1. 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 ©PIH 2009. All rights reserved.

2. 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.

3. 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

4. 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?

5. 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

6. 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.

7. Sedition Act Lesson: 1. Introduction – explore Patriot Act’s definition of terrorism 2. Establish Foundational Knowledge – Lecture 3. Document Analysis / Empathetic Role Play 4. Visual Metaphor – Assessment of Student Learning

8. Visual Metaphor - Directions

9. The Sedition Act is like a Boa Constrictor Having a Meal...... Visual Metaphor - Model Graphic Design by Amy Callahan

10. 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

11. PIH Curriculum Design Principles 1.Scaffolded Instruction 2.Authenticity 3.Multiple Intelligences 4.Effective Collaboration