4)+The+New+Republic+(1789-1840)

== =Essential Question: What problems might a new nation face?= George Washington took office as the first President of the United States. He oversaw the creation of new federal departments and asked Alexander Hamilton to serve as secretary of the treasury. Soon two political parties began to take shape—the Federalists and the Republicans. Under Washington, the United States dealt with challenges from Native Americans in the Northwest Territory and from the British navy at sea. Later, political divisions grew bitter during the presidency of John Adams, as he struggled to keep peace with France.

The election of Thomas Jefferson to the presidency in 1800 marked the end of the Federalist era. Jefferson hoped to limit the federal government's power over the states and over the economy. Yet, he took the opportunity to double the size of United States by purchasing the Louisiana Territory from France. Then, Jefferson sent an expedition led by Meriwether Lewis and William Clark to explore this vast region. During Jefferson's presidency, disputes with Britain and with Native Americans in western territories continued. In 1812, conflicts with Great Britain and the Native Americans led to war. Although the War of 1812 did not resolve British-American disputes, many Americans considered the war a victory.

After the War of 1812, America entered a new period of national pride and identity. Yet, economic and cultural differences among the North, the South, and the West emerged, causing some conflict. On the international scene, a confident United States challenged European interest in the Americas by issuing the Monroe Doctrine. At the same time, democracy in the United States was on the rise as more adult white males could vote and hold office. Yet, women, African Americans, and Native Americas were excluded from suffrage and from political life. In 1824, Andrew Jackson became President, supported by those who saw him as the "People's President." As President, Jackson was a controversial figure, defying a Supreme Court ruling by ordering the forced removal of Native American nations from the Southeast. Jackson opposed the nullification of federal laws by states during the tariff crisis, and successfully blocked renewing the charter of the second Bank of the United States.





**__ Enduring Understanding: __**

 * ==== Under its new constitution, the United States grew stronger at home while striving to take its place in the world at large. ====

**__ Essential Questions: __**

 * ====== How did Americans respond to internal and external challenges? ======
 * ==== How did Jefferson and Madison deal with unresolved problems? ====
 * ====How did the nation reflect a growing sense of national pride and identity?====

__ **CT SOCIAL STUDIES/COMMON CORE LEARNING OUTCOMES** __

**Students wil be able to:**

 * ======**Create timelines and interpret the data in the timelines,**======
 * ======**Analyze how specific individuals and their ideas and beliefs influenced U.S. history. (Washington, Jefferson, Monroe, Jackson, Tecumseh)**======
 * ======**Examine the significance of Supreme Court precedents established during the Federalist era.**======
 * ======**Evaluate the impact of America's westward expansion on Native American nations. (The Battle of Fallen Timbers, Tecumseh's Confederation, The Trail of Tears, Seminole War)**======
 * ======**Analyze the connections between and among local, state and national events (The Hartford Convention).**======
 * ======**Evaluate U.S. influence on other cultures and world events. (War of 1812, Monroe Doctrine)**======
 * ======**Identify and analyze specific factors that promoted growth and economic expansion in the United States ( The Treaty of Granville, The Louisiana Purchase, Adams-Otis Treaty).**======
 * **Analyze the contributions and challenges of different cultural/ethnic groups in the United States over time. (African Americans, Native Americans).**
 * **Assess the impact of court cases that expanded or limited rights and responsibilities enumerated in the Constitution and the Bill of Rights (Worcester v. Georgia).**

**Standard 2:History/Social Studies Literacy**

 * ======**Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to History/Social Studies.**======
 * ======**Conduct a short research project based on a focus question, and demonstrating understanding of the subject under investigation.**======
 * ======**Delineate and evaluate the arguments and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sound.**======
 * ======**Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.**======
 * ======**Compare information on the same vent using a variety of primary sources.**======
 * ======**Analyze maps and charts to support conclusions about historical events.**======
 * ======**Write arguments using discipline-specific content.**======
 * ======**Write informative/explanatory texts, including the narration of historical events.**======
 * ======**Analyze the options available to an individual in an historical or contemporary situation.**======
 * ======**Determine the central ideas or information of a primary or secondary source and provide an accurate summary. (Dolly Madison).**======
 * ======**Identify aspects of a text that reveal an author's point of view or purpose and detect and analyze any propaganda, censorship and bias. (Tecumseh's Speech, 1813)**======
 * ======**Create written work that expresses a personal opinion on a historical event or social studies issue and support it with relevant evidence.**======


