Title: Protecting that Ball of Liberty: Comparing Jeffersonian and Wilsonian Views Of Democracy In the World
Descriptive Subtitle: A brief comparison between Jefferson and Wilson’s background, foreign policy, and views on democracy in the World.
Grade level: high (9-12)
Name: Amy Kerr
School: Cornell High School
School Address (opt): 1099 Maple St. Ext
Duration: 30-60 min
Overview: Students will compare the foreign policy of both Thomas Jefferson and Woodrow Wilson by completing a comparison chart. The chart requires students to recall background context, find examples of whether each president is isolationist or interventionist, and read a primary source for each. When they are finished, students will answer short-answer questions as well. This activity will be completed after students learn about Woodrow Wilson, making it a good time to refresh students’ minds about the founding era. The historical theme is America in the World, and the historical thinking skills include comparison and understanding continuity and change over time.
To complete the chart students will need to be familiar with:
CCSS.ELA-LITERACY.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
PA 8.3.A Identify and analyze the political and cultural contributions of individuals and groups to United States history.
PA 8.3.C Evaluate how continuity and change has influenced United States history
Steps: This lesson is designed to take approximately 60 minutes. The handout can be completed in one class period, or continued for homework if not finished. A discussion/review of the chart might extend to a second class period. T= Teacher, S= Student
T- Question: What is America’s role in the world today?
S- Answer the question or engage in discussion about the question
T- Engage in discussion with students. Students might offer that America takes on a protective or policing role in the world. Possible follow up questions include: Where does this role originate? Why do we feel like that? What are we protecting?
T- Pass out handout (or direct students to a posted handout/link) + go over instructions
T- Instruct students on how you want them to complete the chart (see above options). If students are working by themselves or in small groups, circulate to help students. If students are working as a class, facilitate the discussion/brainstorm or designate students to engage in that role. Remind students to find paragraphs 15&20 on the Wilson document.
S- Complete the three rows of the chart. For row one, provide background information and context. For row two, designate each President as either isolationist or interventionist and provide “proof.” For row three, click on each of the links and analyze the source. Students should focus on what the source says about our form of government (indicated for students in chart).
Materials: list any primary sources, images, handouts, videos, websites, technology needs, etc. for your lesson (include any attachments needed with final lesson plan)
Student Handout (attached and linked): https://docs.google.com/document/d/1pib73vkwMjP_ImXuThiuT5rGJecgUzJdE2tyqYkhpIE/edit?usp=sharing
Thomas Jefferson letter to Tench Coxe, June 1, 1775: https://www.loc.gov/exhibits/jefferson/181.html
Woodrow Wilson Joint Address to Congress leading to War 1917 (paragraphs 15&20): https://www.ourdocuments.gov/doc.php?doc=61&page=transcript
Assessment Criteria (rubric, checklist, etc.):
Accommodations: Suggestions for modifying this lesson for a variety of groups are included throughout the “Steps” portion.
Jefferson, Thomas. “Letter to Tench Coxe 1 June 1795.” 1795. Lib of Cong. Washington D.C. Lib. of Cong. Web. 14 July 2016. <https://www.loc.gov/exhibits/jefferson/181.html>
President Wilson’s Declaration of War Message to Congress, April 2, 1917; Records of the United States Senate; Record Group 46; National Archives. Web. 14 July 2016. <https://www.ourdocuments.gov/doc.php?doc=61>
|Thomas Jefferson||Woodrow Wilson|
|Background/Context: Who were they/When were they/What is happening in the world?
|Foreign Policy: Interventionist or Isolationist? How do you know (give 2-3 examples of specific ideas/actions/laws for each)||●||●|
|Primary Source Analysis 1: What does the author have to say about our government (direct quotes)?
|https://www.ourdocuments.gov/doc.php?doc=61&page=transcript Search for “democracy” and read the paragraphs containing the word (15 & 20)
Answer each of the questions below in approximately a paragraph each.