Day 1-2: Foreign Challenges for Washington Lesson

grade Social Studies Lesson Plan Mehgan Clavier

Unit 3:The New Republic (6 weeks) S.P. Arnett Middle School

Standards:

Topic One: Governing the New Nation (7.1.1-7.1.5; 7.2.4; 7.5.1-7.5.3, 7.7.1, 7.8.8, 7.9.3, 7.10.5, 7.11.1-7.11.3)

The Jefferson Era (7.1.1-7.1.5; 7.2.4; 7.3.1-2, 7.5.1-3, 7.7.1, 7.8.8, 7.9.2, 7.9.3, 7.11.3)

Jacksonian Democracy (7.1.1-7.1.5, 7.3.1-2, 7.3.4-5, 7.5.1-.3, 7.6.1, 7.6.3-4, 7.7.1, 7.8.8, 7.9.2-3, 7.11.1-3)

7.2.3 Evaluate the development of the United States government from the First Continental Congress through the ratification of the United States

Constitution

7.8.3 Explain how key ideas expressed in historical documents influenced the formation of the U.S. government. (Ancient Greece and Rome,

England, Enlightenment)

7.1.5 Analyze primary and secondary sources to answer questions related to United States history

https://www.louisianabelieves.com/resources/library/k-12-social-studies-resources

https://www.louisianabelieves.com/docs/default-source/academic-curriculum/grade-7-social-studies---companion-document.pdf?sfvrsn=89f2911f_8

Danielson,1c

Assessments**: RAPCC, Quick Writes, Unit 2.2 Quiz

Danielson,3d

Fundamental Five Codes

Frame the Lesson

Power Zone

Recognize & Reinforce

FSP

Frequent, Small group, Purposeful talk

Write Critically

Fundamental Five

Unit 3: The New Republic

Topic One: Governing the New Nation

Topic One: Governing the New Nation (7.1.1-7.1.5; 7.2.4; 7.5.1-7.5.3, 7.7.1, 7.8.8, 7.9.3, 7.10.5, 7.11.1-7.11.3) Connections to the unit

content: Students investigate the presidency of George Washington through analyzing both domestic challenges (Native American

Policy and the Whiskey Rebellion among others) and foreign policy issues (The French Revolution, Jay and Pinckney Treaties, and

Neutrality Proclamation) in order to determine how those events, along with precedents set during the Washington administration,

advanced the nation and impacted national identity.

Day 1-2: Foreign Challenges for Washington

We will analyze and examine domestic and foreign challenges facing the first President of the United States. I will identify social,

economic, and political issues facing the New Nation

Lesson

1. Say, “After the Constitutional Convention, George Washington was unanimously chosen as the first President of the United States.

During this unit we are going to analyze the foreign challenges facing the new president. Today we will learn about Washington’s

foreign policy

2. Write the words foreign and domestic on the board in the classroom. Ask students to provide a definition using their own words and

provide any examples they might know.

3. Provide students with the definition of both words. (1) Foreign - characteristic of a country or language other than one's own; strange

or unfamiliar.35 (2) Domestic -relating to one's own or a particular country as apart from other countries.

4. Assign each students from the “home” groups to an expert group. Refer to the jigsaw one-pager if needed.

5. Provide students in each expert group with a copy or access to the following sources:

a. Text 1 - The United States and the French Revolution; 1789-1799

b. Text 2 - Jay’s Treaty

c. Text 3 - Treaty of San Lorenzo/ Pinckney’s Treaty, 1795

d. Text 4 - The Proclamation of Neutrality

e. Provide each student a blank copy of Foreign Challenges facing the New Nation graphic organizer (251)

6. Closure

a. How did Washington respond to conflicts with France and Great Britain?

b. What were the causes and effects of Jay’s Treaty?

c. Why was Pinckney’s Treaty important for Americans living in the west?

d. Why did Washington favor remaining neutral in foreign affairs?

Day 3 Domestic Challenges for Washington (MONDAY)

We will analyze and examine domestic and foreign challenges facing the first President of the United States.

I will explain the purpose and goals set out by the delegates at the Constitutional Convention

1. Bell Ringer

“During the last part of this instructional task you analyzed foreign challenges during Washington’s administration. Today we

are going to analyze domestic challenges facing Washington administration.”

2. Provide students in each expert group with a copy or access to the following sources:

a. Text 1 - Whiskey Rebellion

b. Text 2 - Native American Policy

c. Text 3 - George Washington: Domestic Affairs

d. Domestic Challenges facing the New Nation 254 graphic organizer

3.Closure

a. Why did Congress pass a tax on whiskey?

b. Why do you think farmers in Pennsylvania were protesting the whiskey tax?

c. Why did Washington personally lead the army to put down the Whiskey Rebellion?

d. What was Washington's policy towards Native Americans?

e. Describe the relationship between Native Americans in the Northwest and American settlers?

f. Why did Native Americans resist American settlement in the Northwest?

g. Why did Congress pass the Judiciary Act of 1789?

Day 4 Precedents (Tuesday)

We will

I will

1. Bell Ringer

2. Yesterday you analyzed foreign and domestic challenges during Washington’s administration. While serving as President,

George Washington established a number of precedents and set the stage for future presidents. Today we are going to

analyze Washington’s impact and legacy as President of the United States.”

3. Write the word precedent on the board in the classroom. Ask students to provide a definition using their own words and

provide any examples they might know.Provide students with the definition of the word (1) precedent - any act, decision, or

case that serves as a guide or justification for subsequent situations.