 * __Key Terms and People__ **


 * __Chapter 8__ **
 * inauguration
 * precedent
 * bond
 * speculator
 * unconstitutional
 * tariff
 * faction
 * James Madison
 * Thomas Jefferson
 * Alexander Hamilton
 * John Adams
 * Anthony Wayne
 * neutral
 * impressment
 * John Jay
 * alien
 * sedition
 * nullify
 * states' rights
 * Thomas Jefferson
 * Aaron Burr
 * John Marshall
 * judicial review

__** Chapter 9 **__
 * laissez faire
 * expedition
 * Meriwether Lewis
 * William Clark
 * continental divide
 * Zebulon Pike
 * tribute
 * Stephen Decatur
 * embargo
 * smuggle
 * Tecumseh
 * William Henry Harrison
 * nationalism
 * war hawk
 * blockade
 * Oliver Hazard Perry
 * Andrew Jackson
 * secede

__** Chapter 10 **__
 * capitalism
 * cede
 * Miguel Hidalgo
 * James Monroe
 * John Quincy Adams
 * self-government
 * suffrage
 * Andrew Jackson
 * caucus
 * nominating convention
 * Sequoyah

__Chapter 8: Launching a New Nation (Washington and Adams: 1789-1800)__
__Procedure:__

1. Reading Readiness Guides:
 * K-W-L Chart on George Washington and the establishment of the federal government.
 * Anticipation Guides on the origins of the political parties, the challenges facing George Washington's administration and John Adams, the second president of the United States.

2. Instruction
 * Students will read the Chapter 9 and take Cornell Notes.
 * They will then complete Chapter 9 Section Review Questions and "Chart and Map Analysis" skill activities.
 * Correct together as a class.
 * Students will complete instructional resources "Debating the National Banks" [Analyzing a Primary Source]; A Biography of Martha Washington [ Biography/Linking Past to Present] and "Debating the Alien Act." [ Comparing Viewpoints]

3. Assessment:
 * Using their Cornell notes, students will take a open notes quiz on "The Presidency of Washington & Adams."

**__Chapter 9: The Era of Thomas Jefferson (Jefferson & Madison:1800-1815)__**
__Procedure:__

1. Reading Readiness Guide:
 * Anticipation Guide: How much do you think you know about Jefferson's presidency?
 * K-W-L: What do You Already Know About the Louisiana Purchase?
 * Anticipation Guide: How much do you think you know about the period before the War of 1812?
 * Anticipation Guide: How much do you think you know about the War of 1812?

2. Instruction
 * Students will read Chapter 10 and take Cornell Notes.
 * They will then complete Chapter 10 Section Review Questions and complete "Chart & Map Analysis" skill activities.
 * Students will complete instructional resources: 'Jefferson's Inaugural Address" [Analyze a primary Source], "Jefferson's Conflicts Overseas." [Creating A Chart/Identifying Cause and Effect] and "Tecumseh's Speech" [Detecting Historical Point of View][[file:Creating a Chart_Jeffersons Conflicts Overseas.rtf]][[file:Dolly Madison_Primary Source.rtf]][[file:Detecting Historical Biases_Tecumseh.rtf]]
 * Structured Academic Controversy: Did Lewis and Clark treat the Native Americans with respect?

3. Assessment:
 * Using Cornell Notes, the students will take an open notes quiz on "The Era of Thomas Jefferson"
 * Students will create and analyze a Map on the Louisiana Purchase.

2. Instruction: =__Chapter 10: A Changing Nation (Adams, Jackson, Van Buren & Harrison: 1815-1840)__=
 * Students will learn the history behind and sing 'The Start-Spangled Banner."

