Washington’s Presidency: Press Conference
Lessons in this unit:
- Washington’s Presidency: Analogous Case Study
- Washington’s Presidency: Press Conference
- Washington’s Presidency: Think-Aloud
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Alabama State Standards
The learning goals for this lesson meet components of Standard 9 in the Alabama Course of Study – Social Studies Standards for 5th Grade United States History Beginnings to 1877:
Standard 9 – List steps involved in the development of the Constitution of the United States, including inadequacies of the Articles of Confederation and struggles over the ratification of the Constitution.
- Listing powers granted to Congress, the President, and those reserved for states or for the people
- Discussing major ideas and concepts of the Constitution of the United States, including duties and powers of the three branches of government
- Identifying main principles in the Bill of Rights
- Describing the process by which territories achieve statehood under the Constitution
In addition, the learning goals meet components of Standards 5 and 9 in the Alabama Course of Study – Social Studies Standards for 7th Grade Citizenship:
Standard 5 – Explain the importance of juvenile, adult, civil, and criminal laws within the judicial system of the United States.
- Explaining rights of citizens under the Constitution. Examples: due process, right to keep and bear arms, private property right, right to privacy, equal protection, religious expression, habeas corpus
- Explaining what is meant by the term rule of law
- Understanding consequences of breaking the law
Standard 9 – Identify individual and civic responsibilities of citizens of the United States.
- Describing differences in rights, privileges, duties, and responsibilities between citizens and non-citizens
- Explaining how United States citizenship is acquired
- Interpreting an immigration map
- Identifying character traits that are beneficial to individuals and to the republic of the United States.
- Examples: honesty, courage, compassion, civility
Finally, the learning goals meet components of Standard 4 in the Alabama Course of Study – Social Studies Standards for 10th Grade United States History to 1877:
Standard 4 – Describe the political system of the United States based on the Constitution and the Bill of Rights.
- Describing personalities, issues, ideologies, and compromises related to the Constitutional Convention and ratification of the Constitution
- Identifying factors leading to the development and establishment of political parties, including Alexander Hamilton’s economic policies and the election of 1800
National Standards for United States History
The United States History National Standards 3 and 5 were addressed throughout this unit:
Standard 3
- Identify the author or source of the historical document or narrative and assess its credibility.
- Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences.
- Differentiate between historical facts and historical interpretations, but acknowledge also that the two are related: that the facts the historian reports are selected and reflect therefore the historian’s judgment of what is most significant abouty the past.
- Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.
- Analyze cause-and-effect relationships bearing in mind multiple causation including (a) the importance of the individual in history; (b) the influence of ideas, human interests, and beliefs; and (c) the role of chance, the accidental, and the irrational.
Standard 5
- Identify issues and problems in the past.
- Marshal evidence of antecedent circumstances.
- Identify relevant historical antecedents.
- Evaluate alternative courses of action.
- Formulate a position or course of action on an issue.
- Evaluate the implementation of a decision.
- National Council for the Social Studies Standards
The learning goals for this unit correspond to NCSS Thematic Strand X and the following High School Performance Expectation:
- Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic, so that the learner can practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.
The goals also correspond to NCSS Thematic Strand II and High School Performance Expectations (d) and (e):
- Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can:
d. systematically employ processes of critical historical inquiry to reconstruct and reinterpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, and searching for causality.
e. investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment.
Mr. Todd Freeman
Todd Freeman currently serves as the Administrative Assistant for Operations and Services for Auburn City Schools in Auburn, Alabama. He assumed this position during the summer of 2003 after having spent 10 years as a classroom teacher in Auburn. Todd taught United States History to sophomores and juniors as well as serving as the vertical team leader for the grades 7-12 social studies. Todd also coached baseball and football and served as the sponsor for the Fellowship of Christian Athletes during that same time.
During Todd’s tenure as a teacher, he collaborated with Dr. John Saye and Auburn University on two projects that involved teaching history using a Problem-Centered Inquiry approach; the Washington Presidency and the Civil Rights Movement. In addition, Todd served as a supervising teacher for numerous practicum students and several student teachers.
Auburn High School
Auburn High School has a population of approximately 1200 students in grades 9-12. It is the only high school in Auburn – a city that also has a 4-year university. The unit was taught to a 10th grade United States History class. Auburn High School incorporated a block schedule, thus the class met for 90 minutes every day for one semester.
The students ranged in ability levels and were a diverse group based on race and socioeconomic status. The class was especially active in class dialogues and tended to be more productive in group and dyad settings.