FREEDOM PROJECT LESSON PLAN

Grade Level: 8th Lesson Title: “Debate DBQ…Was Andrew Jackson Democratic?” Teacher: L. Johnson

1. Set Induction: Use this lesson with students after having used multiple DBQ ‘s with the traditional five- paragraph essay format as the culminating activity. Familiarity with the process will enable students to branch off into using a formal debate as the culmination. (Students have also been an “audience” for a visiting high school debating team so they observed the process “live”.) Going through the traditional textbook reading of Jacksonian background material is also essential.

2. Aims / Objectives and Standards: The project task is to examine documents

and background information and determine if history indicates that Andrew Jackson was democratic or not. The objectives of this lessons are threefold: gain a greater understanding of Andrew Jackson and his effect on the development of our political system, increase the ability of students to glean information from historical documents and research and, finally, to model the debating process as a tool of learning. This lesson will addresses 8th Grade Social Studies Power Standards #4 Research and #10 Individuals & Groups.

3. Materials: District Social Studies text, The DBQ Project binder, and paper,

pencil and timers are the only materials required.

4. Procedures: (See Appendix A) Divide classes into “research” groups of two or three to share materials and complete the Hook Activity provided by the DBQ Project that asks students to understand the term “democratic” and be able to pick –out examples of the concept. Next these groups will read the Background Essay and take individual T-Chart notes that separate facts into the two categories of “democratic” or “not democratic”. The final task of this information gathering stage of the lesson is to examine and discuss documents as a group using the Scaffolding Questions as a guide. Then, individually, students add support to each side of their T-Chart notes. Now students are ready to be resorted into “debate” groups of five or six. Each group will draw a card to see if they will be a “Pro” (Yes, Jackson was democratic.) Team or a “Con” (No, he was not democratic.) Team. Each Debate Team will meet to divide the members into their individual roles and prepare for the debate. The individual areas of responsibility are as follows:

A. A one –minute opening statement that introduces but does not develop the team’s key arguments.

B. Develops one of the three main arguments that supports in-depth the team’s pro or con stance. (Three students needed here.)

C. A prediction of the opposition’s key one or two arguments and ideas of how to counter those arguments.

D. A one-minute closing statement that summarizes the team’s position.

Using the research that students compiled on their T-Chart, they write their part of the debate. Detailed discussion point should be included. As a whole group students rehearse and practice the debate. A randomly selected “Pro” and “Con” Team will begin the actual live debate in front of the class. The “Audience” composed of the non-selected Teams will complete the “Debate Evaluation” while the discussion is taking place. (Appendix B & C) Teams will then rotate until all have had an opportunity to function as both debaters and audience.

5. Assessment: Students will be scored both as a group and individually. The Group Score is based on the “Hook Exercise” /”Scaffolding Questions” worksheet and teacher evaluation of the Group Rehearsal and Practice Time. The Individual Score is based on the “T-Chart” and “Role Preparation” pages, the individual ‘s Debate Performance and the “Debate Evaluation”.

6. Resources: 8th Grade District Text: Creating America and The DBQ Project

20002.

7. Conclusion: Class will hold a “debriefing” discussion on the debating process/ experience in terms of what was learned and what could be improved for the future. Finally, an attempt at reaching consensus on the questions of whether Jackson was democratic or not will occur.