Topic 5:Document Analysis/Empathetic Role Play

Engaging students in a consideration of complex

ideas and issues within their historical context.

Alien and Sedition Acts

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Strategy: Document Analysis / Empathetic Role Play

Use when it is difficult for students to empathize with one of the two perspectives on an historical issue.

Steps: 1. Student pairs examine brief documents which discuss one side of an issue. 2. Students assigned to represent side found in documents and are directed

to prepare questions of opposition based on their reading. 3. Visitor comes to class & gives opening statement from position opposite

those found in documents. [Visitor assigned difficult & unsympathetic side.]

4. Visitor addresses questions from audience and defends opposition view. 5. Students take and defend position on issue.

Sedition Act

Situating the Lesson:

•Persistent Issue: What actions are justified in the interest of the welfare or security of the community?

•Unit CQ: Did policies of the early presidents do more to promote or endanger the survival of the “American experiment”?

- Early American Presidents: John Adams, Thomas Jefferson, James Madison

Sedition Act

The Lesson:

•Topic: Adams Administration - Sedition Act

•Lesson Focus Questions: To what extent should the federal government limit free speech when

national security is threatened?

Should John Adams sign the Sedition Bill?

Sedition Act Lesson:

1. Introduction

- explore Patriot Act’s definition of terrorism and its use in one contemporary case (Dr. Steven Kurtz)

- preview students’ decision & task: Should John Adams sign the Sedition Act?

2. Establish Foundational Knowledge – Lecture

Topics: early republic including Republican / Federalist disagreements,

French Revolution, quasi-war, Jay’s Treaty

3. Document Analysis / Empathetic Role Play 3. Document Analysis / Empathetic Role Play

Exploring the Sedition Act - Directions (30 min)

• Federalist Visitors – will come to our class to defend need for Sedition Act. You will represent the opposition or Republican view (Thomas Jefferson).

• Read Sedition Act Documents with partner & answer embedded questions.

• Assume role of Thomas Jefferson whom you will represent when Federalist visitors arrive.

• Write questions on behalf of Thomas Jefferson which expose flaws in Federalist arguments.

• Visitors will make opening statements and then entertain your questions.

• Listen & Think Carefully Throughout – you will advise John Adams on what to do after we hear from our visitors.

Sedition Act Lesson:

1. Introduction – explore Patriot Act’s definition of terrorism

2. Establish Foundational Knowledge – Lecture

3. Document Analysis / Empathetic Role Play 3. Document Analysis / Empathetic Role Play

4. Visual Metaphor – Assessment of Student Learning

Sedition Act Visual Metaphor

It is 1798. The Sedition Act sits on James Adams’ desk awaiting his signature or veto. What should President Adams do? You and your partner will create a visual metaphor that completes this comparison: “The Sedition Act is like a .....” You will complete the comparison based on your personal view of the Sedition Act and whether or not you personally feel John Adams should sign the Sedition Act. You will also design an illustration for your metaphor that includes an explanation of why the metaphor is historically appropriate. The metaphor should help Mr. Adams understand the choice you are supporting and its potential consequences. Your metaphor should have the following features:

1. An accurate metaphor. Your metaphor must accurately complete the statement, “The Sedition Act is like a....,” and must be historically plausible based on the perspectives and evidence discussed. It should assist John Adams in making his decision.

2. Title. At the top of your poster, clearly write a title that reads “The Sedition Act is like a

......”

3. Visual image. Create an image that provides a central focus for your metaphor. Your image should be bold and clearly recognizable. It can involve drawing, cut-outs from magazines, or both. For each of the required items, create a visual or part of a visual that represents each item. Label these clearly and be sure they fit within the larger them of your metaphor.

4. Labels. Your metaphor should make direct comparisons between the Sedition Act and

the metaphor. Label on your metaphor the required items listed here: Federalists, Republicans, Sedition Act, 1st Amendment of Constitution, France

5. Explanation. Below your metaphor, write the word “because” followed by a list of the three most important similarities between what you drew and the Sedition Act.

6. Differences. On the back of your poster, write the two most important ways in which the

things depicted in your metaphor are different from the Sedition Act.

7. Persuasiveness. Your metaphor should be persuasive, neat, creative and colorful.

Visual Metaphor - Directions

The Sedition Act is like a Boa Constrictor Having a Meal......

Visual Metaphor - Model

Graphic Design by Amy Callahan

Because....• the boa constrictor emerges from hiding to blindside its prey just as Sedition Act emerged

suddenly out of an irrational fear of French-style revolution. • the boa constrictor squeezes its prey before eating it just as the Sedition Act was a

political ploy determined to “squeeze” the Republicans (Jefferson) of all ability to resist the Federalist majority (the Capitol building).

• the boa constrictor violently swallows its prey just as the Sedition Act violently destroyed the protections of the First Amendment to the Constitution.

Differences:1. The image implies that the Sedition Act came from France which is not true. The

Federalist majority in the U.S. Congress passed the bill and it was signed by a Federalist president, John Adams. The Federalists argued, however, that, if the Sedition Act was not passed, French-inspired pressmen would brainwash Americans into violently and unjustly revolting against their government.

2. The Federalists argued that the Sedition Act was a war time measure necessitated by the quasi-war with France. At the time the Sedition Act was passed, the French and American naval fleets were actively engaged in conflict. In addition, French agents were believed to be in the American frontier promoting sedition. The metaphor largely ignores the argument that the Sedition Act was needed to protect American national security.

Visual Metaphor - Model

PIH Curriculum Design Principles

1. Scaffolded Instruction

2. Authenticity

3. Multiple Intelligences

4. Effective Collaboration