UMUC MAT Program

Annotated Lesson Plan

Format
Name: Christine Nolan

Grade: 8

Unit: 4, Chapter 11
50 mins

Time Allotted:

Lesson Topic: Political Developments in the Early Republic

Context for Learning:
Students are familiar with the issues that plagued the
United States when it first developed as a nation from the
previous unit they studied on the development of the U.S.
Constitution. In this developmental lesson, students will
develop an understanding of how the Federalist and
Republican visions for the United States differ. Students
will use their learning from this lesson during the next
several units as they deepen their understanding of how
differing viewpoints on various policies in the United
States affect the nation. Application of this knowledge will
be addressed in future lessons on this topic culminating
with the crisis of the Election of 1800. Connections will be
made to the current Presidential election. Technology
available in the classroom will include white board
projections with links to several application resources and
4 computer terminals for student use. The classroom
arrangement includes 6 groups of desks facing each other
each containing of 5 desks per group.
Students will learn how Hamilton and the Federalists

favored a strong national government and how Jefferson

and the Republicans championed states rights.
As students learn about the administrations of the early
U.S. Presidents, they will analyze primary source
documents for central ideas and point of view in order to
apply them to primary sources referenced throughout the
duration of the course and to, develop topics using
evidence in their writing.
Curriculum and SPA Standards Addressed:
Maryland Content Standards:
1.0.A.1Political Science: Investigate the evolution of the
U.S. political system as expressed in the United States
Constitution
1.0.C.1 Political Science: Examine the impact of
governmental decisions on individual rights and
responsibilities in the United States
5.0.B.1History: Analyze the growth and the development
of the United States
C3 Framework Standards:
D2.His.2.6-8. Classify series of historical events and
developments as examples of change and/or continuity.
D2.His.3.6-8. Use questions generated about individuals
and groups to analyze why they, and the developments
they shaped, are seen as historically significant.
D2.His.14.6-8. Explain multiple causes and effects of
events and developments in the past.
Common Core State Standards:
CCSS.RH.6-8.1: Cite specific textual evidence to support
analysis of primary and secondary sources.

CCSS.RH.6-8.2: Determine the central ideas or

information of a primary or secondary source; provide an
accurate summary of the source distinct from prior
knowledge or opinions.
CCSS RH.6-8.4 Students will review key vocabulary words
from past lessons as well as words that provide emphasis
to the topic.
CCSS.RH.6-8.6: Identify aspects of a text that reveal an
authors point of view or purpose (e.g. loaded language,
inclusion, or avoidance of particular facts)
CCSS.ELA-Literacy.WHST.6-8.2: Write
informative/explanatory texts, including the narration of
historical events, scientific procedures/ experiments, or
technical processes.
CCSS.ELA-Literacy.WHST.6-8.2.B: Develop the topic with
relevant, well-chosen facts, definitions, concrete details,
quotations, or other information and examples.
VSC Objective 1.1.2: The students will monitor
understanding while reviewing maps, reading historical
text, and/or viewing or listening to a text.
VSC Objective 1.1.3: The student will confirm
understanding after reading, viewing, and/or listening to
a text by completing drills.
Cognitive/Affective Objectives:
Cognitive Objectives:
The student will be able to reflect on their current
knowledge of the political system of the Untied States
since the Revolutionary War to early 1800s. The students

will be able to identify, interpret and infer the context of

political parties when viewing a video clip from
History.com.
The students will apply this context while working in
groups in the classroom regarding individuals within
specific political parties and the ideals of each political
party. As groups, the students will analyze the
differences and beliefs of each party through the use of
graphic organizers
Affective objectives:
The students will draw from their knowledge of the
Constitutional Convention, the Articles of Confederations
and the Bill of Rights as well as the context created by a
BrainPop video clip, gain an understanding of the impact
various political parties had on the shaping of the
government.
As students learn about the early administrations of U.S.
Presidents, they will analyze primary source documents
(Federalists Papaers) for central ideas and point of view in
order to apply them to primary sources referenced
throughout the duration of the course and to develop
topics using evidence in their writing.
The crisis of the Election of 1800 will be previewed in a
video, discussed and eventually evaluated in a future
lesson. Further, the students will learn and be able to
explain why the Constitution is a living document and
why it can be amended. Students should understand the
amendment process (specifically how it reflects
federalism). Also, students should begin to understand
the impact of politics on government action.

