Origins of Political Parties

from SCORE H/SS!

http://rims.k12.ca.us/score_lessons/political_party/

Description: Two of the Founding Fathers most often credited with the beginning of political parties in America are Thomas Jefferson and Alexander Hamilton. Both these two patriots loved their country and wanted America to be a strong, powerful nation. Both of these men served as advisors and Cabinet members to President Washington. Jefferson was the Secretary of State, while Hamilton was the Secretary of the Treasury. George Washington relied heavily upon the advice from these men. The advice and philosophical beliefs of Jefferson and Hamilton have helped shape our current political parties. Indeed, if one listens carefully during this election year, some of the same issues can be heard being discussed. Republicans and Democrats will heatedly debate what they believe to be the best course for America to travel as she enters the 21st century. Standard 8.3.4

Author: Freda Kelly, Truman Middle School

Lesson ID: 789

Alien and Sedition Acts

http://hti.osu.edu/content/lessonplans/The%20Alien%20and%20Sedition%20Acts.cfm

Description: With the rise of political parties in the new nation, conflict inceased over issues of economics, foreign policy, law, and domestic policy. The passage of the Alien and Sedition Acts in 1798 amid fears of war with France intensified the growing split between Federalists and Democratic-Republicans. At the center were differences over the meaning of the Constitution: whether its authority was based on broad, implied powers or limited in scope under strict interpretation. The prosecutions under the Alien and Sedition Acts brought these conflicts into the open. Freedom of the press became a critical issue. The debate over the acts also bore the beginnings of the contest between federal and state power. Explore these conflicts and how the same issues play out today. Standards 8.3.4 and 11.1.3

Author: History Teaching Institute, Ohio State University

Lesson ID: 1465

Alien and Sedition Acts and State's Rights

http://www.crf-usa.org/bria/bria19_4b.htm

Description: With the rise of political parties in the new nation, conflict grew over issues of economics, foreign policy, law, and domestic policy. The passage of the Alien and Sedition Acts in 1798 amid fears of war with France increased the growing rift between Federalists and Democratic-Republicans. The U.S. Supreme Court never decided whether the Alien and Sedition Acts were constitutional. In fact, it was not until the 20th century that the Supreme Court grappled with significant free speech and free press issues. In this activity, students look up some of these important Supreme Court decisions and report back to the class. Standard 8.3.4 and 11.1.3

Author: Constitutional Rights Foundation

Lesson ID: 39

Black and White in United States History: A Gray Area Comparing Old and New Accounts of Thomas Jefferson's Life

http://www.nytimes.com/learning/teachers/lessons/19981116monday.html?searchpv=learning_lessons

Description: Evaluate the responsibilities of history textbooks in reporting on historical events, people, and eras and investigate how new information can and should be added to these texts. Students compare and contrast various textbook articles about Thomas Jefferson, discuss the new-found DNA evidence that Jefferson fathered children with one of his slaves, and write additions to current American history textbooks so that they include this recent historic information. Standards 8.2.5, 8.3.4, 11.1.2, and 11.10.6

Author: Alison Zimbalist, The New York Times Learning Network, Lorin Driggs, The Bank Street College of Education in New York City

Lesson ID: 148

Looking at a National Treasure: George Washington by Gilbert Stuart

http://www.georgewashington.si.edu/kids/activity1.html

Description: Explain the definition of a portrait, and then study a web reproduction of Gilbert Stuart's portrait of George Washington. Identify the visual clues that the artist included in the portrait about the nature of Washington and his presidency. Compare this reproduction portrait to other images of Washington (such as found on the dollar bill) and discuss the importance of portraits as visual records and historical documents. Standards 3.4.6, 5.5.4, and 8.3.0

Author: National Portrait Gallery

Lesson ID: 676

Tally of the 1824 Electoral College Vote

http://www.archives.gov/education/lessons/electoral-tally/

Description: The Electoral College is one of the most difficult things to understand about presidential elections in the U.S. Learn about the debates that led to this method of election. This lesson may be done at many levels. Middle school students will enjoy looking at the photos of the primary document and analyzing it's parts. Older students can delve deeply into the constitutional compromise and its ramifications. Standards 8.3.6 (general) and 12.6.6

Author: Mary Frances Greene, Marie Murphy School

Lesson ID: 1006

The Fed Today

http://www.phil.frb.org/education/ftlesson.html

Description: These lessons show how the Federal Reserve works beginning with a video on the Fed and the history of money and banking in the U.S. Then it asks "Is the Fed public or private?" and examines the Fed's role in making and setting monetary policy. Lastly, the lessons examine how the Fed protects the nation's money and helps to keep banks sound. Standards 8.4.3, 11.6.1, and economics 12.3.3 and 12.3.4

Author: Education Coordinator, Federal Reserve Bank of Philadelphia

Lesson ID: 1031

The Revolution of 1800

http://nationalhistoryday.org/images/uploads/2002CurBook.pdf

Description: In 2000, Republican George W. Bush edged out Democrat Al Gore in one of the closest presidential races in the history of the Electoral College. Some 200 years earlier, in the presidential election of 1800, Democratic-Republican Thomas Jefferson easily beat Federalist John Adams in a bitter, highly partisan campaign. However, Jefferson did not win the election outright. In fact, due to a fluke, the Electoral College actually produced a tie between Jefferson and Aaron Burr, his own vice-presidential candidate. The constitution gave responsibility for settling the election to the United States House of Representatives. On the 37th ballot, the House finally chose Thomas Jefferson as president. Standard 8.3.4 The more significant event was not that the Electoral College produced a tie or that the House of Representatives settled the election. It was that the loser, President John Adams, did not call out the army or arrest the winner, but instead peacefully gave up his office and turned power over to an opponent from a different political party. Learn about how Jefferson worked to heal the wounds caused by this election problem by reading an excerpt from his first Inaugural Address. Standard 8.3.4

Author: John Riley, Whitehouse historical Association

Lesson ID: 1068