February 17, 2009
LESSON PLAN by ___________Shawn Baker____________________
Lesson: ________New Threats from Overseas___________ Length ___50 min.__
Age or Grade Intended __8th__
Academic Standard(s):
8.4.9
Explain and evaluate examples of domestic and international interdependence
throughout United States history.
Example: Triangular trade routes and regional exchange of resources
Objective:
Students in U.S. history will explain and evaluate examples of domestic and interdependence
throughout the U.S.’s history by answering reading the section and answering the guided reading
questions with 85% accuracy.
Assessment:
To assess the students what they will do is read the section and then answer guided reading
questions.
Advanced Preparation:
Materials
1) Have copies of the complete notes and copies with fill in the blank spaces for students
who need it.
2) Have the overheads transparencies created.
3) Have an over head created with a map of northern Africa on it.
Presentation
- To get the student started try to have them locate Tunisia, Libya, Algeria, and Morocco
because they will be reading about those particular countries that at one time were the
Barbary States. For this lesson there is not anything that could be really fun to do as a
class so we will have to take some notes on the section. Hopefully the students will be
left with about 15 minutes or more to start class work but it will be homework if not
completed in class.
Procedure:
Step-by-step
1) Allow 5+ minutes for the warm up. This may take less than 5 minutes and could take
more. It all depends on if the students are good with their geography. Don’t take more
than 10 minutes with the warm up.
2) Use 10-12 minutes for notes. Have the students read the section quietly. Then have them
tell you the important pieces of information about each portion in the section. When they
get to the last section Jefferson tried embargo have them think of questions that they
would like to ask the president and write them down. The notes provided are more for
the teacher and those LD students who need them.
3) Come up with questions and interview. Give the students and extra 3 minutes (if needed)
to come up with questions for President Jefferson (The teacher) about why he ended up
getting Congress to pass the Embargo Act. Take about a total of 10-12 minutes for this.
4) Class work. The rest of the time can be used for class work. What isn’t finished will be
homework.
Closure
- Review the main points from today that we covered. Tell them to finish at home what
they didn’t finish in class, and that we will be in the lab tomorrow so get here on time so
we can leave right away.
Adaptations/Modifications:
For LD students. 1) Have them help you pass something out if you need to pass it out. 2) Have the
daily agenda on the board so they can follow the schedule. 3) Having some kind of notes for them
will help them to keep up with the teacher as he/she goes through them. 4) The more visuals you
can have the better, so try to find maps to show the areas we are talking about.
Bloom’s and Gardner’s
Bloom’s: There are four levels of Bloom’s in this lesson: knowledge, comprehension, analysis, and
application. Knowledge and comes in during the warm up activity, comprehension begins to take
place during the notes. When the students get to interview the President, Thomas Jefferson (Me or
a student volunteer) they will be applying what they know. The analysis takes place more during
the homework when they answer questions in their guided reading.
Gardner’s: The intelligences for this lesson are: Linguistic, intrapersonal, spatial, and
interpersonal. The linguistic comes in when the students come up with questions for President
Jefferson. Intrapersonal happens during the warm-up when the student has to know if they can
answer the question or not. Spatial intelligence happens during the notes when the student gains
the information to change their perceptions on the topic we are talking about. The interpersonal
happens during the interview, with the President.
Self-Assessment:
- What worked?
- What can I do differently?
This actually wasn’t a bad lesson. The students were able to use some thinking skills, and
participate. Instead of the teacher being Jefferson, I had students who wanted to try it so I let
them be Jefferson and the students in the audience asked them questions like it was a news
conference. This was a good lesson at letting the students see both side of the situation when
Jefferson had to create a foreign policy that was really unfavorable at the time. It forced our
“Jefferson” to think about why the real Jefferson did what he did and come up with answers to
the questions. I think what I can do next time is I can collect the students questions for a
participation grade. I noticed that it was about 5-8 students in each class grilling our Jefferson,
so to be sure everyone was thinking about the subject I could ask the students to write down their
questions and turn them into me after we are done.
Notes
- Trading around the world
o The trading the US did with foreign countries grew rapidly after
the Revolution.
 US traders were called Yankee traders.
 They were clever at what they did.
o Some cut ice from New England packed it in
sawdust and traded ice for silk in India.
 Empress of China was the first American ship to
trade with China.
 Yankee traders actually sailed along the California coastline
10 years before Lewis and Clark.
o Pirates from the Barbary States
 To keep from being attacked the US paid tribute to rulers
like Tripoli.
 In 1801, Tripoli increased his demands and Jefferson
refused.
 This caused Tripoli to declare war on the US.
 The US responded by blockading the port of Tripoli.
o The Philadelphia was capture after running a
ground.
 Stephen Decatur, a naval officer, and his crew set the
capture vessel on fire.
o Tripoli had planned to use the ship to attack
other American ships.
 In 1805, Tripoli signed a treaty promising not to interfere
with American ships.
- Neutrality is Violated
o France and Britain duke it out again in 1803.
 We at first profited from the conflict.
 American merchants traded with both sides and made huge
profits.
 Between 1805 and 1807 hundreds of American ships were
captured.
 The British needed more sailors so they forced
captured people into service, known as impressment.
- Jefferson tries Embargo
o He sought to avoid war like Washington and Adams.
 He hoped the embargo would cut off supplies that both
sides needed.
 Jefferson convinced Congress to use a total embargo on
foreign trade.
o The Embargo Act hurt not only Britain and France, but the US as
well.
 Imports of sugar, Tea, and molasses were cut off.
 $80 million in exports were lost.
o Some people resorted to smuggling to make money.
o Jefferson finally admitted that the Embargo Act had failed in
1809.
 Congress replaced it with a milder act. The Nonintercourse
Act.
 This allowed merchants in the US to carry on with
trade to all nations, expect Britain and France.
o Jefferson did not run for a 3rd term and James Madison became
the 4th President in 1808.