Objective:

Students will create informative posters on the political conflicts between Jefferson and Hamilton using public domain images and templates. They will give proper attribution to the original creators of any external content used in their projects.

Materials Needed:

• Chart paper or poster board

• Pre-designed templates for poster layout

• Markers and colored pencils

• Access to public domain images and historical quotes

Steps:

• Introduction:

  • Start with a class discussion about how the differing views of Thomas Jefferson and Alexander Hamilton on issues like the National Bank and foreign policy led to the formation of political parties. 

  • Explain that students will create posters to compare and contrast these viewpoints and will use pre-made templates and images from historical archives.

• Group Activity:

  • Divide students into groups and assign each group a specific aspect of the Jefferson-Hamilton conflict. 

  • Using pre-designed templates, students will organize their poster into sections such as "Foreign Policy," "Economic Policies," and "The National Bank." 

  • Encourage them to find public domain images and quotes to support their explanations, ensuring they properly attribute any external resources.

• Creating the Posters:

  • Students will use the pre-made templates to build their posters, focusing on visual clarity and organization. 

  • They will incorporate quotes and images from historical archives, discussing the importance of giving attribution for these materials as they work.

• Testing and Refining:

  • After completing their posters, students will conduct a gallery walk, where each group reviews other posters and provides feedback on the clarity and presentation of the information. 

  • Groups will refine their posters based on the feedback received.

• Presentation and Discussion:

  • Each group will present their final posters to the class, explaining how they incorporated historical documents, images, and templates into their work. 

  • Lead a class discussion on how using existing media and templates helped them build more effective presentations, and the importance of giving credit to the original creators.

Equity and Access:

Provide students with access to pre-made templates and public domain resources to ensure all students can participate, regardless of artistic skill. Encourage collaboration between students with different strengths to enhance the project.

Real-World Application:

Connect this activity to the real-world practice of historians and researchers who use primary sources and archival images to build narratives. Emphasize the importance of proper attribution in both academic and professional settings.

CS Practice(s):

• Creating Computational Artifacts: Students use public domain images and templates to create visually engaging posters.

• Communicating About Computing: Students discuss how they incorporated external media and the importance of attribution in academic and professional work.

Standard(s):

• CA HSS 8.3.4 

• CA CS 6-8.AP.16

Objective:

Students will design a website using HTML to explain the political conflicts between Jefferson and Hamilton and their role in the formation of political parties. They will use code libraries and public domain media, focusing on properly attributing any external resources.

Materials Needed:

• Computers with access to HTML editors or platforms (e.g., Glitch or CodePen)

• Access to public domain images and code libraries

• Templates for website structure (optional)

Steps:

• Introduction:

  • Begin with a class discussion about how the conflicts between Thomas Jefferson and Alexander Hamilton led to the formation of two political parties. 

  • Highlight key differences in their views on issues like the National Bank, foreign policy, and the Alien and Sedition Acts. 

  • Explain that students will create websites to explain these conflicts and use public domain media and pre-built code libraries to enhance their websites.

• Group Activity:

  • In pairs, students choose a key aspect of the conflict between Jefferson and Hamilton. 

  • Using an HTML template, they design sections for their website, such as "Foreign Policy Views," "Economic Policies," and "Party Formation." 

  • They incorporate pre-built code libraries for interactive elements, such as timelines or sliders, and ensure they give proper attribution for any images or code they did not create.

• Incorporating and Coding:

  • As students build their websites, they integrate existing code from libraries to add interactive features. 

  • They structure their code using procedures and ensure that every piece of media or code they use from external sources is properly credited in their project.

• Testing and Refining:

  • Students test their websites by sharing them with classmates, gathering feedback on content, design, and usability. 

  • They refine their websites based on peer feedback, improving both the visual layout and the clarity of the political conflict they are explaining.

• Presentation and Discussion:

  • Each pair presents their completed website to the class, demonstrating how they used HTML and external libraries to create interactive features and visual representations of the Jefferson-Hamilton conflict. 

  • Discuss how they incorporated and credited external resources and how this mirrors real-world practices in web development.

Equity and Access:

Provide pre-built website templates and a list of public domain resources for students needing additional support. Pair students with varying levels of technical expertise to encourage collaboration and peer learning.

Real-World Application:

Discuss how web developers use external media and code libraries to create educational websites and how these practices are essential in the technology industry. Emphasize the importance of attributing original creators, just as students did when using external resources in their projects.

CS Practice(s):

• Creating Computational Artifacts: Students use HTML and code libraries to design a website explaining the Jefferson-Hamilton conflict.

• Testing and Refining Computational Artifacts: Students test their websites with peers and improve their design based on user feedback.

• Communicating About Computing: Students explain how they incorporated external code and media into their websites, emphasizing the importance of attribution.

Standard(s):

• CA HSS 8.3.4 

• CA CS 6-8.AP.16