Disciplinary Text Set

 A text set is introduced to a class for each subject or content learned in order to provide the students with various perspectives and different learning formats regarding that particular subject area. This aids in the student's critical thinking about the material and allows for differentiation within the classroom. The text set I have chosen for a 10th grade classroom, details the building of the first political parties within the U.S. Defining how the political parties were created originates with the disagreements between Hamilton and Jefferson during President Washington's candidacy about the push for a strong central government verse a limited central government. Understanding how the checks and balances operated and effected people's opinions on how the government should govern directly led to various opposing political parties. In order to introduce this topic I would ask the students if they have heard of different political parties before and what they represent. I would include an introductory infographic that would display a variety of the political parties used in the American political society today and provide a definition of the term political party. I would ask the students if their parents at home or if they personally identify with any of the parties listed and why. This will facilitate a discussion based on why these exist today. Asking the students to think deeply about their own opinions and their families opinions, ideas, and values generates an opportunity to celebrate everyone's background respectfully within the classroom. This first piece  (shown below) would help contextualize our political parties today. Utilizing an infographic would motivate interest via visuals. Additionally, defining the main topic at the beginning of lesson, prepares the students for the rest of it. 

https://youtu.be/lNTssCJJTHY?si=rcQglpw_eRu0K7Rz

Above is a video clip I would share with the class. This video is a cabinet meeting with President Washington, Hamilton and Jefferson. In this video, Hamilton and Jefferson are debating about introducing a national bank. Today, we know that Hamilton followed through and was able to establish this national bank which is now utilized for federal taxes, war debts, and other federal financial areas. At that time, the idea of introducing it was up for debate and since it directly effected the people and the states as well, not only was this debate heard between governmental officials but it was also discussed among citizens. The ability to vote for governmental officials at a state level and a federal level, meant these kinds of political decisions were discussed among the people as well. Some people sided with Hamilton and some people sided with Jefferson, hence a division in political opinions. Introducing a national bank would also encourage a stronger central government, resulting in larger opposition for those who wanted the states to have a higher governing power. I would ask the students who they would side with and why? What were some of the benefits of Hamilton's argument and what were some of the benefits of Jefferson's? Encouraging them to compare and contrast. 

https://www.loc.gov/exhibits/creating-the-united-states/formation-of-political-parties.html

I would then continue with having them read a few short secondary/primary sources that detailed how each founding father and political figure may have felt about the division and purpose of political parties within the government. Above is an excerpt from George Washington, how he felt about political parties and how the political parties truly began. This excerpt is part of a series detailed in the link above. I would have each student read the first one posted above as well as the one about James Madison and the one titled "Development of Political Factions and Parties." For these paragraphs we would review the vocabulary words "baneful" as it appears in Washington's statement and "ratification," due it's frequency and importance to the subject material. These short paragraphs include primary quotes and pictures to aid with their visual understanding and create larger context via the different perspectives being read about. Inserting these short texts, ensure students are reading about multiple perspectives in regards to how it was developed. I would ask them to think about if the political parties created at that time still hold the same values or operate in the same our political parties function today. I would then encourage the students to list off the political parties that are currently represented by our American political society.

In order to further their understanding, I would layer on this visual to promote critical thinking in regards to imagery. This cartoon is depicting former President Washington telling partisans to protect the pillars of Federalism, Republicanism, and Democracy in order uphold liberty and independence. Of course, if they both pull too hard on either end, our governmental system will collapse, hence the danger of political parties. I would display this image to my students and create a class discussion. We would discuss the vocabulary words federalism, republicanism and democracy and what they mean in this context. I would ask them to identify who each character is and what they may be doing. I would then ask them to dig deeper and ask questions that would foster higher level thinking. No wrong answers, just a discussion of what they believe this picture is attempting to emphasize or what message/story it holds. I would also encourage students to ask their own questions that would encourage investigation. I would ask if they think our government holds the ideals of each of these pillars today. Additionally, I would ask if they agree or disagree with George Washington's warning. 
 

https://youtu.be/Fix1D0IiVNg?si=PMBzQpDhO648fuzi

I would utilize this source within this text set because it is in familiar/daily vernacular, bringing an older and sometimes complex vocabulary ridden subject to a relatable level. This is another video of a cabinet meeting discussing the issue of whether or not the U.S. should interfere and send aid to France. Establishing foreign aid is still a prevalent topic that often discussed in today's political conversations as well. Utilizing this text demonstrates the kind of political tension that was occurring during that time and how we can still see it today, over similar subjects with similar political parties. I would ask the students to think about a current event today where the U.S. was involved in foreign affairs and if they believe it was the right thing to do. This would encourage students to develop their own opinions on the matter and have them reflect critically on where they may stand on this kind of debate. I would ask the students to discuss this in groups. This source includes audio and visuals, which provides differentiation for students. Due to the daily vernacular used in this, there would not be a need for vocabulary terms. 

https://www.studentsofhistory.com/federalists-republicans

This text is about two pages long and it adds more details about what the political parties opinions and values were, who represented them and why. Additionally, this text has an audio option to listen to while a student reads. This creates a multiple learning format for students who learn better through audio rather than through the text. I would ask them to notice how each party had the same goal of independence and liberty, but they had different ways to get there. This article highlights that people who supported different political parties were generally from different occupational backgrounds. I would encourage my students to think about why those with higher incomes would be on one side and those with lower incomes would be on another. Does their income dictate the laws or the kind of government they support? I would not include a separate vocabulary section for this article because the vernacular within it is easily digestible at a 10th grade level.