HP 2: History is a chronicle of human activities, diverse people, and the societies they form. HP 2 (7-8) 1 Students connect the past with the present by a. determining the cause(s) and effect(s) of specific historical events that impact RI today b. analyzing the impact of RI s ethnic development on local, state, and national history c. analyzing and evaluating how national and world events have impacted RI and how RI has impacted world events HP 2 (7-8) 2 Students chronicle events and conditions by a. identifying key events and people of a particular historical era or time period (e.g., centuries, BCE, The Sixties ) HP 2 (7-8) 3 Students show understanding of change over time by a. establishing a chronological order by working backward from some issue, problem, or event to explain its origins and its development over time; and to construct an historical narrative HP 3: The study of history helps us understand the present and shape the future. HP 3 (7-8) 1 Students demonstrate an understanding of how the past frames the present by a. analyzing and reporting on a social movement from its inception (including historical causes), its impacts on us today, and its implications for the future HP 3 (7-8) 2 Students make personal connections in an historical context (e.g., source-to-source, source-toself, source-to-world) by a. recognizing and reflecting on how the similarities of human issues across time periods influence their own personal histories (e.g., so what? How does this relate to me?) National Standards for History (U.S. History, Grades 5-12) Era 3: Revolution and the New Nation ( s) Standard 3 The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights. D-106 Providence Public Schools, in collaboration with the

3 The Federal Era (13 days) Grade 7 U.S. History, Quarter 4, Unit 3 3C The student understands the development of the Supreme Court's power and its significance from 1789 to Appraise how John Marshall's precedent-setting decisions interpreted the Constitution and established the Supreme Court as an independent and equal branch of the government. [Assess the importance of the individual] 3D The student understands the development of the first American party system. Compare the leaders and social and economic composition of each party. [Compare and contrast differing sets of ideas] Compare the opposing views of the two parties on the main economic and foreign policy issues of the 1790s. [Compare and contrast differing sets of ideas] Assess the influence of the French Revolution on American politics. [Analyze cause-and-effect relationships] Common Core State Standards for Literacy in History/Social Studies Reading Key Ideas and Details RH Cite specific textual evidence to support analysis of primary and secondary sources. Writing Research to Build and Present Knowledge WHST Draw evidence from informational texts to support analysis reflection, and research. Notes, Clarifications, and Prerequisites This unit deals with the study of the Federal Era. Students will learn about the Supreme Court s power and the first American party system. Instruction for this unit is at the introductory/conceptual level. These units include Common Core literacy standards in reading and literacy and Historical Thinking Standards. The impact on instruction of these new and additional standards is noted in the Planning and Instructional Delivery Considerations and Assessment sections. Providence Public Schools, in collaboration with the D-107

4 Grade 7 U.S. History, Quarter 4, Unit 3 The Federal Era (13 days) Taught Curriculum Learning Objectives Students will be able to: Identify and evaluate the three parts of Hamilton s financial plan. (3 days) Explain the causes of the Whiskey Rebellion and evaluate how Washington responded to it. (2 days) Trace the unfolding of the French and Haitian revolutions and how Americans reacted to them. (2 days) Outline the issues and ideological principles that prompted the organization of an opposition party under Jefferson s leadership. (3 days) Explain the emergence of judicial review and assess its importance. (3 days) Resources America: History of Our Nation, Pearson, 2011 (pp ) All-in-One Teaching Resources, Unit 3 Debating the National Bank (p. 21) Debating the Alien Act (p. 24) Jefferson s Inaugural Address (p. 51) Exploring Primary Sources in US History CD- ROM: George Washington s Farewell Address Assessment Rubrics (p. 38) Facing History and Ourselves Jigsaw, strategies/jigsaw-developing-community-d Step Up to Writing, Sopris West, 2008 Informal Outlines of Various Lengths (pp ) Tool 4-11c Supporting an Opinion with Facts (pp ) Tools 9-2a-b Other Resources The following websites support the learning objectives of this unit: Materials Historian s notebooks, sticky notes, note cards D-108 Providence Public Schools, in collaboration with the

