FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: December 7-8
M T W TH F
John Adam’s Presidency
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
5A: describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a
military, creating a stable economic system, setting up the court system, and defining the authority of the central government
5C: explain the origin and development of American political parties
5E: identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell
Address and the Monroe Doctrine
21A: identify different points of view of political parties and interest groups on important historical and contemporary issues
U.S. History Textbook
Colonization through
Reconstruction pp.
(285-289)
Interactive Timeline:
Relations with France
(p. 286)
Analyze Political
Cartoon (p. 286)
Interactive Chart:
Hamilton, Adams, or
Jefferson (p. 287)
22A: analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John
Analyzing Data
(p. 288)
Marshall, and Abraham Lincoln
Digital Activity: An
Elected President’s
Decision (p. 289)
Digital Lesson Quiz:
(p. 289)
Objective/Key Understanding:



Explain Adams’s foreign policy.
Describe the controversy over the Alien and Sedition Acts.
Explain why Congress decided the election of 1800 and how that
election set a precedent.
Introduce Vocabulary Activity (p. 285)
XYZ Affair
Alien and Sedition Acts
Kentucky and Virginia resolutions
frigate
states’ rights
sedition
nullify
Rigor & Relevance: (Real World Connection)
Informal Assessment Questions 1-5 (p. 289)





Summarize the XYZ Affair.
Why did Federalists pass the Aliens Act?
What likely would happen today if someone introduced a bill in Congress that was similar to the Sedition Act, why?
How did the Federalists contribute to shaping the United States as we know it today?
Critical
Describe the important change in the Constitution that was prompted
by theWriting
resultsPrompt:
of the election of 1800?
Stop & Check for Understanding—High Level Questions



Why did many Federalists support a war with France?
What did some states argue after the Alien and Sedition Acts became law?
Why did the House of Representatives have to decide the 1800 election?
Small Group Purposeful Talk Question Stems
Escalating Conflict with France (p. 286-287)
Describe Adams’s foreign policy and explain what it revealed about his leadership qualities.
Pair students to use the See-Wonder-Think Strategy to analyze the political cartoon. Students will answer the following:
 What do you see?
 What does that make you think?
 What are you wondering about now that you’ve seen this?
 What do you think about Adams’s foreign policy in light of public opinion toward the French.
The Alien and Sedition Acts (p. 287-288)
 How did Adams’s foreign policy differ from the approaches favored by Hamilton and Jefferson?
 Review the definitions of alien-foreigner-and sedition-stirring up rebellion against a government. Have students summarize both the Alien Acts and the Sedition
Act in their own words.
An Important Presidential Election (p. 288-289)
 Review how the Electoral College votes for president. Explain that in 1800, the college did not vote separately for President and Vice President.
 Why did Adams’s foreign policy cause a split in the Federalist Party?
 Examine the photo of the Kentucky Resolution, predict why the legislature would have printed its resolutions.
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Timeline: Relations with France (p. 286)
Project the Interactive Timeline: Relations with France (p. 286) and click through the events. Discuss why relations with France deteriorated as a result of the Jay
Treaty and the XYZ affair.
 How did the Treaty of Mortefontaine affect the two nations?
 Describe Adams’s foreign policy and explain what it revealed about his leadership qualities
Analyze Political Cartoon (p. 286)
Review the cartoon on page 286. In this cartoon depicting the XYZ Affair, a five-headed monster demands a bribe from three Americans.
 What details in the cartoon reflect the cartoonist’s attitude toward the French?
Interactive Chart: Hamilton, Adams, or Jefferson (p. 287)
Project the Interactive Chart: Hamilton, Adams, or Jefferson (p. 287) and click through the tiles.
 How did Adams’s foreign policy differ from the approaches favored by Hamilton and Jefferson?
Analyzing Data (p. 288)
Review the chart, The Election of 1800, on page 288.
 Based on the data shown, what explains the controversy over the electoral system that erupted after the 1800 presidential election?
