The Revolution of 1800
Introduction
The election of 1800 presented America and its Constitution its first legal challenge: how to handle a "tie" in the electoral college. With Burr and Jefferson tied with 73 votes, the tie had to be broken in ther House of Representatives where disappointed and often bitter Federalists had to play a role in electing the new President. After 35 ballots, Jefferson prevailed. Both parties had run two candidates in hoping of sweeping both offices. The Federalists had a lock on the election until South Carolina flipped their electoral votes denying Adams his second term.
Procedure
Students will re-create the election of 1800 as two classroom candidates will vie for the votes of their uncommitted classmates. This simulation will lead us into a discussion of the actual results of the 1800 election
The results of the election will be examined in great detail including the tie-breaking procedure and how members of the House voted. We have several powerpoint presentations to provide visual information, including charts, about the election.
Once we review the events of Jefferson's first term, we will ask students whether they felt the new Presidency was indeed a "revolution" as some suggest. Opinions should vary.
Our next step is to review the major events of Jefferson's Presidency including the issues with the Barbary pirates, the Madison v Marbury case, and the purchase of the Louisiana territory from France. We want to examine Jefferson's decision-making and how he adapted his views while he was President
Resources
Specific Objectives
Upon the completion of this lesson, students will be able to:
Evaluation
There will be a brief follow-up discussion following the completion of this lesson as well as a quiz on the information in the textbook. Students who are "uncommitted" votes must write a short paper about who they chose in the election and why. Quizzes will be given after each reading (handout).
Delaware State Standards
Civics Standard One 6-8a: Students will understand that governments have the power to make and enforce laws and regulations, levy taxes, conduct foreign policy ,and make war.
Civics Standard One 6-8b: Students will analyze the different functions of federal, state, and local governments in the United States and examine the reasons for the different organizational structures each level of government employs.
Civics Standard Two 6-8a: Students will understand that the concept of majority rule does not mean that the rights of minorities may be disregarded and will examine and apply the protections accorded those minorities in the American political system.
Civics Standard Two 6-8b: Students will understand the principles and content of major American state papers such as the Declaration of Independence; United States Constitution (including the Bill of Rights); and the Federalist Papers.
Civics Standard Three 6-8a: Students will understand that civil rights secure political freedom while property rights secure economic freedom and that both are essential protections for United States citizens.
Civics Standard Three 6-8b: Students will understand that American citizenship includes responsibilities such as voting, jury duty, obeying the law, service in the armed forces when required, and public service.
Civics Standard Four 6-8a: Students will follow the actions of elected officials, and understand and employ the mechanisms for communicating with them while in office
Economics Standard One 6-8a: Students will analyze how changes in technology, costs, and demand interact in competitive markets to determine or change the price of goods and services.
Economics Standard Two 6-8a: Students will analyze the role of money and banking in the economy, and the ways in which government taxes and spending affect the functioning of market economies.
Economics Standard Three 6-8a: Students will demonstrate the ways in which the means of production, distribution, and exchange in different economic systems have a relationship to cultural values, resources, and technologies.
Economics Standard Four 6-8a: Students will examine how nations with different economic systems specialize and become interdependent through trade and how government policies allow either free or restricted trade.
Geography Standard One 6-8a: Students will demonstrate mental maps of the world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements.
Geography Standard Two 6-8a: Students will apply a knowledge of the major processes shaping natural environments to understand how different peoples have changed, and been affected by, physical environments in the world’s sub-regions.
Geography Standard Three 6-8a: Students will identify and explain the major cultural patterns of human activity in the world’s sub-regions.
Geography Standard Four 6-8a: Students will understand the processes affecting the location of economic activities in different world regions.
Geography Standard Four 6-8b: Students will explain how conflict and cooperation among people contribute to the division of the Earth’s surface into distinctive cultural and political territories.
History Standard One 6-8a: Students will examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect.
History Standard Two 6-8a: Students will master the basic research skills necessary to conduct an independent investigation of historical phenomena.