5 The Federal Era (13 days) Grade 7 U.S. History, Quarter 4, Unit 3 Instructional Considerations Key Vocabulary bond faction federal funding and assumption impressment inauguration neutrality nullify non-intervention precedent speculators tariff unconstitutional Planning and Instructional Delivery Considerations In this unit, students will use a variety of graphic organizers and textual supports from Pearson Chapter 8, Launching a New Nation, to study the Federal Era, which includes Washington s presidency, the formation of the Supreme Court, Hamilton s financial plan, the Whiskey Rebellion, the birth of political parties, troubles at home and abroad related to the French and Haitian revolutions, and the presidency of John Adams. Select from the activities and readings in the Pearson text to provide students with background information and critical thinking opportunities that align to the learning objectives. The strategies listed represent a menu of choices and possibilities to support each learning objective. To ensure that students will be able to identify and evaluate the three parts of Hamilton s financial plan (3 days): Use the following Jigsaw Activity. This strategy asks a group of students to become experts on a specific text or body of knowledge and then share that material with another group of students. 1. Split the class into three or six research groups. 2. Then assign each group one of the following: (1) Payment of State and Federal Debts, (2) National Bank, (3) High Tariff. 3. Have the students within each research group (Pearson, pp ) summarize how their assigned part of Hamilton s plan was (a) presented, (b) opposed, (c) justified, and (d) finally accepted or rejected. 4. Students will then synthesize their findings into a single product (e.g., graphic organizer, outline, essay, etc.). 5. Have a reporter from each group share what they produced from the synthesized information. 6. Encourage students to discuss the differences in their products. See the Facing History and Ourselves website s Jigsaw page jigsaw-developing-community-d) for more information about this strategy.take the opportunity to implement writing standard for literacy in history/social studies WHST Providence Public Schools, in collaboration with the D-109

6 Grade 7 U.S. History, Quarter 4, Unit 3 The Federal Era (13 days) To ensure that students will be able to explain the causes of the Whiskey Rebellion and evaluate how Washington responded to it (2 days): Have a student remind the class about the colonial response to the Sugar Act, imposed on Americans by Britain in 1764 (Pearson, p. 146). Why were colonists outraged by this and other taxes? How can this be compared with the Whiskey Tax imposed by the U.S. Congress in 1791? Were the rebels justified? Why or why not? What was President Washington s response? To ensure that students will be able to trace the unfolding of the French and Haitian revolutions and how Americans reacted to them (2 days): Using the text, the PBS series Africans in America (see the Resources section) and other resources, have pairs of students create posters that illustrate the relationships among the United States, France, and Haiti. Students can illustrate U.S. reactions to the French or Haitian revolutions either conceptually or as a map but must write detailed captions. The drawings and captions should communicate the facts, including dates (or date ranges), problems, different motives and reactions of important U.S. policy makers, and historical significance. To ensure that students will be able to outline the issues and ideological principles that prompted the organization of an opposition party under Jefferson s leadership (3 days): Use Section 2, The Birth of Political Parties, to study the Republicans and Federalists and the Election of 1796 (pp ). Connections should be made to today s political parties. To ensure that students will be able to explain the emergence of judicial review and assess its importance (3 days): Have students study and discuss the powers of the Supreme Court and its emergence from being the weakest branch to a co-equal branch of the Federal government. Students should read Article 3 of the Constitution, excerpts from the Federalist Papers, and textbook accounts about the Alien and Sedition Acts and Marbury v. Madison. They should discuss whether the Alien and Sedition Acts were unconstitutional: How could those acts be overturned? What was one proposed solution at the time? What does judicial review mean? What were the circumstances that resulted in the Court s claiming of the right of judicial review? Additional Teaching Strategies Use the activities and readings in the Pearson text to provide students with background information and critical thinking opportunities that align to the learning objectives: Have students look at the Visual Preview and answer the questions in the Instruction section to make predictions about America s response to internal and external challenges (pp ). Use Section 1, Washington Takes Office, to understand Washington s presidency, policies, appointments, and incidents like the Whiskey Rebellion and the economic crisis (pp ). Use Section 3, Troubles at Home and Abroad, to learn about the conflicts with Native Americans in the Northwest Territory, understand how Americans reacted to the French Revolution, identify the main points of Washington s Farewell Address, and summarize Washington s accomplishments as president (pp ). Use Section 4, The Presidency of John Adams, to learn about Adams s XYZ Affair, discuss reasons for tension between the U.S. and France, describe the main provisions of the Alien and Sedition Acts, and explain how controversy arose over states rights (pp ). D-110 Providence Public Schools, in collaboration with the

