Origins of US Political Parties: Jefferson & Hamilton's Conflicting Ideologies, Summaries of Construction

Download Origins of US Political Parties: Jefferson & Hamilton's Conflicting Ideologies and more Summaries Construction in PDF only on Docsity! Lesson 8.3.4 The Origins of Political Parties in America Standard 8.3.4 Understand how the conflicts between Thomas Jefferson and Alexander Hamilton resulted in the emergence of two political parties (e.g., view of foreign policy, Alien and Sedition Acts, economic policy, National Bank, funding and assumption of the revolutionary debt). Enduring Understanding Upon completion of this four day lesson students will have the enduring understanding that elements of conflict (violent or nonviolent) are catalysts for change. Language Objective Students will use complex sentences to compare and contrast the perspectives of Thomas Jefferson and Alexander Hamilton and explain how these differences lead to the creation of a two party political system in the United States. Common Core State Standards Reading Standards for Literacy in History/Social Studies 6-12 Key Ideas and Details 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Craft and Structure 6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g. loaded language, inclusion or avoidance of particular facts.) Integration of Knowledge and Ideas 9. Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity 10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. Writing Standard for Literacy in History/Social Studies 6-12 Text Types and Purpose 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationship among claim (s), counterclaims, reasons, and evidence. d. Establish and maintain a formal writing structure. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Range of Writing 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Materials Student Handout 1: Quick Write Student Handout 2: Hamilton Reading Notes Student Handout 3: Jefferson Reading Notes Student Handout 4: Writing Prompt Document 1: Background Reading on Hamilton Document 2: Background Reading on Jefferson Document 3: Close Reading Procedures Document 4: Who is the Speaker? Performance Task/Essential Question Based on evidence complied from a background reading and primary sources, students will craft an argument in response to the prompt: Is conflict necessary for change? Claims will be supported by three pieces of evidence, selected and cited, from primary and secondary sources. Students are required to outline a five paragraph essay and write the first two paragraphs.  Vocabulary Students may need frontloading of the following terms: Tier 2 Words  Human nature  Public spirited  Quarreling  Delegate  Construed  Tranquility  Asylum  Subsistence Tier 3 Words  Loose construction  Strict construction  Ploughman Tier 2 words will be defined for students within text. Teachers are encouraged to teach these terms within the context of the document. Day 1 Teacher/Student Activities Helpful Hints Introduction of Essential Question/Performance Task Distribute Student Handout 1 to students. Ask them to write a few sentences in response to the question, “Is conflict necessary for change?” Explain to students that this is the question they will examine over the next few days and will have to write an essay in response to upon completion of the lesson. 10 minutes Begin Background Reading Distribute Documents 1 and 2 and Student Handouts 2 and 3 to students. Tell students that they are going to read of two documents that explain the differences between Thomas Jefferson and Alexander Hamilton. Begin by reading the entire document to students. As you read, have 40 minutes Day 4 (if needed) Teacher/Student Activities Helpful Hints Writing Provide the students with the class period to work on their essays. 50 minutes Optional Day 5 Extension Teacher/Student Activities Helpful Hints Editing Arguments Have students work with a partner to evaluate one another’s use of evidence based claims. Students should:  Read to determine the claim in response to the prompt.  Determine which evidence has been selected to support the claim.  Determine if: o The evidence selected is relevant to the claim. o The evidence selected supports the claim.  Student should then make recommendations to make claim/argument stronger based on the available evidence. 50 minutes Student Handout 1 Performance Task/Essential Question Is conflict necessary for change? Quick Writes 1. Is conflict necessary for change? 2. Based on Jefferson and Hamilton’s backgrounds, explain why they disagreed on the purpose of government. Student Handout 2 Performance Task/Essential Question Is conflict necessary for change? Based on Hamilton’s background, would he have had conflicts with Thomas Jefferson? Explain your answer. Alexander Hamilton’s ideas about government and the Federalist Party View of Human Nature Best Form of Government Ideal Economy Personal Background Document 1 1040L Performance Task/Essential Question Is conflict necessary for change? Background Information Reading Alexander Hamilton Personal Background (Section 1) Hamilton was born in the West Indies and raised on the Caribbean island of St. Croix. When Hamilton was 13, a devastating hurricane struck the island. Hamilton wrote a vivid description of the storm that impressed all who read it. A few St. Croix leaders arranged to send the talented teenager to New York, where he could get the education he deserved. With no money or family connections to help him rise in the world, he made his way on ability ambition, and charm. George Washington spotted Hamilton’s talents early in the Revolutionary War. Washington made the young man his aide- de-camp or personal assistant. Near the end of the war, Hamilton improved his fortunes by marrying Elizabeth Schuyler. His new wife came from one of New York’s richest and most powerful families. With her family’s