History Standard Two 6-8b: Students will examine historical documents, artifacts, and other materials, and analyze them in terms of credibility, as well as the purpose, perspective, or point of view for which they were constructed.
History Standard Three 6-8a: Students will compare different historians’ descriptions of the same societies in order to examine how the choice of questions and use of sources may affect their conclusions.
History Standard Four: Students will develop historical knowledge of major events and phenomena in world, United States, and Delaware history [Content].
Students will develop an understanding of pre-industrial United States history and its connections to Delaware history, including:
Three worlds meet (Beginnings to 1620)
-- Colonization and settlement (1585-1763)
-- Revolution and the New Nation (1754-1820s)
-- Expansion and Reform (1801-1861)
-- Civil War and Reconstruction (1850-1877)
Students will develop an understanding of ancient and medieval world history, and the continuing influence of major civilizations, including:
-- The beginnings of human society
-- Early civilizations and pastoral peoples (4,000-1,000 BC)
-- Classical traditions, major religions, and great empires (1,000 BC-300AD)
-- Expanding zones of exchange and encounter (300-1,000AD)
-- Intensified hemispheric interactions (1,000-1,500 AD)
Introduction
The election of 1800 presented America and its Constitution its first legal challenge: how to handle a "tie" in the electoral college. With Burr and Jefferson tied with 73 votes, the tie had to be broken in ther House of Representatives where disappointed and often bitter Federalists had to play a role in electing the new President. After 35 ballots, Jefferson prevailed. Both parties had run two candidates in hoping of sweeping both offices. The Federalists had a lock on the election until South Carolina flipped their electoral votes denying Adams his second term.
Procedure
Students will re-create the election of 1800 as two classroom candidates will vie for the votes of their uncommitted classmates. This simulation will lead us into a discussion of the actual results of the 1800 election
The results of the election will be examined in great detail including the tie-breaking procedure and how members of the House voted. We have several powerpoint presentations to provide visual information, including charts, about the election.
Once we review the events of Jefferson's first term, we will ask students whether they felt the new Presidency was indeed a "revolution" as some suggest. Opinions should vary.
Our next step is to review the major events of Jefferson's Presidency including the issues with the Barbary pirates, the Madison v Marbury case, and the purchase of the Louisiana territory from France. We want to examine Jefferson's decision-making and how he adapted his views while he was President
Resources
- lecture and discussion
- class notes: "Jefferson's Presidency and the War of 1812"
- Jefferson's Inaugural Address (primary source)
- Electoral Results of 1800 (primary source)
- Electoral Results of 1800 chart
- "Thomas Jefferson" (biography)
- Historical re-creation: "The Election of 1800"
- "America and the Barbary Pirates" (handout)
- "The Raid of the Intrepid" (handout)
- Jefferson's Secret Letter to Congress (primary source)
- The Louisiana Purchase (primary source)
- Presidential Decision #4: The Louisiana Purchase
- "The Louisiana Purchase" (handout)
- "Trouble with England" (handout)
- Marbury vs Madison 1803 (Primary source)
- 'The Embargo of 1807 (handout)
- Political cartoon: The Embargo of 1807
- Powerpoint presentation: "Thomas Jefferson's Philosophy on Power" (teachertube video)
- Powerpoint presentation: "Voting For Revolution"
- Powerpoint presentation: "Doubling Up"
- Powerpoint presentation: "Good Intentions"
- Virtual tour: Montecello, the home of Thomas Jefferson
- DVD "National Geographic's Lewis and Clark"
Specific Objectives
Upon the completion of this lesson, students will be able to:
- analyze how the election of 1800 was resolved
- interpret the results of the 1800 election from a graph
- identify the important events in Thomas Jefferson's life prior to his Presidency
- make conclusions about Jefferson's style of Presidency and philosophy of power vis-a-vis his predecessors
- explain the issues surrounding the Barbary pirates
- name the people associated with the purchase of the Louisiana territory
- summarize the process whereby America aquired this region
- make inferences about Jefferson's motives
- define the term "embargo"
- describe how the Embargo of 1807 impacted American businesses
Evaluation
There will be a brief follow-up discussion following the completion of this lesson as well as a quiz on the information in the textbook. Students who are "uncommitted" votes must write a short paper about who they chose in the election and why. Quizzes will be given after each reading (handout).