7 The Federal Era (13 days) Grade 7 U.S. History, Quarter 4, Unit 3 Have students complete the Historian s Apprentice section (p. 302) to learn to distinguish fact from opinion. Use Washington s Farewell Address to understand his vision of the nation s future. Have students create a journal entry that lists Washington s chief accomplishments. The following differentiated instructional strategies offer opportunities to expand upon the learning objectives for students: Study Aid: Make a two-column chart on the board. In the first column, write down three of the challenges Washington faced at the beginning of his presidency: organizing the government, war debt, the Whiskey Rebellion. Use the Numbered Heads strategy (TE, p. T24) to call on students to fill in the second column of the chart with information from the text about the ways Washington responded to the challenges. Creating a poster or pamphlet: After students read the chapter, form them into two groups: Federalists and Republicans. Have each group create a poster or pamphlet to persuade others to join its party. Group Activity: Form small groups to work together to create a media campaign to persuade people to support or oppose President Adams s handling of the XYZ Affair. Assign a position for each group. Have each group create a button, a print advertisement, and a one-minute announcement to communicate its viewpoint. Students should consider the fears and concerns that arose as people learned the details of the affair. Campaigns should also take into account that although Adams was a Federalist, all Federalists did not support his decision. Have students present their work to the class. Formative Assessments Assessed Curriculum Provide feedback to students through daily monitoring of student understanding using a variety of methods. For example, use exit cards. Have students answer questions on paper before they leave the class. Keep the activity prompt specific and brief to check for understanding of the day s concepts. For instance, to check students comprehension of judicial review, ask students to respond to the following question: Who or what granted the power of judicial review to the Supreme Court? To assess the progress of understanding: how to identify and evaluate the three parts of Hamilton s financial plan, have students write a paragraph in support of or opposition to each part of the financial plan. Standard 5: Historical issues-analysis and decision-making how to explain the causes of the Whiskey Rebellion and evaluate how Washington responded to it, have each student write about the cause of the rebellion, how Washington responded, and whether his response was justified or not. Standard 3: Historical analysis and interpretation how to trace the unfolding of the French and Haitian revolutions and how Americans reacted to them, have each student use their illustrations from the activity to create a timeline containing the date of an event and the circumstances of the event. Standard 1: Chronological thinking how to outline the issues and ideological principles that prompted the organization of an opposition party under Jefferson s leadership, have pairs of students use the text, their notes, and any other resources you choose to provide as they create an outline of the issues and principles that caused Jefferson to organize the (first) opposition party (the Democratic-Republican party). Provide Step Up to Writing Tool 4-11c (Informal Outlines of Various Lengths) to help students organize their Providence Public Schools, in collaboration with the D-111

8 Grade 7 U.S. History, Quarter 4, Unit 3 The Federal Era (13 days) outlines. how to explain the emergence of judicial review and assess its importance, provide a short list of laws that have been struck down by the Supreme Court due to their being unconstitutional. Have students write a brief response to the following prompt: How would life be different in the United States today if not for judicial review? Other Formative Assessments Section 1 Check Your Progress (Pearson, p. 287) Section 2 Check Your Progress (Pearson, p. 293) Section 3 Check Your Progress (Pearson, p. 297) Section 4 Check Your Progress (Pearson, p. 301) Have students respond to the Essential Question in the Quick Study Guide section: How did Americans respond to internal and external challenges? (Pearson, p. 303). Have students complete the Chapter Challenge (Pearson, p. 303) connecting the knowledge gained about all learning objectives. Provide a short answer for the question: Did early presidents respond successfully to the challenges faced by the country? Chapter 8 Review and Assessment (Pearson, pp ) Summative Assessment Divide the class in half. Assign one of these important Federalist Era issues to members in both groups: (1) Alien and Sedition Acts, (2) Hamilton s National Bank, (3) suppression of the Whiskey Rebellion, and (4) Virginia and Kentucky Resolutions. Give students the following scenario: You are a justice on the Supreme Court. You have been asked to decide whether or not the assigned action is constitutional. Write an opinion describing the fundamentals of the acts and explaining whether or not the acts are constitutional. Make sure members of the different groups with the same topic write conflicting opinions. Use Step Up to Writing Lesson 9-2: Supporting an Opinion with Facts (pp , Tools 9-2a-b) to support the organization and writing process. Use Assessment Rubrics (p. 38) to provide a common means to measure the product. This is a good opportunity to implement reading standard for literacy in history/social studies RH D-112 Providence Public Schools, in collaboration with the

9 The Federal Era (13 days) Grade 7 U.S. History, Quarter 4, Unit 3 Notes Providence Public Schools, in collaboration with the D-113

10 Grade 7 U.S. History, Quarter 4, Unit 3 The Federal Era (13 days) D-114 Providence Public Schools, in collaboration with the