Lesson Plan: January 25-29
LEARNING EXPERIENCE: The Presidency of Thomas Jefferson (4 days)
View the video clip about Thomas Jefferson from The Presidents series.
What was important about the election of 1800? (the press played a big role; the peaceful transfer of
power between different parties)
What did Jefferson mean when he said, “We are all Federalists, We are all Republicans?” (he was trying
undo the damage done by the campaign; he wanted to unite the country)
How did Jefferson feel about the powers of government? (government is best that governs least)
How did Jefferson deliver this annual message to Congress? (delivered written messages)
What was the defining moment of Jefferson’s presidency? (the Louisiana Purchase)
What was ironic about Jefferson’s financing of the Louisiana Purchase? (he used Hamilton’s economic
plan, a plan he had been a critic of)
What international crisis happened during his second term? (the fighting between France and England)
Why did Jefferson pass the Embargo Act? (stopped all foreign trade)
In your opinion, how did the Embargo Act hurt the American economy? (no trade, no money)
Part 1 – Jefferson and Free Enterprise
Ask students to think about recent events in which they would have spent money. How was the idea of
choice reflected in their purchase? Discuss the fact that all people make choices when they are
purchasing a product of some kind (candy, a new bike, etc.) or a service (baby sitting, watering plants,
walking the dog, etc.) Stress the differences between goods and services.
Discuss the issue of choice in our economy. People can work at the jobs that they choose, can decide
where they will rent an apartment or buy a house, and can decide what products they will buy when
they go to the grocery store. Explain that all people around the world don't have free choice with their
economic activities. Explain that, in the United States, we have a free enterprise system or a market
economy. In a market economy, individuals depend on supply, demand, and prices to determine the
answers to the four economic questions:
What to produce?
How to produce?
How much to produce?
Whom to produce for?
Move the discussion to text p. (New Economic Policies section) to introduce Thomas Jefferson and
laissez faire/free market.
As a class, read and discuss the characteristics of free enterprise. Place students into groups to apply
the characteristics of free enterprise to a series of scenarios. Students will read the scenarios to decide if
the scenario is example of free enterprise and determine which free enterprise characteristic is
represented in the scenario. The first two scenarios have been completed as examples. The teacher key
is included.
To manage time during this activity, teacher could assign groups specific scenarios to analyze. Share and
discuss student responses to the scenarios.
Student groups will develop one modern day example of free enterprise, using one or more of the
characteristics. Share and discuss.
Reflection: Describe the benefits of a free enterprise system. Why did President Jefferson think a free
enterprise system was best for the U.S. economy?
Part 2 – The Louisiana Purchase (1803)
Use the PowerPoint to review the differences between political parties. Have students answer the
prompts on the slide before revealing the answers. This learning experience will focus the implication of
2 key differences – the interpretation of the Constitution and alliances to foreign nations and their
relationship to the Louisiana Purchase.
View the video about the Louisiana Purchase on the Molding the New Republic Smore.
After viewing the clip display the map from the PowerPoint. With a partner, complete the sentences
from slide 2. Share and discuss student responses.
Next, display the Louisiana Purchase timeline on slide 2.
Discussion questions:
Why did the United States want New Orleans? (Shipping port)
How could the purchase of New Orleans affect the U.S, economy? (Increased revenue from trade)
Would most Americans have supported the purchase of more land? (Yes, it would allow for expansion)
Who might have been against the Louisiana Purchase? (Some Federalists)
How could the Louisiana Purchase hurt Great Britain? (Gave France money to support their war effort)
With a partner, students will use a graphic organizer to analyze six primary sources addressing the
purchase of the Louisiana Territory. Share and discuss student observations about the oppositions and
constitutionality of the purchase. Answer the discussion question on slide 4.
Part 3 – John Marshall and The Supreme Court
Present the scenario from slide 1 of the PowerPoint. Share and discuss student responses to the
questions.
As a class read Setting Scene from the Marbury v. Madison reading. Discuss the questions from slide 2.
Follow the same process with the remaining sections of the reading with slides 3-4.
Using slides 5-6, have students identify the branches of government in the images. This quick
assessment will help teachers check for understanding.
To process the learning experience, students will complete the cartoon analysis and a Facebook posting
about Marbury v. Madison.
Use the reading, Chief Justice John Marshall and Key Supreme Court Decisions, to complete the graphic
organizer. Share and discuss student responses.
Reflection: How did John Marshall’s court decisions shape the Judicial branch?
Process
With a partner, read and discuss the handout about American neutrality and the Embargo Act. Analyze
and discuss the chart, U.S. Export Earnings 1800-1812. Students should answer the following:
1. What 19th-century professions might have been affected by the embargo?
Responses should include:
•
merchants, skilled craftsmen (silversmith, tailor, gunsmith, wheelwright, blacksmith, milliner)
•
shipping workers (ship captains, sailors, dock workers)
•
fishermen (cod fishermen, whalers)
•
farmers (cotton, wheat, tobacco)
•
trappers (furriers)
•
northern textile manufacturers
2. Describe the impact of the embargo on the daily lives of workers and their families.
Responses may include loss of income, less money to purchase goods and services, failed businesses,
increased dependence on American businesses, increased illegal smuggling to from other countries.
Finally, students will grade the actions of Thomas Jefferson by creating a report grade with grade
justifications (included in handout).