Digital Activity: An Elected President’s Decision (p. 289)
Project the Digital Activity: An Elected President’s Decision (p. 289). Have students write and discuss paragraphs explaining whether they agree or disagree with
Adams’s decision to avoid war.
Digital Lesson Quiz: (p. 289)
Assign the Digital Lesson Quiz. Pose these questions to the class. In John Adams’s Presidency, you read about Adams’s leadership, the foreign and domestic problems
he faced, and the development of political parties during his presidency.
 How did Adams’s foreign policy show continuity and change compared to Washington’s foreign policy?
 Why do you think Adams failed to win reelection in 1800?
Engage
~Have students preview the lesson objectives and the list of key terms (p.285). Use the Editable Presentation found on the digital course to present the
main ideas of the lesson (p. 285).
Complete the Start Up Activity on p 285. Tell students that John Adams took office as the second President of the United States at a time of increasing
tensions between the political parties as well as threats of war with France and Britain.
Ask students, If you had seen the new President tremble upon taking office, what would you have thought about him?
Tell students that in this lesson they will be learning about John Adams’s presidency, including his leadership qualities, his foreign policy, and the major
domestic problems he faced.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
Explore



Explain
Elaborate
Evaluate
Escalating Conflict with France (p. 286-287)
The Alien and Sedition Acts (p. 287-288)
An Important Presidential Election (p. 288-289)
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Tell students that in this lesson they will be learning about John Adams’s presidency, including his leadership qualities, his foreign policy, and the major
domestic problems he faced.
Escalating Conflict with France (p. 286-287)
 Once again, Americans called for war, this time against France. To avoid war, Adams sent diplomats to Paris to discuss the rights of Neutral
nations.
The Alien and Sedition Acts (p. 287-288)
 In 1798, during the crisis with France, Federalists pushed several laws through Congress. These laws were known as the Alien and Sedition Acts.
An Important Presidential Election (p. 288-289)
 By 1800, the war cry against France was fading. As the election neared, Democratic Republicans focused on two issues. First, the y attacked the
Federalists for raising taxes to prepare for war. Second, they opposed the unpopular Alien and Sedition Acts.
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 289). Teachers can also opt to have students demonstrate mastery by responding to the following
questions on paper:
 Summarize the XYZ Affair.
 Why did Federalists pass the Aliens Act?
 What likely would happen today if someone introduced a bill in Congress that was similar to the Sedition Act, why?
 How did the Federalists contribute to shaping the United States as we know it today?
 Describe the important change in the Constitution that was prompted by the results of the election of 1800?
TEACHER:
CLASS: 8th Grade
DATE: December 9-11
M T W TH F
FRAME THE LESSON
Jefferson’s Presidency
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1C: explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact;
1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War
5A: describe major domestic problems faced by the leaders of the new republic such as maintaining national security, building a military, creating a
stable economic system, setting up the court system, and defining the authority of the central government
5E: identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe
Doctrine
U.S. History Textbook
Colonization through
Reconstruction
pp. (290--303)
Analyze Information (p.
292)
Analyze Maps (p. 296)
Make Predictions (p.
297)
6E: identify areas that were acquired to form the United States, including the Louisiana Purchase
10C: analyze the effects of physical and human geographic factors on major historical and contemporary events in the United States
14A: explain why a free enterprise system of economics developed in the new nation, including minimal government intrusion, taxation, and property
rights
Interactive Map:
Expansion and
Exploration (p. 297)
18A: identify the origin of judicial review and analyze examples of congressional and presidential responses
Interactive Chart:
Jefferson’s Goals and
Policies
(p. 300)
18B: summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and
Gibbons v. Ogden
Analyze Maps (p. 300)
21A: identify different points of view of political parties and interest groups on important historical and contemporary issues
22A: analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham
Lincoln
Digital Activity: The
Impact of Judicial
Review (p. 302)
Analyze Data (p. 303)
Digital Lesson Quiz (p.
