Washington to Monroe: January 5-8, 2016
Unit Overview:
Students will examine the growth of the new government by researching and evaluating the domestic
and foreign policies of George Washington, John Adams, Thomas Jefferson, James Madison and James
Monroe.
Unit Questions:
• What were the domestic and foreign challenges that the United States faced from 1796-1824?
• How did the first five presidents respond to the domestic and foreign issues during their presidency?
LEARNING EXPERIENCE: The Presidency of George Washington (5 days)
Preview
Complete and discuss the Characteristics of a President handout. Which characteristics apply to George
Washington? Share and discuss.
View and discuss the video clip from the History Channel, "George Washington’s Precedents" on the
Molding the New Republic Smore. You may have to scroll down to find the clip. As students view the
clip, they should take notes on the specific precedents set by Washington. After viewing the clip, discuss
the precedents highlighted in the video. ("So help me God" added to the Presidential oath, being called
Mr. President, image (physically fit), and leaves office after 2 terms.)
Questions to discuss:
Describe the precedents set by Washington.
How did these precedents influence the office of president?
Engage
Part 1 - Neutrality Proclamation
Discuss the idea of neutrality. Describe conflicts in which someone might take a neutral position. Share
ideas.
Using the text pgs. 243-245 and the internet, groups will research America's foreign policy in regards to
France. Assign student groups one of the following positions (with large classes, you may need to assign
each position to multiple groups):
(a) Americans who support the French Revolution;
(b) French citizens who believe that they should be able to use U.S. ports to attack the British;
(c) Advisors to President Washington who support U.S. neutrality.
Each group will prepare a list of reasons for their position and defend in a class discussion.
Reflection: In your opinion, can a country such as the United States become a world power and remain
neutral in international affairs?
Part 2 - The U.S. Economy
Students will complete the Settling the Economic Debt worksheet
Using the text, complete the column chart about Hamilton's economic plans.
Discuss the key points.
Help students understand the concept of protective tariff.
Reflection: Why were the establishment of the Bank of the United States and the collection of taxes
important to accomplishing Hamilton's plan?
Part 3 - The Development of Political Parties
View the short video clip of Hamilton and Jefferson debating the Hamilton's economic plan from HBO's
John Adams on the Molding the New Republic Smore.
Discussion questions:
Why did Hamilton believe that the future prosperity of the U.S. needed to be based on trade?
Why was Jefferson concerned about the federal government taking over the debts of the states?
What did Hamilton mean by the quote, "If men were angels, no government would be necessary?"
Give students the blank political cartoon. With a partner, create a thought bubble conversation that
correctly reflects the beliefs of Hamilton, Jefferson, and Washington regarding the bank. Share and
discuss student cartoon versions. Then, share the Mount Vernon organization version (teacher key
included). How did student versions compare to the Mount Vernon original?
In groups, complete the quote activity Who said it. Assign groups excerpts from the handout to
summarize and decide who the author is of each quote, Hamilton or Jefferson.
Reflection: Whose opinion about the Bank of the United States do you support? Justify your answer
with evidence.
Use the text pgs. 238-242 to investigate the differences between Hamilton and Jefferson. In pairs, create
a Poem for Two Parties. Present poems to the class. (Or use the Federalists vs. the Republicans G.O.)
Use the matching cards to check for understanding the differences between political parties.
Complete the writing reflection: In your opinion, which party is best equipped to lead the United States
into the 19th century?
Part 4 – Whiskey Rebellion
As a class, read about the Whiskey Rebellion. Be sure to review key vocabulary from the text such as
insurrection, pardon and suppress.
Talking points:
Why was the U.S. Government collecting taxes? (to create an income; to pay-off its debts)
How did the taxes affect Pennsylvania farmers? (reduced or eliminated their profit)
What precedents did Washington establish with this rebellion? (He exercised his authority as President
by sending the militia to stop the rioting.)
Complete a Venn diagram comparing and contrasting Shays Rebellion and the Whiskey Rebellion.
Reflection: Describe the similarities and differences between Shays Rebellion and the Whiskey
Rebellion.
Process
Read and analyze Washington’s Farewell Address using this learning experience. Create a bumper
sticker supporting or questioning Washington’s beliefs concerning political parties and foreign alliances.