Should Andrew Jackson Be on the Twenty-Dollar Bill

Should Andrew Jackson Be on the Twenty-Dollar Bill

Should Andrew Jackson be on the Twenty-dollar Bill?

The Task:

For this WebQuest, it is the 1920s and the Treasury Department is trying to determine whether Andrew Jackson's portrait should be placed on the twenty-dollar bill. You are either a critic or supporter of Jackson, and you will engage in a debate to help the Treasury Department make up its mind.

Your group will prepare a brief speech that should praise or condemn specific policies and actions of Jackson. You will decide what to praise or condemn by considering the perspective of the individual or group you have been assigned to represent.

The Process:

Break into your groups. Select a leader who will be in charge of group discussions and keeping track of the work you accomplish both individually and as a group. The group leader should keep a work log (see below).

The roles include:

  1. Chief John Ross & Native Americans
  2. Henry Clay & the National Republican/Whig Party
  3. John C. Calhoun & South Carolina
  4. Nicholas Biddle & the Bank of the United States
  5. Martin Van Buren & the Democratic Party
  6. The White Southern Farmer
  7. Frederick Douglass & African-American Slaves
  1. Review the biography of your assigned individual or group to determine your specific perspective. Within your group, discuss the types of information you will probably need in order to prepare your speech.
  2. The group leader should assign the resources to students. It is recommended that all students review as many of the provided resources as possible, especially the video clips.
  3. Read/watch your assigned resources, taking detailed notes on your findings. Make sure to indicate on your notes where you found the information. In addition to the items your group decided were important, also consider the following:
  4. How did Jackson or his policies affect the life of your assigned individual or group?
  5. In what way did your assigned individual or group specifically interact with Jackson or his policies?
  6. At the end of his tenure in office, how did the life of your individual/group change? Was it for the better or for the worse?
  7. Once you have finished researching, have each group member share his/her findings. Discuss and agree upon your stance on the key question of this WebQuest: Should Jackson's portrait be on the $20 bill? Decide on the best 3-5 arguments that support your position.
  8. Next, the group leader should assign development of those arguments to the rest of the group.
  9. Collaboratively, outline and then write the argument. Remember to be clear and concise as you only have a few minutes for the entire speech.
  10. Review the completed arguments as a group, making appropriate changes and ensuring there is no redundancy during the speech. Decide who is going to present each part or whether one person will present the entire speech.

Presentations:

The teacher will decide the order of the presentations and coordinate the process.

  1. During each presentation, all other groups are expected to listen to strengths and weaknesses in the arguments they hear. A short question and answer period will follow the presentations. Questions must be relevant to the perspective of the presenting group.
  2. After each group finishes, votes for or against Jackson's place on the $20 bill will be tallied.
  3. After the presentations are finished, share your thoughts about the results of the tally and Jackson's presidency.

Group: Work Log

Student / Resources to Examine

Questions to Consider:

  • In what way did your assigned individual or group specifically interact with Jackson or his policies?
  • How did Jackson or his policies affect the life of your assigned individual or group?
  • At the end of Jackson’s tenure in office, how did the life of your individual/group change? Was it for the better or for the worse?