Activity Overview
Students will outline the significance of the election of 1800 by examining the 5 Ws of the election. By researching these basic subjects, students will gain a general understanding of the candidates and their political beliefs, allies, and party affiliation. They'll explain and analyze and apply them to their understanding of the electoral process, and describe how this process unfolded in the 1800 elections.
Students will answer the following questions:
- WHO was involved in the Election in 1800?
- WHAT was the political significance of the Election in 1800?
- WHERE did the Election of 1800 occur?
- WHEN did the Election of 1800 occur?
- WHY was the Election of 1800 important?
Extended Activity
Have students create a spider map on the 5 Ws of another election. Make sure to include the candidates, their political affiliation, and the results of the election. Compare and contrast both elections to generate discussion and debate.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of the Election of 1800: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
Students will outline the significance of the election of 1800 by examining the 5 Ws of the election. By researching these basic subjects, students will gain a general understanding of the candidates and their political beliefs, allies, and party affiliation. They'll explain and analyze and apply them to their understanding of the electoral process, and describe how this process unfolded in the 1800 elections.
Students will answer the following questions:
- WHO was involved in the Election in 1800?
- WHAT was the political significance of the Election in 1800?
- WHERE did the Election of 1800 occur?
- WHEN did the Election of 1800 occur?
- WHY was the Election of 1800 important?
Extended Activity
Have students create a spider map on the 5 Ws of another election. Make sure to include the candidates, their political affiliation, and the results of the election. Compare and contrast both elections to generate discussion and debate.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of the Election of 1800: Who, What, When, Where, and Why.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How Tos about 5 Ws of the Election of 1800
How to facilitate a classroom debate on the impact of the Election of 1800
Encourage students to express their viewpoints and analyze arguments by organizing a structured debate. Assign students roles as historical figures or political parties to help them understand different perspectives. This strategy boosts critical thinking and engagement.
Assign debate roles based on candidates and parties
Let students choose or be assigned to represent either Thomas Jefferson, John Adams, or their respective parties. This helps them dive deeper into political beliefs and understand each side's motivations.
Provide research time using primary and secondary sources
Give students time to gather evidence from textbooks, articles, or digital resources. Encourage use of quotes or facts to support their arguments during the debate.
Set clear debate rules and structure
Explain the format, time limits, and respectful discussion guidelines before starting. This ensures every voice is heard and the debate stays focused.
Hold the debate and debrief as a class
Host the debate, then reflect as a group on what was learned about the Election of 1800. Discuss key takeaways and connect them to modern elections if possible.
Frequently Asked Questions about 5 Ws of the Election of 1800
What are the 5 Ws of the Election of 1800?
The 5 Ws of the Election of 1800 are: Who (the candidates: Thomas Jefferson and John Adams); What (a pivotal U.S. presidential election); When (1800); Where (United States, mainly in key states); and Why (it marked a peaceful transfer of power between political parties).
Why was the Election of 1800 important in American history?
The Election of 1800 was important because it was the first peaceful transfer of power between political parties in the U.S., setting a precedent for democratic processes and reinforcing the stability of the Constitution.
Who were the main candidates and what were their political beliefs in the Election of 1800?
The main candidates were Thomas Jefferson (Democratic-Republican) and John Adams (Federalist). Jefferson favored states’ rights and a limited federal government, while Adams supported a strong central government.
How can I teach students to analyze the 5 Ws of a historical event like the Election of 1800?
Have students create a 5W analysis by answering Who, What, When, Where, and Why for the event. Use graphic organizers, spider maps, or visual aids to help them break down each component and encourage discussion.
What is a simple classroom activity to compare the Election of 1800 with another election?
Ask students to make a spider map for both elections, including candidates, party affiliations, and results. Then, have them compare and contrast their findings to promote discussion and critical thinking.
More Storyboard That Activities
Election of 1800: Jefferson vs. Adams
Testimonials
“By using the product, they were so excited and they learned so much...”–K-5 Librarian and Instructinal Technology Teacher
“I'm doing a Napoleon timeline and I'm having [students] determine whether or not Napoleon was a good guy or a bad guy or somewhere in between.”–History and Special Ed Teacher
“Students get to be creative with Storyboard That and there's so many visuals for them to pick from... It makes it really accessible for all students in the class.”–Third Grade Teacher
© 2025 - Clever Prototypes, LLC - All rights reserved.
StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