Delaware State Standards
Civics Standard One 6-8a: Students will understand that governments have the power to make and enforce laws and regulations, levy taxes, conduct foreign policy ,and make war.
Civics Standard One 6-8b: Students will analyze the different functions of federal, state, and local governments in the United States and examine the reasons for the different organizational structures each level of government employs.
Civics Standard Two 6-8a: Students will understand that the concept of majority rule does not mean that the rights of minorities may be disregarded and will examine and apply the protections accorded those minorities in the American political system.
Civics Standard Two 6-8b: Students will understand the principles and content of major American state papers such as the Declaration of Independence; United States Constitution (including the Bill of Rights); and the Federalist Papers.
Civics Standard Three 6-8a: Students will understand that civil rights secure political freedom while property rights secure economic freedom and that both are essential protections for United States citizens.
Civics Standard Three 6-8b: Students will understand that American citizenship includes responsibilities such as voting, jury duty, obeying the law, service in the armed forces when required, and public service.
Civics Standard Four 6-8a: Students will follow the actions of elected officials, and understand and employ the mechanisms for communicating with them while in office
Economics Standard One 6-8a: Students will analyze how changes in technology, costs, and demand interact in competitive markets to determine or change the price of goods and services.
Economics Standard Two 6-8a: Students will analyze the role of money and banking in the economy, and the ways in which government taxes and spending affect the functioning of market economies.
Economics Standard Three 6-8a: Students will demonstrate the ways in which the means of production, distribution, and exchange in different economic systems have a relationship to cultural values, resources, and technologies.
Economics Standard Four 6-8a: Students will examine how nations with different economic systems specialize and become interdependent through trade and how government policies allow either free or restricted trade.
Geography Standard One 6-8a: Students will demonstrate mental maps of the world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements.
Geography Standard Two 6-8a: Students will apply a knowledge of the major processes shaping natural environments to understand how different peoples have changed, and been affected by, physical environments in the world’s sub-regions.
Geography Standard Three 6-8a: Students will identify and explain the major cultural patterns of human activity in the world’s sub-regions.
Geography Standard Four 6-8a: Students will understand the processes affecting the location of economic activities in different world regions.
Geography Standard Four 6-8b: Students will explain how conflict and cooperation among people contribute to the division of the Earth’s surface into distinctive cultural and political territories.
History Standard One 6-8a: Students will examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect.
History Standard Two 6-8a: Students will master the basic research skills necessary to conduct an independent investigation of historical phenomena.
History Standard Two 6-8b: Students will examine historical documents, artifacts, and other materials, and analyze them in terms of credibility, as well as the purpose, perspective, or point of view for which they were constructed.
History Standard Three 6-8a: Students will compare different historians’ descriptions of the same societies in order to examine how the choice of questions and use of sources may affect their conclusions.
History Standard Four: Students will develop historical knowledge of major events and phenomena in world, United States, and Delaware history [Content].
Students will develop an understanding of pre-industrial United States history and its connections to Delaware history, including:
Three worlds meet (Beginnings to 1620)
-- Colonization and settlement (1585-1763)
-- Revolution and the New Nation (1754-1820s)
-- Expansion and Reform (1801-1861)
-- Civil War and Reconstruction (1850-1877)
Students will develop an understanding of ancient and medieval world history, and the continuing influence of major civilizations, including:
-- The beginnings of human society
-- Early civilizations and pastoral peoples (4,000-1,000 BC)
-- Classical traditions, major religions, and great empires (1,000 BC-300AD)
-- Expanding zones of exchange and encounter (300-1,000AD)
-- Intensified hemispheric interactions (1,000-1,500 AD)