1 – Unit 5 – 1820 – 1850 (The Age of Jackson)
Charlotte Mecklenburg Schools
American History 1
1820 to 1850 (The Age of Jackson)
Conceptual Lens: Growth, Expansion and Reform
Author: Drew Hammill
Unit Overview: The pre–Civil War years were among the most chaotic in American history. It was a time of significant
changes that took place as the United States came of age. During these years, the nation was transformed from an underdeveloped
nation of farmers and frontiersmen into an urbanized economic powerhouse. As the industrialized North and the agricultural South
grew further apart, major events transformed the nation. The battle over state’s rights, and slavery was the source of conflict. The
Age of Jackson replaced the Era of Good Feelings and Americans began to expand westward spurring a massive migration and
territorial conflicts. The reform movements also took place in the antebellum era causing Americans to look inward as the Civil war
loomed in the distance. The major centerpiece of this era was Andrew Jackson who was notorious for radical reforms and change.
[Unit 5]
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2 – Unit 5 – 1820 – 1850 (The Age of Jackson)
Exploration, Settlement and Expansion
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Indian Removal Act
Missouri Compromise
Adams Onis Treaty
Monroe Doctrine
Compromise of 1850
Manifest Destiny
Oregon Trail
Mormon Migration
California Gold Rush
Conflict and Compromise
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Corrupt Bargain
Trail of Tears
Webster Hayne Debate
Nullification Crisis
Bank Veto
Nat Turners Rebellion
Wilmot Proviso
International Affairs and Foreign
Policy
CONCEPT/CONTENT WEB
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UNIT 5
1820 – 1850
The Age of
Jackson
Monroe Doctrine
Treat of Guadalupe Hidalgo
Gadsden Purchase
War
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Black Hawk War
“Fifty Four Forty or Fight”
Texas Revolution
Mexican American War
Progress, Crisis and the American
Dream
Freedom, Equality and Power
 Spoils system
 Tariff of Abominations
 Second Great Awakening
 Reform Movements
 Utopian movements
 Abolition movement
 Women’s Rights
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Democratic Republicans
Whig Party
Reform Movements
Transcendentalism
Seneca Falls Convention
Factory System (Lowell)
Markey Revolution
Manifest Destiny
Transportation Revolution
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Essential Understandings (Generalizations) and Guiding (Essential) Questions:
Gains in territory may cause political and economic conflict
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How did the territorial gains affect the expansion of slavery?
Why were southerners so protective of the institution of slavery?
To what extent did Manifest Destiny create positive and negative change?
How does ambition drive territorial expansion
Political and economic debates can divide a nation
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How does the debate over states’ rights divide the two regions?
To what extent does the federal government exert control of the states?
How do tariff laws and political debates over slavery create discord?
How are the economies of the north and south diverging?
Moral and spiritual values can drive social change
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2.
In what ways would the Second Great Awakening impact society?
What role does religion play in changing debate over slavery?
Polarizing personalities may cause political, social, and economic turmoil
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What impact would Andrew Jackson ‘s personality and policies have on the nation
How do new political figures like John C. Calhoun, Daniel Webster, and Henry Clay change the course of America?
Why does the Era of Good Feelings during the presidency of James Monroe come to an end?
How do slave revolts effect the perception of slavery in the North and the South?
What impact will James K Polk’s expansionist policies have on the stability of the nation?
Technological improvements create revolutionary change
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How does new technology alter American life?
What impact will new technology have on the economy?
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Unit Vocabulary
Tier 1
Tier 2
Tier 3
Education
War
Ban
Nature
Cancel
Believe
Rights
Change
Religion
Author
Meeting
Books
Peace
Growth
Nullification
Slavery
Transcendentalism
abolition
temperance
mental illness
Asylum
Destiny
Reform
Tariffs
Factory system
Domesticity
Revivalism
Corrupt Bargain
Romanticism
Slave Revolt
Veto
Nationalism
Sectionalism
States’ rights
Monroe Doctrine
Missouri Compromise
Tariff of 1828
Elections of 1824, 1828
Worcester v. Georgia
National Bank Veto
Hudson River School of Art
Manifest Destiny
Second Great Awakening
American Anti-Slavery Society
Elizabeth Cady Stanton
Seneca Falls Convention
Oneida Community
Trail of Tears
New Harmony
manifest destiny
Nativism
Market Revolution
Lowell system
revivalism and camp meetings
“cult of domesticity”
Nat Turner’s Rebellion
Transcendentalist movement
Mexican American War
Treaty of Guadalupe Hidalgo
54’ 40’ or Fight
Henry Clay’s American System
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Key People
Dorthea Dix
Sojourner Truth
Andrew Jackson
Rachel Donelson Robards
Horace Mann
Fredrick Douglass
William Lloyd Garrison
Elizabeth Cady Stanton
Susan B. Anthony
Shakers
Nat Turner
Cherokee
John Quincy Adams
William Crawford
Martin Van Buren
John C Calhoun
Henry Clay
Elizabeth Cady Stanton
By the end of this unit, students should be able to state…
I can explain how territorial expansion created sectional tension between the North and the South
I can use chronological thinking to trace the evolution of the debate over slavery
I can evaluate the reasons why America went to war with Mexico
I can categorize major social, economic, and political changes during the antebellum period
I can Identify and explain major personalities of the era and how they contributed to the growing sectional conflict
I can analyze various texts to understand the role that religion played in sparking social change
I can explain major reform movements during the antebellum era.