political backing, Hamilton was elected to represent New York in Congress after the war. Later, he served as a delegate from New York to the Constitutional Convention. View of Human Nature (Section 2) Hamilton’s view of human nature was shaped by his wartime experiences. All too often, he had seen people put their own interests and personal profit above patriotism and the needs of the country. Most Federalists shared Hamilton’s view that people were basically selfish and out for themselves. For this reason, they distrusted any system of government that gave too much power to “the mob,” or the common people. Such a system, said Hamilton, could only lead to “error, confusion, and instability.” Best Form of Government (Section 3) Federalists believed that the country should be ruled by “best people” – educated, wealthy, public-spirited men like themselves. Such people had the time, education, and background to run the country wisely. “Those who own the country,” said Federalist John Jay bluntly, “ought to govern it.” Federalists favored a strong national government, they believed in loose construction – broad or flexible interpretation - of the Constitution. They hoped to use the new government’s powers under the Constitution to unite the quarreling states and keep order among the people. In their view, the rights of the states were not nearly as important as national power and unity. Ideal Economy (Section 4) Hamilton’s dream of national greatness depended on the United States developing a strong economy. In 1790, the nation’s economy was still based mainly on agriculture. Hamilton wanted to expand the economy and increase the nation’s wealth by using the power of the federal government to promote business, manufacturing, and trade. In 1790, Hamilton presented Congress with a plan to pay off all war debts as quickly as possible. If the debts were not promptly paid, he warned, the government would lose respect both at home and abroad. Hamilton’s plan for repaying the debts was opposed by many Americans, especially in the South. Most southern states had already paid their war debts. They saw little reason to help states in the North pay off what they still owed. delegate somebody chosen to represent their state human nature human behavior that does not change over time public –spirited motivated by or showing concern for others in the community loose construction broad or flexible interpretation of the Constitution quarreling a disagreement Document 2 900L Performance Task/Essential Question Is conflict necessary for change? Background Information Reading Thomas Jefferson Personal Background (Section 1) Jefferson was born in Virginia to an old and respected family. One of ten children, he was gifted with many talents. As a boy, he learned to ride, hunt, sing, dance, and play the violin. Later, he carried a violin with him in all his travels. With land inherited from his father, Jefferson set himself up as a Virginia tobacco planter. Once he was established as a planter, Jefferson entered Virginia politics. As a politician, he lacked the ability to make stirring speeches. Instead, Jefferson spoke eloquently with his pen. His words in the Declaration of Independence and other writings are still read and admired today. View of Human Nature (Section 2) Jefferson’s view of human nature was much more hopeful than Hamilton’s. He assumed that informed citizens could make good decisions for themselves and their country. “I have so much confidence in the good sense of men.” Jefferson wrote when revolution broke out in France, “that I am never afraid of the issue [outcome] where reason is left free to exert her force.” Jefferson had great faith in the goodness and wisdom of people who worked the soil – farmers and planters like himself. “State a problem to a ploughman and a professor,” he said, and “the former will decide it often better than the latter.” Best Form of Government (Section 3) Democratic -Republicans had no patience with the Federalists’ view that only the “best people” should rule. To Democratic-Republicans, this view came close to monarchy, or rule by a king. Democratic-Republicans believed that the best government was the one that governed the least. A small government with limited powers was most likely to leave the people alone to enjoy the blessings of liberty. To keep the national government small, they insisted on a strict construction, or interpretation, of the Constitution. The Constitution, they insisted, meant exactly what it said, no more and no less. Any addition to the powers listed there, was unconstitutional and dangerous. Ideal Economy (Section 4) Like most Americans in the 1790s, Jefferson was a country man. He believed that the nation’s future lay not with Federalist bankers and merchants, but with plain, Democratic-Republican farm folk. “Those who labor in the earth,” he wrote, “are the chose people of God, if ever He had a chosen people.” Democratic-Republicans favored an economy based on agriculture. They opposed any measures designed to encourage the growth of business and manufacturing. human nature human behavior that does not change over time exert to make a strenuous physical or mental effort ploughman farmer strict construction limited interpretation of the Constitution unconstitutional not allowed by the Constitution Document 3 Performance Task/Essential Question Is conflict necessary for change? Procedures for Close Reading First Read While reading: 1. Circle any words you do not know. 2. Highlight or underline anything they read connected to the concept of equality. 3. Put a plus in the margin for paragraphs you understand and a question mark next to any paragraph that causes confusion. Second Read Your teacher will read the text aloud to you, defining any words you do not know. Third Read You will read the document again with a partner and answer the text dependent questions.