Materials: Each student will view a map of the United

States in 1796-1800, and will have graphic organizers. A
classroom white board with computer that will allow the
projection of video clips. The following handouts will be
needed: map of the United States in 1796-1800, excerpt
from National Archives of the Federalists Papers, video
from History.com, and connection to BrainPop.. Each
student will need a notebook, loose-leaf paper, or
electronic device for note taking.
Proactive Behavior Management:
Students will be greeted at the door daily and will already
understand the procedures for getting out of the their
seats (hands up with 1, 2 or 3 fingers to identify their
request for bathroom, water, or pencil sharpener). They
will know to look at the whiteboard for their warm-up
exercise. There will also be a 3 standard sentences for
them to read every day:
Good morning, today's lesson is about....for this
lesson: developing an understanding of how the
Federalist and Republican visions for the United States
differ...
Today, you will be able to .....for this lesson: identify
important historical figures associated with the
Federalists and Republicans parties in 1796-1800. and
understand the different concepts of each party.
Agenda....for this lesson:
Warm -up
Interest Connections

Video
Graphic Organizer - group collective learning
Brain Pop
Column organizer - group collective learning
Split into 2 groups for review
Hand in organizers
Exit ticket for grade
A discussion on maturity and dedication to tasks will
occur before the start of this curriculum. A reminder of
classroom rules, SLANT, participation, respectful options
for asking questions, and signals for request for help or a
break will be reviewed. A discussion on the significance of
this lesson as it relates to all Americans and the scene
and timeframe in history that I want them to consider
themselves to be in will also be addressed.
Provisions for Student Grouping:
I will assign groups based on the current placement of
desks and assigned seats to initially reduce movement
distractions for time consideration. The sizes of the
groups may be adjusted to meet the requirements of the
project or personality conflicts. If necessary, I will split the
groups based on my knowledge of each students ability
level and personality. I will have an obviously idea which
students would be ideal group-mates or not, so this will
not be a chaotic procedure that takes up a lot of class
time.

Provisions for Student Learning: This lesson will draw

interest through its relevancy with the 2016 Presidential
election. References to comparisons and changes in the
presidential election process will be addressed. Students
will primarily already be in their groups based on the desk
alignments, however, minor changes will be made and
those students will move into groups and around the
classroom on a cue with a timer on the whiteboard for the
movement to be completed.
Introductory / Developmental Activities
Warm-Up/Opening
On the whiteboard, I will have the following opening
activity: Choose two out of six words listed and write 3
sentences to demonstrate what you know about the
term. This will take up the first 5 minutes of the class.
We will use the remaining time in the 10-minute period
for students to voluntarily share the content of their
entries. These words will be vocabulary words from
previous lessons to ignite prior knowledge as well as 2
new words from the current lesson to ascertain
knowledge and where they are in understanding the new
material.
Motivator/Bridge:
In a whole class discussion setting, we will complete a
two column graphic organizer regarding the unanimous
election of President George Washington and the election
of John Adams. This should take approximately 7-10
minutes. We will wrap up this lesson by identifying the
parties involved in the first two elections as we lead to

the election of Thomas Jefferson.

We will then view a 2 minute video clip of the Federalist
and Republican parties in the late 1790s. Students will be
advised that they will be required to complete a work
sheet at the conclusion of the video and therefore, they
should take notes.
Before, the class begins group work on a block and
column graphic organizer on the characteristics of the
Federalists and the Republicans, the teacher will model
the organizer on the white board by filling in a guided
practice response for each section. The teacher will verify
with the class if each supplied answer is correct as a
means of checking for understanding. Necessary
explanations and comments will be addressed to further
check for understanding.
Upon cue, the students will begin their groups and start
completing the organizer. While the groups are working, I
will walk around and monitor progress, answer questions,
and ask questions to make sure that groups are making
progress. I will also make sure that each group has the
tools that they need (paper, markers, etc.) to complete
their task. To monitor our time (as I deem appropriate
based on my observations but not more than 15
minutes), I will provide a 5-minute, 2 minute and 1minute warning notifications.
Student will then watch a BrainPop video on Jefferson and
Hamilton to further identify the differences in the two
political parties. The students will once again work in
groups to complete another block column organizer to
further their understanding of the two parties. This task

should take no more than ten minutes.

