Design Topic ______Subject(s) ______Grade(s) ____ Designer’s Name ______

Marilyn Cummings – Jackson Era Lesson Plan for NEH Landmarks in History – The Hermitage
STAGE 1 – DESIRED RESULTS
Unit Title: THE JACKSONIAN ERA______
Established Goals: Jacksonian Democracy - real or imagined?
Honors U.S. History
Understandings: Students will understand that
Governmental power impacts society.
Leaders emerge and exercise power in different ways.
History is recorded from different perspectives. / Essential Questions:
How does a change in leadership impact society?
How does governmental power reflect and shape society?
How does a change in leadership impact society?
Students will know:
Role of the "common man"
Nullification crisis
Bank war
Native Americans / Students will be able to:
Explain the role of Native Americans
Demonstrate the changing role of the "common man"
Predict the emergence of sectional issues

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:
Analyze primary source documents:
Jackson Inaugural Address, Jackson Farewell Address
Political cartoons, Jackson veto of the Bank re-charter bill, Indian Removal Act, Jackson Speeches addressing Congress
Varied document based questions / Other Evidence:
Class Discussion
Debate
Essays
Chapter test
Key Criteria:
Growth of Democracy
The Cotton Economy and Slavery
Native American and Indian Removal
Societal Trends in the Jacksonian Era
Role of Government during Jackson’s Presidency

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
1. Textbook: The Americans Reconstruction to the 21st Century by McDougall Littell
2. Distribute copies of the following :
a. Political Cartoons and Analysis Questions
b. Primary Source Chart
c. Essay Sheet
3. Copies of the following primary sources
a. Removal of Native Americans
- “Excerpt from President Andrew Jackson’s First Annual (State of the Union) Message to Congress, December 8, 1829”
- “The Indian Removal Act, May 28, 1830”
- “Excerpts from Jackson’s Second Annual Message to Congress, December 6, 1830”
b. The Bank of the United States- Andrew Jackson’s Veto Message, 1830
c. Policies of Andrew Jackson
- Maysville Road Veto
- Force Bill 1833
- Proclamation Regarding Nullification, December 10, 1833
d. Jacksonian Society
- “U.S. Voter Turnout, 1824-1928 chart”
Activities
Day One
1. Lecture on the Historical Period of 1800-1828 (40 minutes)
Topics for lecture
a. Economic Structure of America
- Southern Economy and the role of Slavery
- Northern Economy and the role of the Industrial Revolution
- Introduction of the American System and the movement to improve and expand America
- The Tariff of 1816 and the Re-chartering of the BUS
- The creation of road systems and the Erie Canal
- The role of women in economy
b. Political Trends
- Growth of democracy
- The Presidencies of Madison and John Quincy Adams
- America’s role in foreign affairs
c. General Society at this time period
- Employment, religion, education, general culture
- Discussion of the effects on the American population
Day Two
1. Lecture on the Election of 1828 (20 minutes)
a. Early life of Andrew Jackson, his military career, and his early years as a plantation owner at the Hermitage in Tennessee
b. Goals as President of the United States (president for the common man)
c. Controversies surrounding the election on 1828
d. The reasons why Andrew Jackson won the election
2. Introduction to Group Work: The class will be divided into 2 sections and copies of “ King Andrew I” and “The Rats Leaving a Falling House” will be distributed to the two groups.
a. Using the handout, students will answer the questions to analyze the cartoon
b. Students will discuss their findings with the class
Day Three
1. Primary Source Group Work - Students will be split into 4 groups: Removal of Native Americans, The Bank of the United States, Policies of Andrew Jackson, and Jacksonian Society
2. Working together, students will read the primary sources and fill in their charts - as a group they are to analyze whether Jackson acted as a king or a democratic president they will need to provide excerpts from their primary sources to prove their collaborative opinions.
Day Four
1 . Explanation and Discussion of Student’s Findings (30 minutes)
a. A spokesperson from each group will present their findings. One group member will record a summary of their information in a chart on the board.
b. While each group is presenting, the other students will take notes in the appropriate section of their charts.
2. Conclusion: Distribute Essay Questions
Essays – Allow 1 week for completion
Using information presented in class and from assigned readings, complete all essays questions listed below.
1.  Discuss Andrew Jackson's political philosophy.
(a)What were the major tenets of Jackson's philosophy?
(b) Assess the impact of Jackson's political philosophy on the following events of Jackson's presidency: include the following
(1) the Nullification Crisis, (2) the Indian Removal policy, (3) the Maysville Road Bill veto.
2.  Discuss Andrew Jackson's Bank War. (a)What events prompted the Bank War? (b)What were the economic effects of the Bank War? (c)What were the political effects of the Bank War?
3.  Some historians portray Andrew Jackson as the champion of democracy and the common man. Others claim that Jackson was an autocrat who had little sincere regard for the interests of the American people. Which image of Jackson comes closer to being correct? Why?
Expectations:
1. Essays should include a comprehensive - well thought out thesis statement
2. Three examples are identified and thoroughly explained
3. Each example is analyzed as to prove thesis statement
4. Introduction and Conclusion paragraph are included

Marilyn Cummings – email

Academy of Our Lady of Mercy, Lauralton Hall

200 High Street

Milford, CT 06064

203-877-2786

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Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)