303)
Objective/Key Understanding:




Explain why Jefferson acted to limit the size of the federal government.
Describe the significance and effects of Marbury v. Madison.
Identify the cause and effects of the Louisiana Purchase.
Describe the discoveries of Lewis, Clark, and Pike.
Rigor & Relevance: (Real World Connection)
Introduce Vocabulary Activity (p. 290)
Laissez faire
Free-enterprise system
Pinckney Treaty
Nonintecourse Act
John Marshall
Louisiana Purchase
Marbury v. Madison
continental dividetribute
judicial review
embargo
Embargo Act
expedition
James Madison
smuggling
impressment
Informal Assessment Questions 1-5 (p. 303)
 Summarize Jefferson’s economic policies.
 What might have been considered surprising about John Marshall’s action in establishing judicial review?
 Why do you think President Jefferson, who believed in a strict interpretation of the Constitution, decided that the President had the power to buy land when that was not
mentioned in the Constitution?
 How were the Lewis and Clark expedition and the Pike expedition similar and different?
 Why was the Embargo Act so unpopular?
Stop & Check for Understanding—High Level Questions






How would you define Jefferson’s idea of government?
Critical Writing Prompt:
Why is the Supreme Court case Marbury v. Madison significant?
Why was the port of New Orleans important to many Americans?
Why did President Jefferson want Lewis and Clark to treat Native Americans fairly on their journey?
Why were Britain and France seizing American ships?
Why did Americans turn against the Embargo Act?
Small Group Purposeful Talk Question Stems
Jefferson’s Leadership Redefines Government (p. 291-292)
 How did Jefferson’s policies contribute to the development of a free-enterprise system in the new nation?
 Give at least three examples of how Jefferson redefined the authority of the central government following Adam’s presidency.
Landmark Supreme Court Cases (p. 292-294)
 Summarize the issues, the decision, and the significance of Marbury v. Madison.
 Describe the leadership qualities of John Marshall as an appointed leader, providing evidence for support.
 Identify the origin of judicial review.
 What were the congressional and presidential responses to judicial review during Jefferson’s presidency and how did the affect the court’s power?
The Louisiana Purchase (p.294-296)
 Describe the contributions of James Monroe to the expansion of the United States.
 How did the Louisiana Purchase enable leaders of the new Republic to maintain national security?
 What factors caused Jefferson to purchase the Louisiana Territory?
Exploring the Louisiana Territory (p. 297-300)
 How did Lewis and Clark’s expedition impact U.S. expansion?
 Pair students to use the Audio Tour Strategy to locate places of importance
Americans Shipping Faces Challenges (p. 300-302)
Have students Take a Stand on the following question:
 Were Jefferson’s efforts t maintain national security and create a stable economic system during his presidency successful?
 Describe Jefferson’s foreign policy.
A Painful Embargo (p.302-303)
 Do you think Jefferson’s Embargo Act reflected a free-enterprise system of economics?
 Identify the different points of view of both Democratic Republicans and Federalists toward the Embargo Act
Online Resources, Analyzing Maps and Charts & Digital Activity
Analyze Information (p. 292)
Review the web on page 292.
 How do Jefferson’s first actions as President reflect his political views?
Analyze Maps (p. 296)
Review the map on page 296.
 How did the Louisiana Purchase change the territory of the United States?
Make Predictions (p. 297)
Review the map on page 297. The Lewis and Clark expedition helped Americans learn more about the West.
 How might westward expansion lead to conflict with other nations?
Interactive Map: Expansion and Exploration (p. 297)
Project the Interactive Map: Expansion and Exploration (p. 297) and click through the layers. Identify the areas of the Louisiana Purchase explored by Lewis, Clark,
and Pike.
 How did Lewis and Clark’s expedition impact U.S. expansion?
Interactive Chart: Jefferson’s Goals and Policies (p. 300)
Project Interactive Chart: Jefferson’s Goals and Policies (p. 300) and read through Jefferson’ goals and policies.