I can describe the creation of emerging political parties and their impact on a congress and society
I can analyze causes to the Mexican American War and evaluate their impact on the expansion of slavery
I can compare and contrast the economies of the North and South during the market revolution
I can analyze cause and effect relationships based on race, class, and religion
I can use multiple examples to explain how Jackson was a polarizing figure in American politics.
I can explain how slave revolts altered the institution of slavery in the South.
I can analyze various texts to evaluate the extent to which Jacksonian Democracy benefited the “common man”.
I can evaluate how 19th century utopian societies fulfilled their idea of the “American Dream”
I can evaluate the extent to which westward movement and settlement of various groups fulfilled or denied the promises of freedom and prosperity.
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Performance Task and Scoring Guides/Rubric
Generalizations:
 Political and economic debates divide the nation
 Polarizing personalities lead to political and social conflicts in the new nation
What: Students will use primary sources to investigate and evaluate if Andrew Jackson abused the power of the presidency.
Why: Students will develop a greater understanding of how presidents use their power under the constitution and the limits to checks and balances.
How: Analyzing various texts and images to draw conclusions regarding the constitutionality of Jackson’s decisions.
The Impeachment of Andrew Jackson
It is March, 1834 and Andrew Jackson, the seventh president of the United States, is in danger of being impeached by the House of Representatives for assuming powers not
conferred to the chief executive by the Constitution. If convicted by the Senate, Jackson will be forced to resign and his vice president, Martin Van Buren, will assume the
presidency. The House will debate the following THREE ARTICLES OF IMPEACHMENT:
1. President Jackson has violated the separation of powers in his actions to destroy the Bank of
the United States.
2. President Jackson violated states' rights in his dealings with South Carolina in the nullification
crisis.
3. President Jackson violated laws, treaties, and Supreme Court orders in his dealings with
Native Americans.
Performance Task Summary:
Your task will be to conduct impeachment hearings and to engage in the debate on whether or not to charge President Andrew Jackson with one or more of the articles of
impeachment. You will be assigned a role as either a member of the House Judiciary Committee giving arguments in favor of impeachment, or a member of the President's
defense team. After all of the arguments have been presented, the "full House" will vote on each article of impeachment. Those passed will be sent to the Senate for the trial to
convict or acquit the President of those impeachment indictments. After the votes have been taken, you will submit an outline of the position you presented in your assigned
role as well as a summary of the presentations made by the other teams.
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Performance Task Process:
Step #1:
The class will be divided into SIX groups [one for each of the three impeachment articles]. One group per article will represent House Judiciary
Committee members who will attempt to persuade the rest of the House to indict President Andrew Jackson on that impeachment article. One
group will represent Jackson's supporters in the House who will argue against an impeachment indictment on that article.
Step #2:
ALL students will read these primary/secondary source documents as background for the "trial:"
  First Inaugural Address (March 4, 1829)
  Second Inaugural Address (March 4, 1833)
Step #3:
"Indictment" 1: President Jackson has violated the separation of powers in his actions to destroy the Bank of the United States.
  "Andrew Jackson and the Bank War" - Tony D'Urso (essay). From
Revolution
to Reconstruction
  Letter from Nicholas Biddle to Samuel Smith about President
Jackson's message of 1829 - 1830
  Letter to Nicholas Biddle from Henry Clay - advises Biddle not to
seek re-charter - 1831
  Henry Clay's Speech on Jackson's Bank Veto - 1832
  Jackson's Bank Veto Message - 1832
"Indictment" 2: President Jackson violated states rights in his dealings with South Carolina in the nullification crisis.
  Veto of the Maysville Road Bill - 1830
  Webster-Hayne Debate - 1830
  "Jackson and the Nullifiers" - song lyrics - 1832
  Jackson's Proclamation Regarding Nullification - 1832
  Force Bill - 1833
  Letter from Jackson to Van Buren Concerning Nullification - 1833
"Indictment" 3: President Jackson violated laws, treaties, and court orders in his dealings with Native Americans.
  Andrew Jackson Speaks: Indian Removal. The eJournal Website.
