Name: Carrie McMenamin Class/Subject: U.S. History: Rise of Political Parties Date: Nov.

7, 2013 Student Objectives/Student Outcomes: 1. Students will be able to brainstorm, in groups, problems/issues/debates from the late 18th century in America and relate those ideas to today’s issues. Students will then present their ideas for whole class discussion. 2. Students will be able to critique, in groups, the benefits and problems to political parties both in the beginning of U.S. history and today. Students will then present their ideas for whole class discussion. 3. Students will be able to sort, by moving themselves around the classroom, the traits, philosophies, and people that belong to the Federalist Party and the DemocraticRepublican Party. Content Standards: 1. CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 2. CCSS.ELA-Literacy.RH.11-12.4 Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). Materials/Resources/Technology: -Computer and projector to present PowerPoint -PowerPoint slides from USB drive -Outline of notes with blanks for students to fill in during lecture portion -Flash cards with one trait/person/philosophy (per card) of Federalists and DemocraticRepublicans (one card for each student) -Discussion topic worksheets (one per group of 4-5 students) -One poster that says “Federalist” and one that says “Democratic-Republicans” Teacher’s Goals: 1. Teacher will lecture clearly and thoroughly so that students can grasp the difference between Federalists and Democratic Republicans. 2. Teacher will manage productive group work and lead an engaging class discussion. Time
3 minutes

Start of Class: Display image of the Illinois State Flag with rainbow behind it. Ask students “what is this?” Engage with a couple follow up questions about Gay Marriage being passed on Tuesday. Ask students “why would I show this image when today’s class will be about the rise of political parties in the U.S.?”

2 minutes

Introduction of Lesson: Show slide with today’s topic on it, reintroduce myself. State objectives of today’s lesson (see top of page). Give brief outline of lesson: “today we’ll be doing a little lecturing, a class activity, and then group work and a whole class discussion.” Distribute lecture outlines to each student. Tell students: -There are blanks on the outline that they will fill in throughout the lecture. -I know what’s on the test in a couple days and I recommend they pay Attention! - Don’t stop listening once you fill in the blank for each slide because we will be doing an activity later that they can’t use their notes for.

10-15 minutes

Lesson Instruction: Lecture Cover slides on these topics: 1. The original cabinet positions (picture of today’s cabinet) 2. Financial issues for national government A. Madison’s idea for tariffs B. Hamilton’s idea for bonds 3. Compromise, Tariff of 1789 (show map of capital moving south) 4. Parties Develop A. Federalists/ Hamilton and their traits, philosophy, and supporters B. Democratic-Republicans/ Jefferson and Madison and their traits, philosophy, and supporters 5. Quasi War with France 6. Washington’s Warnings leaving office A. Primary quote about parties developing B. Primary quote about international relations *Ask questions on each slide to check for prior knowledge/understanding Assessments/Checks for Understanding: Class Activity 1. Ask students to put their notes away. 2. Distribute flash cards with traits/ people/ philosophies on them, one per student. 3. Point out the Federalist poster on one side of the classroom and the Democratic-Republican poster on the other side. 4. Ask students to silently walk to which side of the classroom they believe their card belongs. 5. Once everyone is on a side, tell students that they have one minute to confer with classmates to ensure that they are on the correct side. 6. Tell students that you are going to read off all of the cards that should be on each side, one side at a time. As their card is read, raise their hand. Tell them that if they are on the wrong side, walk to the correct side. And don’t feel bad! There was a group responsibility to ensure that everyone was in the right place. 7. After this, have everyone go back to their seats and show the slide with a

5 minutes

Chart of Federalist and Democratic-Republicans and their traits/people/ Philosophies.
10 minutes

Closure/Wrap-Up/Review: Group and Class Discussion 1. Divide class into 4 even groups by proximity/location. Distribute one piece of paper to each group that contains their discussion question (there are 2 possible questions). 2. Tell class that they have 10 minutes to discuss their question in their group. Tell them to have one group member take notes in any fashion that they want on to the piece of paper. Tell them to be prepared to present their ideas to the class. 3. Teacher will walk around the classroom during this time, meeting with each group for a minute or two to ensure they are on task, help facilitate fair discussion, and to answer questions.
1. Have each group present what they discussed and facilitate a class discussion Between groups. 2. Bring up the introduction slide with the picture of the Illinois State Flag. Ask them why I showed it. Have them relate, in a class discussion, how issues of today help to define parties just as they did hundreds of years ago.

10 minutes