West Briar Middle School
Lesson Plan Template 2013-2014
Unit Title: / Lesson Title: / Dates: Jan. 13 to Jan. 17
Bloom's Taxonomy / Remembering | Understanding | Applying | Analyzing | Evaluating | Creating
Monday, January 13th / Key Questions / What challenges did Washington and his administration face during his first term in office?
Materials _Resources / INB, pen
Room Arrangement / Small groups
Key Vocabulary / Debt, protective tariff, cabinet, domestic
Warm-up Activity / Why would Washington include individuals with contrasting political ideologies in his cabinet?
Opening / Discuss the warm up-activity. Have students identify the members of Washington’s cabinet and each member’s role, specifically the Treasury Secretary and the Secretary of State.
Activate Prior Knowledge / Have the students discuss federalism and anti-federalism in Washington’s cabinet. Students should be able to identify the political differences between Jefferson and Hamilton and how they attempted to coexist in the early years of the republic.
Instructional Activity / The instructor will guide the students through a brief power point presentation illustrating three major issues that Washington and his administration faced during his eight years in office.
Check for Understanding / The instructor will ask open-ended questions regarding the domestic challenges emphasized in the power point presentation (national debt, establishing the power of the federal government, and implementing a court system). Check accuracy of student responses.
Guided Practice / The students will view a short video clip on George Washington as president and use notes gathered during the film as well as the power point presentation to work on a graphic organizer titled “Domestic Challenges Faced by the New Nation”
Independent Practice / Students will complete the “second problem faced by the new nation” column on the aforementioned graphic organizer.
Formative Assessment
Extension
Description of Product /Task / Graphic Organizer
Rubrics/Grading Criteria / The graphic organizer will become a component of the student’s INB (classwork grade).
Closure / Why did the federal government find itself in great debt during Washington’s early years as President and what plans did they have for paying off that debt?
Assignments / Warm-up, Wrap-up, graphic organizer will be included in the INB
Reflection:
Tuesday, January, 14th / Key Questions / What challenges did Washington and his administration face during his first term in office?
Materials _Resources / INB, pen
Room Arrangement / Small groups
Key Vocabulary / Judicial review, rebellion, neutrality, precedent
Warm-up Activity / What risks would Washington face if he failed to successfully put down the Whiskey Rebellion?
Opening / Discuss the warm-up activity. Have selected students read their responses aloud. Check for accuracy.
Activate Prior Knowledge / Have the students discuss the Whiskey Rebellion and compare it to acts of dissent committed during colonial times (Boston Tea Party, protests led by the Sons of Liberty, etc.)
Instructional Activity / Show a brief video on Washington and the early years of the United States. Periodically pause the video for further explanation when needed.
Check for Understanding / Lead a classroom discussion on the issues faced during Washington’s presidency and the discord between members of his cabinet. Ideally, students will be able to identify the federalists and anti-federalist in Washington’s cabinet.
Guided Practice / Continue presenting a power point presentation (started the day before) that illustrates in detail the 3 major problems the new nation faced in its early years.
Independent Practice / The students will complete the “third problem faced by the new nation” column of the previously worked on graphic organizer.
Formative Assessment
Extension
Description of Product /Task / Graphic organizer.
Rubrics/Grading Criteria / Graphic organizer will become a component in the student’s INB (classwork grade).
Closure / Short essay: How could England have avoided the American Revolution? What lessons do you think George Washington learned from the British that he used to put down the Whiskey Rebellion?
Assignments / Warm-up, Wrap-up, graphic organizer will be included in the INB.
Reflection:
Wednesday, January 15th / Key Questions / What political parties developed from the discord that existed in Washington’s cabinet?
Materials _Resources / INB, textbook, pen
Room Arrangement / Small group
Key Vocabulary / Partisan, states’ rights
Warm-up Activity / Why were Thomas Jefferson and Alexander Hamilton at odds?
Opening / Discuss the warm-up question. Be sure to emphasize Jefferson’s regret regarding the Hamiltonian Compromise and Hamilton’s triumph in establishing a national bank.
Activate Prior Knowledge / Have students discuss steps taken by the Washington administration to alleviate the national debt. Then have them explain what steps the government took under the edicts of the Articles of Confederation to alleviate the national debt and/or generate revenue.
Instructional Activity / Show a video clip that focuses on the development of political parties in the early republic. Periodically pause the video for further explanation.
Check for Understanding / Ask selected students to associate Federalism and Anti-Federalism with modern day American political parties. Check for accuracy and make corrections when necessary.
Guided Practice / Students will pair up and complete a graphic organizer that illustrates the development of political parties in the early republic. They will use prior knowledge as well as notes gathered during the video clip to complete the assignment.