  Cherokee Indian Removal Debate - 1830 [this is a very long
document--just skim it]
  Indian Removal Act - 1830
  Cherokee Nation v The State of Georgia - 1831
  Worcester v The State of Georgia - 1832
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8 – Unit 5 – 1820 – 1850 (The Age of Jackson)
Step #4:
Decide amongst the other members of your group how you wish to divide your presentation on the day of the "trial"--who will present the
argument, who will challenge/ask questions of the other side, who will respond to questions/challenges by the other side to your group, etc.
Each individual group member will create a "position outline" [a 1 to 2 page outline of their argument, including quotes from appropriate
primary sources], that they will use in their part of the group presentation of their position, pro or con, on a particular impeachment indictment.
Step #5:
Come to class prepared with all required printouts! Make sure that you know your role within the group.
Step #6:
Each group will be given up to 4 MINUTES to make their presentation and up to 2 MINUTES for questioning by the other side.
Step #7:
While the other groups are making their presentations, you will be taking notes on those presentations and will fill out the "Discussion Sheets".
They will be handed in at the end of the "trial."
Step #8:
When all of the arguments, pro and con, have been made, the full "House of Representatives" [the entire class] will vote on each article of
impeachment.
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Performance Task Rubric:
Rubric Categories for the Trial
Provided depth in coverage of the topic.
Presentation was well planned and coherent.
Explanations and reasons given for positions and conclusions.
Showed sophistication in refuting opposing arguments.
Referenced primary sources throughout the presentation.
Rubric Categories for the Written Work
Position Paper:
Extensive background on the impeachment issue is present.
Arguments are logical and clear.
Mechanics --> Everything is typed, single-spaced,
1 1/2 to 2 pages in length, with a 1" border all around, in black ink, and Arial font.
Discussion Sheet:
Clear, extensive bulleted notes on both the pros and cons of one of the other remaining impeachment
indictments presented by the other groups.
Clear, extensive bulleted notes on both the pros and cons of the other remaining impeachment
indictment presented by the other groups.
Clear, extensive bulleted notes on the other side of YOUR impeachment indictment.
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Possible Points
SelfTeacher
Assessment Assessment
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Possible Points
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SelfTeacher
Assessment Assessment
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Unit Resources
Unit Number – 5
The Age of Jackson
Resource Title
Perspectives on the Trail of
Tears
The Age of Jackson
Location
http://www.gilderlehrman.org/history-by-era/age-jackson/resources/perspectives-trail-tears
TheSocialStudies.org
http://thesocialstudies.org/early-19th-century-religion--reform-movements.html
Crash Course in US History:
Jackson
Jackson, Reform and Expansion
DBQ
Indian Removal and the Trail of
Tears DBQ
The Monroe Doctrine, 1823
http://ed.ted.com/on/i2kLjfDM
Close reading lesson of the
Monroe Doctrine
Seneca Falls Convention: PBS
http://edsitement.neh.gov/lesson-plan/monroe-doctrine-close-reading
In Time: Iron Jawed Angels
http://www.cincyworldcinema.org/download/LWV%20Iron%20Jawed%20Angels%20Student
%20Magazine.pdf
http://www.gilderlehrman.org/history-by-era/age-jackson/resources/andrew-jackson-andbank-war
http://www.pbs.org/kera/usmexicanwar/resources/primary_sources.html
http://www.ndhs.org/s/1012/images/editor_documents/library/issues_and_controversies_i
n_american_history_-_manifest_destiny.pdf
http://sheg.stanford.edu/upload/Lessons/Unit%204_Expansion%20and%20Slavery/Manifest
%20Destiny%20Lesson%20Plan.pdf
Andrew Jackson and the Bank
War
Mexican American war
Argumentative Debate on
Manifest Destiny
Complete lessons on teaching
Manifest Destiny
http://thejacksonadministration.weebly.com/
http://teachersites.schoolworld.com/webpages/NUnger/files/age%20of%20jackson%20%20dbq.pdf
http://www.polk-fl.net/staff/teachers/tah/documents/turningpoints/documentquestions/bTrailofTears-Woolwine.pdf
http://www.gilderlehrman.org/history-by-era/age-jackson/resources/monroe-doctrine-1823
http://www.pbs.org/stantonanthony/resources/index.html?body=seneca_falls.html
CMS Social Studies – Revised 2013-2014
Summary
A great source of maps and primary documents
on the Trail of Tears
A collection of biographies and informational text
on the Age of Jackson
Collection of notes and materials for teaching the
Age of Jackson
10 minute brief rundown of the Age of Jackson
A printable DBQ in .pdf format on the Age of
Jackson
As the title states, a comprehensive DBQ on
Indian Removal.
A collection of informational text and primary
resources on the Monroe Doctrine
An interactive complete and printable lesson on
the Monroe Doctrine
A collection of primary documents and
informational text on the Seneca Falls Convention
Student Guide to the Movie Iron Jawed Angels
Compete lesson and downloadable text on the
“Bank War”
Primary Sources on the Mexican/American War
Guide to a debate on the issue of Manifest
Destiny
Lessons that look at the question of how America
justified Manifest Destiny.