4. Provide students with access to the following sources/materials:

a. Creating the Presidency 250

b. blank copy of Establishing Precedents – George Washington and the Presidency 256

5. Closure- Describe the immediate and long term impact that George Washington had on creating the Presidency.

Discussion/Lecture Question bank

a. What made Washington suitable to serve as president?

b. How did Washington shape the executive branch for future presidents?

c. What impact did Washington have on the foundation of the American identity?

d. In your opinion, was there a more capable leader to serve as the first president than Washington? Explain your answer with

evidence from the text. If yes, ask students who they believe could have been

Washingtons Legacy on the Presidency

Perhaps no other president did more to shape the office of the President than George Washington. His administration set the stage for

how the executive branch conducted the business of the government. He continued precedents that had been established under the

Articles of Confederation, appointed a new president cabinet of advisors to help with the day to day operations of the government, and

proceeded with caution in domestic affairs. In addition, he created his own examples of executive leadership by appointing justices to

the Supreme Court, establishing executive privilege, and by ceding power after two terms. However, Washington’s second term as

president was plagued with political opposition and dissent among two of his closest advisors, Alexander Hamilton and Thomas

Jefferson. In the end, Washington established numerous precedents by which the presidency would handle the business of the

government.

Political Division in America

Day5-6: Washington’s Farewell Address (Wednesday-Thursday)

We will

I will

“In 1796, George Washington announced that he would not serve a third term as President of the United States. At the time,

many people were scared about the future of the young nation. In order to ease the tension, Washington delivered a

Farewell Address to the nation. In George Washington’s Farewell Address, he provided the United States with a framework

to follow in order to remain a strong and independent nation. In the address, Washington outlines five major themes or

warnings for the young country. During the first part of this instructional task, you will complete a textual analysis of George

Washington’s Farewell Address. While examining Washington’s address you will identify the main theme from each

paragraph and summarize in your own words Washington’s point view about each of the main themes.”

1. Bell Ringer

2. Provide students with access to Excerpts from President George Washington's Farewell Address pg 261

3. Provide students with a blank copy of the Textual Analysis of Washington’s Farewell Address pg 263

4. Closure

a. What advice did Washington give Americans during his Farewell Address?

b. Why did Washington step down after serving two terms as president?

c. Why did Washington warn against forming political parties?

d. Why did Washington believe the United States should remain neutral?

e. Why did Washington believe the United States must remain united?

Day 7-8: Growing Opposition (Friday)

We will examine and analyze the political differences between the first two political parties through their leaders: Thomas Jefferson and Alexander

Hamilton.

I will compare and contrast the views of Thomas Jefferson and Alexander Hamilton

Today you are going to examine and analyze the political differences between the first two political parties through their leaders:

Thomas Jefferson and Alexander Hamilton. You will examine two different sources that showcase the political point of view of

Alexander Hamilton and Thomas Jefferson. While reading the sources, you will compare and contrast how each political leader views

the job of the government and the economy.”

1. Bell Ringer

2. Provide students with a copy of Growing Opposition 259 and the Political Division in America graphic organizer

272

3. Closure questions

a. What was Jefferson’s position on a strong central government?

b. How did Jefferson’s and Hamilton’s vision on how to stimulate the economy differ?

c. What were the main differences between Hamilton and Jefferson on the power of the government?

d. How did Jefferson view ordinary citizens? Hamilton?

e. Who do you agree with most, Hamilton or Jefferson?

Day :9 John Adams Foreign and Domestic Challenges

We will

I will

“After George Washington decided to retire from politics, four candidates decided to run for President of the United States. The election

of 1796 was the first Presidential election to feature multiple candidates. Even though Washington warned the young nation to stay

clear of party politics, each side - The Federalist and the Democratic-Republicans - vied for the office of president. After a hard fought

election, John Adams, the first Vice-President, became the 2nd President narrowly defeating Thomas Jefferson. During the last part of

this instructional task we are going to analyze the domestic and foreign challenges facing President John Adams.’

1. Bell Ringer

2. Ask students to use prior knowledge to define the words foreign and domestic.

3. Provide students with access to the following sources/materials:

a. John Adams: Domestic Affairs https://millercenter.org/president/adams/domestic-affairs

b. blank copy of Domestic Challenges Under President Adams 274

4. Closure

a. What were the social, political, and economic challenges facing the Adams administration?

b. Why were the Alien and Sedition Acts passed?

c. Why were the Alien and Sedition Acts controversial?

Day 10: XYZ Affair

We will

I will

1. Bell Ringer

2. Provide students with access to the following sources/materials:

a. The XYZ Affair http://www.john-adams-heritage.com/the-xyz-affair/

b. Analyzing the XYZ Affair graphic organizer 277

3. Instruct students to read The XYZ Affair with their partner and complete the Analyzing the XYZ Affair graphic

organizer.

4. Closure questions include:

a. What actions by France created an undeclared war with the United States?

b. Why was the XYZ Affair significant?

c. What effect did the XYZ Affair have on early American foreign policy?

Left off of pg 280

Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for

students with disabilities in your class?) See attached form

Danielson,1c

Reflection: (How did THIS lesson reflect academic rigor? What changes, if any, need to be made to the lesson to ensure

academic rigor is present?)

gives power in the Constitution to do whatever is necessary and proper to accomplish a government test Danielson,1a, 3b, 3c