Students begin by using prior knowledge and new information to pose a question about Bill Clinton or his presidency. Next, students delve into the major domestic achievements of Clinton’s administration. Then they analyze his impeachment. Finally, they evaluate the NAFTA trade agreement.
Students read an introduction to Bill Clinton’s presidency that previews his domestic achievements and personal scandals. They watch the video Bill Clinton: 60-Second Presidents, then contribute to a collaborative table by posing a question they have about Bill Clinton or his presidency.
Teacher MovesUse students’ questions to guide discussions in this experience and to surface areas of interest or confusion about Clinton and his presidency.
Students view an image of Clinton as a student leader and read The Presidency of Bill Clinton to learn about his domestic agenda, economic policies, and how he handled personal and political scandals. They then complete a poll grading Clinton’s performance as president and post to a class wall explaining their grade, identifying what they see as his major achievements and why he remained popular despite scandals. Finally, they review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesSignal that the next scene will focus on Clinton’s impeachment and how it affected his effectiveness and reputation. Optionally direct interested students to read A Baby Boomer in the White House for additional context on the politics and culture of the Clinton years.
Students read background text explaining the constitutional process of impeachment and the circumstances of Bill Clinton’s impeachment, including the charges and their broader societal impacts on trust in government, partisanship, and awareness of sexual harassment. They read the Summary and Narrative sections of The Impeachment of Bill Clinton to learn detailed facts about the case, then answer a poll on whether they think the impeachment was justified and post a written explanation of their reasoning to a class wall.
Teacher MovesHighlight and share interesting or exemplary student responses to prompt whole-class discussion about the justification for impeachment and its consequences. Optionally recommend Republicans vs. Democrats to students who want to explore the rise in partisanship associated with the impeachment.
Students read background text on the strong U.S. economy during the Clinton years and the creation and goals of the North American Free Trade Agreement (NAFTA), including its ongoing controversy and the later replacement by the USMCA. They read What Is the North American Free Trade Agreement? to understand the agreement’s basics, and 6 Problems with NAFTA and 6 Advantages of NAFTA to examine competing arguments about its costs and benefits. Students then take a poll as if they were U.S. senators voting on NAFTA’s future and post an explanation of their vote to a class wall, using evidence from the readings. Finally, they review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesInitiate discussion based on students’ justifications for their NAFTA votes, prompting them to reference evidence from the readings. Optionally, offer interested students additional perspectives through NAFTA doesn’t count for much economically, but it’s still a huge political football. Here’s why. and guide practice in identifying political perspective using North American Free Trade Agreement (NAFTA) by having students locate language that reveals the author’s stance.
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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