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Published on January 2017 | Categories: Documents | Downloads: 3 | Comments: 0



Jefferson v. Hamilton Lesson Plan Student Objectives/Student Outcomes: Students will build upon the prior day’s information about the Executive Cabinet departments by analyzing the very specific policies and actions of Treasury Secretary Alexander Hamilton and Secretary of State Thoma s Jefferson. Students will understand the difference between enumerated and implied powers through an activity in which they will list powers that follow into each category. 

Content Standard: Illinois State Standard 16.B.4 : Identify political ideas that have dominated United States historical eras.

Materials/Resources/Technology: Computer/ Smartboard Textbooks - The American Vision: Illinois Edition Audio and text copies of lyrics to “Epic Rap Battles: Hamilton vs. Jefferson” Copies of 1789 U.S. Map    

Teacher’s Goals : 

To make apparent the long history of political division in the United States and the  precursors to the modern Democrat and Republican parties.

Schedule: Minutes 0-15 –  0-15 – Start of Class: Students will engage in a think-pair-share activity in which they first individually write down one fact and one question about the prior day’s material about the cabinet. Then they will discuss their facts and questions with a  partner, and the remaining unanswered questions will then be shared with the class. Minutes 16-30 –  16-30 – Lesson Instruction: Copies to the lyrics of “Epic Rap Battles: Hamilton vs. Jefferson” will will be handed out and the audio will be played. Students will be asked to listen for information about the areas in which Hamilton and Jefferson disagreed and to write down the answers. answers. As a whole group, the class will read pages 212-214 of the textbook, with volunteers or the instructor reading. Students will be prompted to take notes on the material that is read. Minutes 31-55 - Assessment/ Checks for Understanding: Following the class reading from the textbook, students will individually answer questions 3, 5, 6, and 7 from page 214. Students will also be be given a map of late 1700s America, America, and they will identify which states were likely to be in favor of the National Bank. Self-Assessment: The students will turn in their answers to the questions from the textbook, and these will be graded for accuracy and effort. The quality of these responses will be assessed to determine the extent to which the day’s material needs to be reviewed reviewed or re-taught. Students will also be asked to turn in their original original questions from the think pair-share activity to check for unasked or unanswered questions that some of the students may have. 

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