__Procedure__:

1. Build Background Knowledge:
 * Anticipation Guide: "Building A National Identity"
 * Anticipation Guide: "Dealing with Other Nations."
 * Anticipation Guide: "Indian Removal"
 * Anticipation Guide "States' Rights"



2. Instruction:


 * Students will read Chapter 11 and take Cornell notes.
 * They will then complete Section Review Questions and complete "Map & Chart Analysis" skill activities.
 * Correct together.
 * Students will read OLD TEXTBOOK reading assignment on "The Seminole Indians & Fort Negro "
 * Students will then watch youtube video (teacher created) on "Fort Negro: Freedom in Florida" and discuss.

media type="youtube" key="386Rl_qnDQg" height="315" width="420"

Questions to Consider:

1. Why did runaway slaves and Seminole Indians from Georgia go to Florida? 2. What happened to runaway slaves in Florida if recaptured? 3. What did white farmers and planters who lived in north of Fort Negro worry about? 4. Why were the Spanish not able to control Florida? 5. Do you think that the state of Florida should make Fort Negro a memorial to African Americans? Why

3. Assess:
 * Students will take an open notes quiz on "A Changing Nation"
 * Students will complete and analyze a map of The Removal Act of 1830.





__Directions__: 1. Locate and label each state outlined on the map, the Mississippi River, and the Gulf of Mexico. 2. Use different colors or patterns to label and/or shade the areas where the following Indian nations lived before 1830 (p. 340 in OLD text):


 * Seminole
 * Creek
 * Choctaw
 * Cherokees
 * Chickasaw
 * Shawnee
 * Miami
 * Potawatomi

3. Shade the area given to the Indians and label it 'Indian Territory." 4. Using matching colors of patterns, show the routes each Indian nation traveled to the Indian territory. 5. Create a key in the blank box. 6. Answer the following questions on the back of the map.
 * 1) In which states did the Cherokee live before 1830?
 * 2) Which Indian nations lived in the Great Lakes area before 1830?
 * 3) Which Indian nation had to cross the Gulf of Mexico after 1830?
 * 4) Which Indian nation lived in Mississippi before 1830?
 * 5) In which general direction do all the Indians have to move after passage of the Indian Removal Act?
 * 6) Why did Congress choose the specific site that they did for Indian Territory?

media type="youtube" key="FldE2iH0HiQ" height="315" width="560"
 * Students will watch PBS Documentary "We Shall Remain: The Trail of Tears"
 * Students will complete [|Discussion Questions].





Structured Academic Controversy: Indian Removal Act: Was it Justified?
1. Introduction of lesson, objectives, overview of SAC procedure (15 minutes)

2. SAC group assignments (30 minutes)
 * Assign groups of four and assign arguments to each team of two.
 * In each group, teams read and examine the Document Packet.
 * Each student completes the preparation part of the Capture Sheet ( 3 2), and works with their partner to prepare their argument using supporting evidence.
 * Students should summarize their argument in # 3.

3. Position Presentation (10 minutes)
 * Team 1 presents their position using supporting evidence recorded and summarized on the preparation part of the Capture Sheet (# 2 and # 3) on the Preparation matrix. Team 2 records Team 1's argument in # 4.
 * Team 2 restates Team 1's position to their satisfaction.
 * Team 2 asks clarifying questions and records Team 1's answers.
 * Team 2 presents their position using supporting evidence recorded and summarized on the preparation part of the Capture Sheet (# 2 and # 3) on the Preparation matrix. Team 1 records Team 2's argument in # 4.
 * Team 1 restates Team 2's position to their satisfaction.
 * Team 1 asks clarifying questions and records Team 2's answers.

4. Consensus Building (10 minutes)
 * Team 1 and 2 put their roles aside.
 * Teams discuss ideas that have been presented, and figure out where they can agree or where they have differences about the historical question.

5. Closing the lesson (15 minutes)
 * Whole group discussion
 * make connection to unit

Assessment: Class observation on SAC discussions:

RUBRIC

1. Are you practicing active listening? 2. Are you challenging ideas, not each other? 3. Are you trying your best to understand th eother positions? 4. Are you sharing the floor?: (each person in a pair MUST have an opportunity to speak) 5. Are you making sure you're not disagreeing until consensus-building as a group of four has taken place?