Independent Practice / Have students independently read pages 267-272 in their textbook. The students will use information in the reading to begin a writing assignment regarding interpretation of the constitution and how opposing interpretations led to the development of political parties in the United States.
Formative Assessment
Extension
Description of Product /Task / Graphic organizer. Essay
Rubrics/Grading Criteria / Graphic organizer will become a component in the student’s INB. The essay will be turned in and counted as a quiz grade.
Closure / Do you think the development of political parties was necessary? Why or why not?
Assignments / Warm-Up, Wrap-up, graphic organizer, writing assignment.
Reflection:
Course: U.S. History / Class Period(s): 2,3,4,5,6,8 / Teacher(s): Blessinger, Payne, Schiller
Thursday, January 16th / Key Questions / What warnings did George Washington include in his farewell address? Did the nation heed his advice?
Materials _Resources / INB, pen, textbook
Room Arrangement / Small groups
Key Vocabulary / Implied powers, sedition
Warm-up Activity / What would happen if the United States decided not to pay off the debt it had accrued before and after the Revolution?
Opening / Discuss the warm up activity. Make sure students understand that the United States had the option of not paying off the debt, but that in doing so their reputation as well as their ability to borrow money in the future would be greatly diminished.
Activate Prior Knowledge / Have students attempt to answer the following question: What was the difference between George Washington’s administration taxing American citizens and King George III taxing American colonists? (Representation). Check student responses for accuracy.
Instructional Activity / “Popcorn” read pages 263-266 in the textbook. Have students pair up to take notes while reading. Following the reading (Washington’s farewell address), have the students share any details they might have deemed noteworthy in the selected text.
Check for Understanding / Emphasize correct student observations and correct those who provide details that may be inaccurate.
Guided Practice / Have students pair up and read a provided excerpt from George Washington’s farewell address. After a determined amount of time have them share any noteworthy details from the reading. Check student observations for accuracy and make corrections when needed.
Independent Practice / Students will complete several short essay questions based on the excerpt of Washington’s farewell address.
Formative Assessment
Extension
Description of Product /Task / Short essay responses regarding Washington’s farewell address.
Rubrics/Grading Criteria / Short essay responses will be a component in the student’s INB
Closure / What were the prominent political parties that came out of Washington’s administration?
Assignments / Warm-up, Wrap-up, Washington’s farewell address excerpt and questions will be included in the INB
Reflection:
Friday, January 17th / Key Questions / Describes the events that surrounded the War of 1812. Identify the correlation between the War of 1812 and the Monroe Doctrine.
Materials _Resources / INB, textbook, pen.
Room Arrangement / Small group
Key Vocabulary / Doctrine, foreign policy, war hawk, impressment
Warm-up Activity / George Washington’s Neutrality Proclamation stated that Americans would- a) Not engage in fighting among the states. b) Support any democratic nation. c) Not take sides with nations at war in Europe. D) Intervene in conflicts between Native Americans and settlers.
Opening / Discuss the warm up activity and check for accuracy. How could the United States benefit from staying out of foreign affairs?
Activate Prior Knowledge / Ask students what a conversation between Jefferson and Hamilton regarding the establishment of the National Bank might sound like. Ask two students to assume the roles of Jefferson and Hamilton. The rest of the class can act as press correspondents questioning the statesmen on their positions. Check for accuracy
Instructional Activity / Have the students watch a “brain pop” video regarding the events surrounding the War of 1812. Pause the video periodically for further explanation.
Check for Understanding / Students will complete a short quiz based on the video. Discuss the questions and answer orally. Make corrections when needed
Guided Practice / Lead a class discussion on the advantages and disadvantages of a nation maintaining its neutrality during foreign conflicts. Check for accuracy. Have students take notes on instructor provided information regarding events taking place in Europe during the early 19th century and why the United States initially pledged to maintain its neutrality.
Independent Practice / Have the students assume the role of President Madison. They are to prepare a speech to be delivered to the American public defending his decision to declare war on England in 1812. This short essay/speech will become a component in the student’s INB. Select students to read their speeches.
Formative Assessment
Extension
Description of Product /Task / Presidential speech defending the decision to go to war with England in 1812. This essay will become a component in the student’s INB.
Rubrics/Grading Criteria / Presidential speech will become a component in the student’s INB which will count as a classwork grade.
Closure / Why do you think the Native Americans sided with the British during the War of 1812?
Assignments / Warm-up, wrap-up, presidential speech, and brain pop quiz will be included in the student’s INB.
Reflection:
Special Considerations
Special / ESL / 504 / Gifted and Talented
All required accommodations will be given to students that qualify. / Visuals, repeated instructions, and partner study will be given to qualifying students. / All required accommodations will be given to students that qualify. / Students will extend learning through the use of writing, speech, and/or visual representation when appropriate.