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Jefferson’s Embargo

Jefferson’s Embargo. A View From Differing Perspectives. http://faculty.umf.maine.edu/~walters/web%20jacksonian%20277_07/war-of-1812-cartoon.jpg. Post-it Note Brainstorm. Post-it Note Rules: Each person must have two Post-its on their body or desk.

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Jefferson’s Embargo

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  1. Jefferson’s Embargo A View From Differing Perspectives http://faculty.umf.maine.edu/~walters/web%20jacksonian%20277_07/war-of-1812-cartoon.jpg

  2. Post-it Note Brainstorm • Post-it Note Rules: • Each person must have two Post-its on their body or desk. • You may not say the words: “China” “trade” “ship” • The first person who hears a person say one of the forbidden words gets to take a Post-it from them. • The person with the most Post-its at the end WINS!!! • What would happen if we stopped all trade with China? • Who would be affected? • Do you think it would be a good idea? • Discuss

  3. Discussion of theEmbargo Act of 1807 • What is an embargo? • What led to the Embargo Act of 1807? • Napoleonic Wars (conflict on the seas) • British seizure if sailing to Europe directly • French seizure if sailing to Britain first • British Impressment (seizure of American merchantmen) • British support of Native Americans in the Northwest

  4. The Contents of Your Packet

  5. Annapolis: Hammond-Harwood house, [1783-1784] by Thomas Jefferson

  6. The Assignment

  7. PICTURE DEFINITION ANALYSIS

  8. Name Period Date Northwestern Farmer’s View Southern Farmer’s View Eastern Merchant’s View American Sailor’s View British View Jefferson’s View French View

  9. USE FOR LESS VIEWPOINTS

  10. What Have We Covered? • Post-it Note Brainstorm • The Embargo of 1807 • What other embargos could this lesson be used for? World ‘17, Japan ‘41, OPEC ‘73, Cuba (still) • Viewpoints chart • How can you use this in your classroom? • Most importantly: • The creation of classroom discussion: Howard Fineman

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