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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