LESSON 8



LESSON 8.14 Jacksonian Democracy | |

|Learning targets |SUMMARY OVERVIEW |

|(clear, understandable versions of standards in student friendly |History Alive! lesson plan |

|language) | |

|Learn about why Andrew Jackson was called the “People’s President.” |This chapter focuses on Andrew Jackson’s rise to the Presidency and the|

|Learn how Jackson successfully ended the Nullification Crisis and the |notion of common people controlling their government, which became |

|broke apart the Bank of the United States. |known as Jacksonian Democracy. |

|Learn how and why Jackson believed in the removal of Native Americans |Recommended changes to HA! lesson plan |

|from their Eastern homelands. |The following are time-saving activity suggestions: |

|Identify how Jacksonian Democracy led to the two main political parties. |Include Young People’s History readings noted below |

| |Use United Streaming to highlight Trail of Tears |

| |Common Assignment provides an opportunity for students to write |

| |argumentative pieces on the Indian removals in the 1830’s |

| |Flexible grouping pattern of the lesson |

| |Teacher guided reading and musical and visual analysis |

| |Think-Pair-Share |

| |Whole class discussion |

| |Some independent work in ISN |

| |14.1- Introduction |

| |Music and Transparency contrast |

| |Read aloud Introductory text |

| |Use $20 bill to gain interest: ask why students think Jackson was |

| |famous |

| |14.2-The Inauguration of Andrew Jackson |

| |Use Graphic Organizer Placard to introduce Jackson |

| |supporters/detractors |

| |Read text with special focus on theme of “common man” and “people’s |

| |President” |

| |Complete ISN Reading Notes |

| |Zinn 148-149 |

| |Cornell Notes |

| |Key vocabulary: common man, Jacksonian Democracy |

| |14.3-From the Frontier to the White House |

| |Read text with “Turn & Talk” protocol and emphasize “self-made” concept|

| |Key vocabulary: self-made |

| |14.4-Jackson’s Approach to Governing |

| |Transparency 14E (p.189) |

| |Read text aloud and explain “spoils system” |

| |Complete ISN Reading Notes 14.4 |

| |Key vocabulary: spoils system |

| |14.5-The Nullification Crisis |

| |Read text aloud with emphasis on why “tariffs” began to lead to |

| |regional tensions between North and South |

| |Key vocabulary: tariffs, secede, states’ rights |

| |14.6-Jackson Battles the Bank of the United States |

| |Transparency 14G (p. 191) |

| |Read text noting differences between Biddle and Jackson |

| |14.7-Jackson’s Indian Policy |

| |Transparency 14H |

| |Use Zinn text CH.7 101-114 as a primary text |

| |14.7 Read by using Think, Pair, Share protocol |

| |Cornell Notes |

| |Video segment from United Streaming: “Cherokee: The Trail of Tears” |

| |(8:42) |

| |Emphasize how Jackson & the Supreme Court disagreed over Indian Removal|

| |Read excerpts from Investigating History section of HA! p. 439-441 |

| |Geography Challenge p. 194 |

| |Key vocabulary: racism, Indian Removal Act |

| |14.8-Chapter Summary & Review |

| |United Steaming video: America’s era of Expansion and Reform: America |

| |Under Andrew Jackson (15:00) |

| |Read aloud 14.8 Chapter summary |

| |ISN Processing Notes, Jackson: Hero or Wanted |

| |Read aloud Beyond the Oregon Trail (p.17-18) to connect Indian removals|

| |in the East to Indian issues in the state of Oregon. Verbally pose |

| |reflection questions (p.18) to students |

|Language objectives | |

|(identified cognitive functions correlated to the learning targets, such | |

|as sequence, compare/contrast, cause/effect, infer, and argue, as well as| |

|the signal words to be deliberately taught/used in discussion and | |

|writing; sentence frames in support section) | |

|POST ON WALL | |

|Orally and in writing, we will use cause/effect terms to explain why | |

|Jackson was elected and how he faced national problems, and dealt with | |

|Native Americans in the East. | |

