LESSON 8.

14 Jacksonian Democracy
Learning targets
(clear, understandable versions of standards in student friendly language) Learn about why Andrew Jackson was called

SUMMARY OVERVIEW History Alive! lesson plan This chapter focuses on Andrew Jacksons rise to the Presidency and the notion of common people controlling their government, which became known as Jacksonian Democracy. Recommended changes to HA! lesson plan The following are time-saving activity suggestions: Include Young Peoples 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 1830s 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 peoples 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-Jacksons Approach to Governing Transparency 14E (p.189) Read text aloud and explain spoils system Complete ISN Reading Notes 14.4

the Peoples President. Learn how Jackson successfully ended the Nullification Crisis and the broke apart the Bank of the United States. Learn how and why Jackson believed in the removal of Native Americans from their Eastern homelands. Identify how Jacksonian Democracy led to the two main political parties. 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 Jacksons election lead to a shift in

how politicians viewed the common-man? How did Jacksons 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 Jacksons reasons for supporting the Indian Removal Act?

Modified from History Alive! June 2010

Key vocabulary: spoils system 14.5-The Nullification Crisis Read text aloud with emphasis on why tariffs began to lead to regional tensions Additional background building between North and South (streaming video segments, DVD, map review, read Key vocabulary: tariffs, secede, states aloud of a related piece of fiction, etc.) rights Cherokee: The Trail of Tears United Streaming. 14.6-Jackson Battles the Bank of the United (8:42) States Transparency 14G (p. 191) Americas Era of Expansion and Reform: Read text noting differences between American Under Andrew Jackson United Biddle and Jackson Streaming. (15:00) 14.7-Jacksons Indian Policy Investigating History section of History Alive! pp. Transparency 14H 439-441. Use Zinn text CH.7 101-114 as a primary text Young Peoples History 14.7 Read by using Think, Pair, Share Chapter 7 p. 101- 114 protocol Chapter 10 p. 148-149 Cornell Notes Video segment from United Streaming: Beyond the Oregon Trail: Oregons Untold Cherokee: The Trail of Tears (8:42) History pp. 17-18 Emphasize how Jackson & the Supreme Key content vocabulary (italicized words are Court disagreed over Indian Removal assessed) Read excerpts from Investigating History Self-made man section of HA! p. 439-441 Common people Geography Challenge p. 194 Spoils system Key vocabulary: racism, Indian Removal Tariffs Act States rights 14.8-Chapter Summary & Review Regional tensions United Steaming video: Americas era of Secede Expansion and Reform: America Under Indian Removal Act of 1830 Andrew Jackson (15:00) Racism Read aloud 14.8 Chapter summary Jacksonian Democracy ISN Processing Notes, Jackson: Hero or Wanted Read aloud Beyond the Oregon Trail (p.1718) to connect Indian removals in the East to Indian issues in the state of Oregon. Verbally pose reflection questions (p.18) to students READING SUPPORTS Lesson-specific instructional supports http://groups.teachtci.com/ * see Enrichment Plan for Compacting/Extensions Suggested strategies for Focus pages/paragraphs for Thinking/Processintroduction Interactive Read-Aloud guided reading group Related Words (for example Blooms etc.) Read Aloud by Teacher Key paragraphs from the Identify Turn & Talk chapter: Cause and effect Think, Pair, Share p. 186 4& 5 Argument

What were conditions like for Native Americans during their forced removal to the West?

Modified from History Alive! June 2010

Independent reading

p. 189 2 & 4 Refute/rebut p. 190 3 & 4 p. 192 5 & 6 p. 193 2 WRITING SUPPORT Lesson-specific instructional supports http://groups.teachtci.com/ * see Enrichment Plan for Compacting/Extensions Sentence frames for parts of the lesson DISCUSSION SUPPORT Lesson-specific instructional supports http://groups.teachtci.com/ *see Enrichment Plan for Compacting Extensions

FORMATIVE ASSESSMENTS (for student and teacher use) Check for understanding Checkpoints in Student Questions for points during activities Interactive Notebook exit and entrance slips Check for understanding of Jacksonian Democracy after 14.4 Check for understanding of Jacksons handing of two national crisis, Nullification and the BUS Check for understanding after completing 14.7 on Jacksons treatment of Native Americans Processing Assignment
(also serves as a formative assessment)

Check Processing 14 in the ISN. Students should have an understanding of why Jackson is thought of as a National Hero as well as a Wanted man.

Use lesson questions to guide entrance and exit slips

REVIEW Games

Other

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

Modified from History Alive! June 2010