Mrs. Billerman's US History Classes host White House Breakfast

Where could you find Aaron Burr enjoying croissants while seated across from Alexander Hamilton? Or Midnight Judge William Marbury weighing in on his landmark case against President James Madison?

Well, if you were a sophomore in Mrs. Billerman's U.S. History 1 classes, these scenarios would be commonplace at her classes' Breakfast at the White House event.

On December 22nd, Point Pleasant Borough High School's Library was transformed into the White House Dining Room to accommodate Mrs. Billerman's four classes in a unique role-playing exercise that helped students attain a firmer grasp of the United States’ National Era from 1789-1824.

“The students worked in groups to develop a guest list of ten historically significant figures from the specified time period,” said Mrs. Billerman. “They had to provide each person’s background and the reason for inviting them to the breakfast. Then, taking into account each guest’s political, social and economic views, the students created seating charts for which they included their rationale for the seating arrangements.”

Mrs. Billerman said the students were then assigned a role as one of the invited guests.

Upon arrival on the day of the breakfast, the students checked in with the “Social Secretary” played by Mrs. Billerman's friend, retired Department of Justice Attorney MaryEllen Luthy, who distributed the students' nametags.

After helping themselves to a breakfast of pastries, bread and cheeses the students launched into discussions facilitated by conversation cards at each table.

Throughout each class period, students acting as historical figures like George Washington, John Adams and Thomas Jefferson weighed in on topics like their character’s stance on the creation of political parties, the constitutionality of the Alien and Sedition Acts and the federal government’s assumption of state’s debt.

Regarding international relations with France and Great Britain, fourth period’s John Adams, portrayed by senior Barbara Adams, explained how Adams would follow Washington’s policy of neutrality and improve relations through diplomacy.

Andre Menzel as Thomas Jefferson opined on the actions of the Pennsylvania farmers during the Whiskey Rebellion saying that the farmers were justified in their revolt against the excise tax that his administration eventually repealed.

As the students debated the issues, Mrs. Billerman floated between tables listening to conversations prompting responses and ensuring the accuracy of the students’ statements.

“Although this is a fun exercise, the assignment is weighted as a test grade,” said Mrs. Billerman.

Mrs. Billerman said the students submitted their character’s formal responses to each of the conversation card questions prior to the breakfast.

“In their responses, the students covered the topics of Nationalism, Territorial Expansion, Sectionalism, International Relations, the Power of the Federal Government, and Economic Policies,” she said.

Mrs. Billerman said that she has traditionally hosted a dinner party utilizing the same concept for her Advanced Placement classes, however, this is the first year that the event was held during school hours and expanded to include all her US History 1 classes.

“I was very pleased with my students’ enthusiasm for the White House Breakfast,” said Mrs. Billerman. “I hope to continue to host similar events for my students.”

“By hosting the White House Breakfast, Mrs. Billerman provided her students with an engaging method to learn and retain United States History,” said Principal Linda Rocco. “Effective role-playing requires the players to become conversational on a variety of issues. As the students internalize the conflicts and issues affecting our nation’s founders, they are solidifying their knowledge and retention of historical content,” she continued.

Superintendent of Schools Vincent S. Smith echoed Ms. Rocco’s statement; “The White House Breakfast provided not only a unique opportunity for students to gain greater comprehension of United States History but also a forum to assess their knowledge of the subject matter. I’d like to commend Mrs. Billerman for sharing this exciting learning experience with her students.”