|History Alive! Preview activity | |

|(builds background; links to student experience) | |

|Use $20 bill to introduce Jackson, and perhaps use $1 and $2 bills to | |

|show links to earlier Presidents on currency. | |

|Pre-assessment activities/documents | |

|(serves as self-assessment for students; informs instruction for | |

|teachers; charts or documents may be used as a place to gather | |

|concepts/information throughout lesson through debriefing; may include | |

|visuals, lesson questions, lesson vocabulary, language objectives, and/or| |

|learning targets) | |

|Knowledge Rating Chart | |

|Lesson questions | |

|(drive instruction; may create links to previous learning; may be | |

|included in pre-assessment) | |

|How did Jackson’s election lead to a shift in how politicians viewed the | |

|“common-man”? | |

|How did Jackson’s governing style and policies differ from previous | |

|administrations? | |

|How did the Nullification Crisis demonstrate regional tension between | |

|North and South? | |

|Why did Jackson believe the Bank of the US was a monopoly for the rich? | |

|What were Jackson’s reasons for supporting the Indian Removal Act? | |

|What were conditions like for Native Americans during their forced | |

|removal to the West? | |

|Additional background building | |

|(streaming video segments, DVD, map review, read aloud of a related piece| |

|of fiction, etc.) | |

|Cherokee: The Trail of Tears United Streaming. (8:42) | |

| | |

|America’s Era of Expansion and Reform: American Under Andrew Jackson | |

|United Streaming. (15:00) | |

| | |

|Investigating History section of History Alive! pp. 439-441. | |

| | |

|Young People’s History | |

|Chapter 7 p. 101- 114 | |

|Chapter 10 p. 148-149 | |

| | |

|Beyond the Oregon Trail: Oregon’s Untold History pp. 17-18 | |

|Key content vocabulary (italicized words are assessed) | |

|Self-made man | |

|Common people | |

|Spoils system | |

|Tariffs | |

|States’ rights | |

|Regional tensions | |

|Secede | |

|Indian Removal Act of 1830 | |

|Racism | |

|Jacksonian Democracy | |

|READING SUPPORTS |

|Lesson-specific instructional supports |

|* see Enrichment Plan for Compacting/Extensions |

|Suggested strategies for introduction Interactive Read-Aloud|Focus pages/paragraphs for guided reading group| Thinking/Process-Related Words (for |

| | |example Bloom’s etc.) |

|Read Aloud by Teacher |Key paragraphs from the chapter: |Identify |

|Turn & Talk |p. 186 ¶ 4& 5 |Cause and effect |

|Think, Pair, Share |p. 189 ¶ 2 & 4 |Argument |

|Independent reading |p. 190 ¶ 3 & 4 |Refute/rebut |

| |p. 192 ¶ 5 & 6 | |

| |p. 193 ¶ 2 | |

|WRITING SUPPORT |

|Lesson-specific instructional supports |

|* see Enrichment Plan for Compacting/Extensions |

| |Sentence frames for parts of the lesson | |

| | | |

|DISCUSSION SUPPORT |

|Lesson-specific instructional supports |

|*see Enrichment Plan for Compacting Extensions |

| | | |

|FORMATIVE ASSESSMENTS (for student and teacher use) |

|“Check for understanding” |Checkpoints in Student Interactive Notebook |Questions for |

|points during activities | |exit and entrance slips |

|Check for understanding of Jacksonian Democracy after 14.4 |Check Processing 14 in the ISN. Students |Use lesson questions to guide |

|Check for understanding of Jackson’s handing of two national|should have an understanding of why Jackson is |entrance and exit slips |

|crisis, Nullification and the BUS |thought of as a National Hero as well as a | |

|Check for understanding after completing 14.7 on Jackson’s |Wanted man. | |

|treatment of Native Americans | | |

|REVIEW |

|Processing Assignment |Games |Other |

|(also serves as a formative assessment) | | |

| | |As a review again use a $20 bill and |

| | |ask students if they think Jackson |

| | |should be honored. Why or why not? |

|RECCOMMEND LESSON ASSESSMENT AND KEY |

|Assessment |

|Key |

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