Independent Tasks:
After the time has expired, I will quickly walk round the
groups, and assign each student a number, number 1 or
number 2. Once they are back at their desks, I will advise
the number 1 designated students that they are
Federalists and they should report to the back of the
room. The number 2 students will be Republicans and will
report to the front of the room. All students will have their
individual organizers in their hands. I will be cognizant to
assign any special needs or injured students to the group
that is closest to their desk to minimize their movement.
Once all students are up and out of their chairs and in
their designated areas, I will toss a soft ball to each group
as a means of calling on them. The person catching the
ball (or a designated leader if they dont want to speak)
will then share one item from their list that identifies with
their assigned political party. By doing this, I intend to
keep the students active and awake through this
movement while checking for understanding. This will
also appeal to the students who flourish through kinetic
movement. Upon conclusion of this activity, the students
will return to their desks .
I will conclude by completing the remaining graphic
organizer on the whiteboard with responses from
students, allowing them to fill in anything they left out. I
will then recap that the goal of the lesson is to develop an
understanding of how the Federalist and Republican
visions for the United States were different. Students will
then be required to pass in their organizers. Am exit
ticket will be passed out (by the designated passer) which
will ask the students to list 3 terms associated with each

political party discussed during this lesson. The exit ticket

will be collected as the students exit the classroom.
Students will be advised to use their learning from this
lesson during the next several units as they deepen their
understanding of how differing viewpoints on various
policies in the United States affect the nation. Application
of this knowledge will be addressed in future lessons on
this topic culminating with the crisis of the Election of
1800.
Adaptations: At the end of the class the day before we
start this lesson, I will send home via individual folders, a
list of terms that will be used in the warm-up drill and
copies of maps that will be used for discussion for the
beginning of this lesson for any students requiring
adaptions. Further, I will adjust my seating to meet the
needs of any physically challenged students.
The link to the textbook and its resources include an
audible reading option, which I will recommend as an
option to any students who struggle with reading.
For my students who dont have designated LDs but do
have various challenges or differences, for instance, a shy
student, an anxious student, a leader, the athletes, gifted
students, they will appeal to the different aspects of this
lesson. There will be movement, watching videos (visual
and audible connections), individual note taking, and
teamwork aspects in an attempt to reach all the students.
Assessment:
For this lesson, formative assessments will be primarily
utilized. In class discussions and participation will be

monitored and assessed. I will monitor the students

interaction with each other during group activities and
encourage or stimulate discussions by all. Completion of
the warm up drill and the graphic organizers will also be
considered an assessment.
An exit ticket asking for 3 terms associated with each
political party discussed during this lesson will be
administered and collected as the students exit the
classroom.
Summative assessment will occur upon completion of two
lessons in the form of a multiple choice, true/false and
essay test. A final, more extensive unit exam will be
conducted and assessed at the completion of the unit.
Summary/Closure:
This is a 50-minute lesson is the first of four lessons
within the unit Launching a New Republic. The tasks
provided to the students during the 50 minute class are
designed to help set up the students with knowledge and
information to provoke thoughtful discussions and
analysis of this topic. A quick review of the drills and
terms will accomplish this. An exit ticket asking for 3
terms associated with each political party discussed
during this lesson will be administered and collected as
the students exit the classroom.
Review/Reinforcement (Homework): The homework
for this lesson will be to read the chapter in the textbook
regarding the political developments in the early republic
to reinforce material discussed in class and to provide a
bridge of information toward a final project. They have
the option to use the textbook link and listen to the
chapter via the audible option. There are vocabulary

words and study guides on this link as well. The next

class will once again involve vocabulary words from this
reading as a warm up drill as well as 2-3 vocabulary
words from the upcoming lesson.