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Activity Overview

When studying two opposing groups, it's helpful to compare and contrast their ideologies. This is especially useful when analyzing the two political factions during the Election of 1800. Have students create a grid storyboard to outline each party's viewpoints. Students will be able to compare, analyze, and synthesize what ideas and ideologies defined each political party, and further understand why the election of 1800 is a “revolutionary” transfer of power. Examining the differences between each will deepen discussion on why a transfer of power with no violence or bloodshed was considered revolutionary.

Students will research and analyze the following:

  • Political Ideology
  • Power of Government
  • Who’s Who
  • Results in Election of 1800

Extended Activity

Have students identify and compare political parties today. Outline and define the ideas and viewpoints of Democrats and Republicans to identify their differences and analyze what makes them different in a grid. This will also aid connections between modern politics and the election of 1800, as well as offering an opportunity to compare and contrast the parties of today with those of 1800.

Lesson Plan Reference

Grade Level 9-12

Difficulty Level 3 (Developing to Mastery)

Type of Assignment Individual or Group

Template and Class Instructions

(These instructions are completely customizable. After clicking "Use This Assignment With My Students", update the instructions on the Edit Tab of the assignment.)

Student Instructions

Create a storyboard comparing and contrasting the political parties involved in the Election of 1800.

  1. Click "Start Assignment".
  2. Label the title boxes with "Political Ideology", "Power of Government", "Who's Who", and "Results of Election".
  3. In the top row, describe each label from the perspective of the Federalists.
  4. In the bottom row, do the same for the Democratic-Republicans.
  5. Create illustrations using appropriate scenes, items, and characters.
  6. Save and submit your storyboard.

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