Mr. Saindon
United States History
Tuesday, February 18
to
Friday, February 21
Homework/Classroom Work DUE:
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Monday and Tuesday students will complete Lesson 16, Section 1 in the Interactive Notebook (page 149-150)
The textbook is online in Clever. Hard copy is available in my room, (page 298-299)
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Lewis and Clark Documentary Questions - To be completed while we watch the documentary
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We will then play a simulation game on the ‘trials and tribulations’ of the Lewis and Clark expedition
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Please check the gradebook for any missing assignments and come talk to me if you need to turn something in
Due on Last Week:
Interactive Notebook Unit 1: Pages 5-12
Students will use the online textbook found in Clever or they can use the hard copy: Sections 1 - 11
***ATTENTION***Complete at HOME: There will be limited class time for Unit 1, students will need to complete a majority of this work at home
Guiding Questions
To what extent did the Lewis and Clark Expedition overcome and create challenges?
How did the expedition members fulfill the charge given by President Thomas Jefferson?
What is the legacy of Lewis and Clark?
Learning Objectives
Examine topographic maps to understand the natural and human-made challenges they would encounter.
Analyze the motives and impacts of the Lewis and Clark Expedition.
Analyze indigenous responses to the Lewis and Clark Expedition.
Evaluate the short and long-term consequences of the expedition made by Lewis and Clark.
The Age of Jackson
Objectives In the course of reading this lesson and participating in the classroom activity:
√Students will describe the perspectives of various groups of people in response to Jackson and his key policies
√ Assess the impact of Jackson’s policies on the outcome of events
√Evaluate how well Jackson promoted democracy, citing both his positive and negative contributions
**Language Arts deliver narrative presentations that relate a clear, coherent event by using well-chosen details and employing strategies such as relevant dialogue. Andrew Jackson and the Growth of American Democracy How well did President Andrew Jackson promote democracy?
Watch: Andrew Jackson and the Growth of American Democracy VIDEO
Essential Question:
How well did President Andrew Jackson promote democracy?
Preview Students examine and compare how people reacted to the inaugurations of George Washington and Andrew Jackson. [15 min + 30 min vocabulary]
Activity In a Visual Discovery, students analyze images relating to the presidency of Andrew Jackson to assess how well he promoted democracy. They will bring two of these images to life in act-itouts. [100–150 min]
Processing Students create a commemorative plaque and a “wanted” poster to evaluate how well Andrew Jackson promoted democracy. [20 min]
Reading Further Students answer questions about the conflict over land between the Cherokee Nation and the United States. They then write a letter to the editor that protests the removal of the Cherokees. [
Common Man and Contradictions: A Mock Trial of Andrew Jackson
OVERVIEW
The election of Andrew Jackson in 1828 marked a change in American politics. For the first time a presidential candidate had been elected from west of the Appalachian Mountains, marking an end to the streak held by wealthy eastern elitists. Jackson represented the emergence of a new middle-/working-class America. The war hero from the Battle of New Orleans who did not have a college education, chewed tobacco, and dueled with pistols to defend his wife’s honor reflected the ideals of the western portion of the United States. The appeal of Jackson to the ordinary man helped lead to the new period known as “the common man era.”
As president, Andrew Jackson embraced the role of protecting “common men”—his decisions in matters such as the rotation of office holders can be argued as being in their interest. By limiting a federal office holder’s tenure to one term, Jackson could make room for another deserving candidate, promoting the concept that one man is just as good another. However, some might argue that rotating office holders left room for government corruption, as party loyalty played an important role in the replacement of office holders from previous administrations.
President Jackson’s title as “the common man president” often detracts students from looking further into his decision-making to unveil contradictions. The question we must ask is to what extent was Andrew Jackson truly a common man? Was he a reflection of the new democracy emerging in the country? How might he have influenced this new ideology himself? How do we measure Jacksonian Democracy in light of his treatment of groups such as Native Americans?
Through participation in a mock trial of Andrew Jackson, students will analyze primary sources and participate in role-playing activities in an effort to lead them to an informed decision of whether or not Andrew Jackson was truly representative of “the common man.”
OBJECTIVES
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Students will be able to analyze primary sources and documents.
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Students will be able understand factual information of the Jacksonian time period.
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Students will be able to synthesize events, actions, and decisions from the Jacksonian era and determine whether these make Andrew Jackson deserving of the title of “common man” or show evidence of his contradictions.
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Students will be able to formulate higher-order-thinking questions during the mock trial.
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Students will understand the basic structure of a trial (ie, prosecution, defense, jury, key witnesses, and judge).
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Students will engage in historical research, critical analysis, and discussion.
Review these Terms:
'Born in a log cabin'
The Election of 1824 (the Corrupr Bargain"
The Election of 1828
The First American Style Campaign & Mudslinging
The War of 1812 abd the Battle of New Orleans
Old Hickory
The Common Man
The Spoils System
The Indian Removal Act
The Trail of Tears
The Bank of the United States
4 minute movie clip discusses the good and the bad about Andrew Jackson
Andrew Jackson:
Common Man and Contradictions: A Mock Trial of Andrew Jackson
OVERVIEW
The election of Andrew Jackson in 1828 marked a change in American politics. For the first time a presidential candidate had been elected from west of the Appalachian Mountains, marking an end to the streak held by wealthy eastern elitists. Jackson represented the emergence of a new middle-/working-class America. The war hero from the Battle of New Orleans who did not have a college education, chewed tobacco, and dueled with pistols to defend his wife’s honor reflected the ideals of the western portion of the United States. The appeal of Jackson to the ordinary man helped lead to the new period known as “the common man era.”
As president, Andrew Jackson embraced the role of protecting “common men”—his decisions in matters such as the rotation of office holders can be argued as being in their interest. By limiting a federal office holder’s tenure to one term, Jackson could make room for another deserving candidate, promoting the concept that one man is just as good another. However, some might argue that rotating office holders left room for government corruption, as party loyalty played an important role in the replacement of office holders from previous administrations.
President Jackson’s title as “the common man president” often detracts students from looking further into his decision-making to unveil contradictions.
The question we must ask is to what extent was Andrew Jackson truly a common man? Was he a reflection of the new democracy emerging in the country?
How might he have influenced this new ideology himself? How do we measure Jacksonian Democracy in light of his treatment of groups such as Native Americans?
Through participation in a mock trial of Andrew Jackson, we will analyze primary sources and participate in role-playing activities in an effort to lead them to an informed decision of whether or not Andrew Jackson was truly representative of “the common man.”