 Describe how Jefferson addressed domestic problems such as creating a stable economic system, maintaining national security, and defining the authority of
the central government.
 Give an example of how the acquisition of new areas through the Louisiana Purchase affected the U.S. economy.
Analyze Maps (p. 300)
Zebulon Pike explored the Louisiana Purchase and Spanish territory.
 What prominent geographic feature may have influenced Pike’s route?
Digital Activity: The Impact of Judicial Review (p. 302)
Project the Digital Activity: The Impact of Judicial Review (p. 302). Have students fill in the chart and explain to a partner how the ruling affects the country today.
Digital Lesson Quiz (p. 302)
Assign the Digital Lesson Quiz. Pose these questions to the class: In Jefferson’s Presidency, you read about the significance of the Louisiana Purchase and the
landmark Supreme Court case Marbury v. Madison.
 What areas acquired through the Louisiana Purchase allowed the United States to better maintain its national security?
 Why is Marbury v. Madison considered such a significant Supreme Court case?
Analyze Data (p. 303)
Review the information from the data table, America Imposes a Trade Embargo, of page 303.
 Cite data that explains why Congress cancelled Jefferson’s Embargo Act in 1809.
Engage
~Have students preview the lesson objectives and the list of key terms (p.290). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 290).
Complete the Start Up Activity on p 290. Tell students that one early Supreme Court case established the principle of judicial review-the power of the Supreme Court to
decide whether the acts of a President or laws passed by Congress are constitutional.
How do you think judicial review would affect the relationship between Congress, the President, and the Court?
Tell students that in this lesson they will be learning about the significance of the Louisiana Purchase of 1803 and the issues and significance of the landmark Supreme
Court case Marbury v. Madison.
Explore
Explain
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
 Jefferson’s Leadership Redefines Government (p. 291-292)
 Landmark Supreme Court Cases (p. 292-294)
 The Louisiana Purchase (p.294-296)
 Exploring the Louisiana Territory (p. 297-300)
 Americans Shipping Faces Challenges (p. 300-302)
 A Painful Embargo (p.302-303)
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
~ Tell students that in this lesson they will be learning about the significance of the Louisiana Purchase of 1803 and the issues and significance of the landmark Supreme
Court case Marbury v. Madison.
Jefferson’s Leadership Redefines Government (p. 291-292)
 In his inaugural address, Jefferson tried to calm Federalists’ fears. He promised that, although the Democratic Republicans were in the majority, he would not
treat the Federalists harshly. He wanted to change their policies. In his view, the Federalists had made the national government too large and too powerful.
Landmark Supreme Court Cases (p. 292-294)
 The election of 1800 gave Democratic Republicans control of Congress. Federalists, however, remained powerful in the courts.
The Louisiana Purchase (p.294-296)
 The United States overcame a number of challenges in its early years, including creating a stable economic system, setting up the courts, and defining the
authority of central government.
Exploring the Louisiana Territory (p. 297-300)
 Few Americans knew anything about the Louisiana territory. In 1803, Congress provided money for a team of explorers to study the new lands. Jefferson chose
Meriwether Lewis, his private secretary, to head the expedition, or long voyage of exploration. Lewis asked William Clark to go with him.
Americans Shipping Faces Challenges (p. 300-302)
 After the Revolution, American overseas trade grew rapidly. Ships sailed from New England on voyages that sometimes lasted three years. President
Jefferson’s foreign policy during this time centered around protecting American shipping.
A Painful Embargo (p.302-303)
 Jefferson knew that the small American fleet was no match for the powerful British navy. Like Washington and Adams, he sought a foreign policy that would
avoid war.
Elaborate
Evaluate
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 303). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 Summarize Jefferson’s economic policies.
 What might have been considered surprising about John Marshall’s action in establishing judicial review?
 Why do you think President Jefferson, who believed in a strict interpretation of the Constitution, decided that the President had the power to buy land when that
was not mentioned in the Constitution?
 How were the Lewis and Clark expedition and the Pike expedition similar and different?
 Why was the Embargo Act so unpopular?