Students learn about the election of 1800 between John Adams and Thomas Jefferson, which was eventually decided by Congress. Then they read about why this election set a precedent for future elections.
Students learn about the election of 1800 between John Adams and Thomas Jefferson, which was eventually decided by Congress. Then they read about why this election set a precedent for future elections.
Students read background text introducing the bitter 1800 presidential race between John Adams and Thomas Jefferson and the intense conflict between Federalists and Democratic-Republicans. They examine a Federalist political cartoon of Jefferson and complete a See–Think–Wonder table to record their observations, interpretations, and questions about the cartoon and its message.
Teacher MovesDiscuss the political cartoon with students, highlighting an interesting or exemplary See–Think–Wonder response. Use the Library of Congress description to clarify the imagery, including Jefferson kneeling before “Gallic despotism,” his apparent threat to the Constitution, and the support of Satan, Thomas Paine, and French philosophers, to deepen students’ understanding of partisan bias in early political cartoons.
Students read an explanation of how parties in 1800 ran multiple candidates and how Electoral College votes determined the President and Vice President. They study an election results map and related images labeled “Election of 1800 Results,” then answer multiple-choice questions about which candidates received the most votes and which party won the most states. Using the map, they post a response explaining which state likely had the largest population and how they inferred this from Electoral College votes. Students then read about the electoral tie between Jefferson and Burr and use the article 1800 Presidential Election to learn how the House of Representatives ultimately decided the election.
Teacher MovesExplain that the number of Electoral College votes reflects each state’s population and point out that Virginia’s 21 electoral votes indicate it had the largest population in 1800. Use student responses to the map questions and wall prompt to reinforce how electoral data can be used to infer population and to clarify how the tie between Jefferson and Burr led to the House deciding the election.
Students read about how the House of Representatives, with one vote per state, repeatedly voted to break the Jefferson–Burr tie, finally electing Jefferson on the 36th ballot. They learn that problems revealed by this election led to the Twelfth Amendment. Students then complete a concept map by adding ways in which the Twelfth Amendment changed the Electoral College process, such as separate votes for President and Vice President and requirements about candidates’ states and majority support.
Teacher MovesReview student concept maps, noting that answers may vary but should accurately describe changes introduced by the Twelfth Amendment to the Electoral College process.
Students revisit the idea of political cartoons as biased tools of political communication in the 1800s and examine examples from Political Cartoons and Public Debates. They then imagine themselves as political cartoonists during the election of 1800 and create an original cartoon about an event or issue from the election, either drawing directly on the digital canvas or uploading a photo. Finally, they review classmates’ cartoons to see different interpretations of the election.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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