Name:______________________ Date:________ Teacher __________
Variety is the Spice of Life
Chapter 9 and 10 Jacksonian Democracy
Directions: For the first time in the nation we experience a sense of pride
and loyalty towards the United States. This is a feeling we will experience
throughout our history. Nationalism usually occurs after a tragedy or trying
experience. With Nationalism came great changes, changes in presidency,
changes in political parties, and change in… confidence.
For this project you have 3 options:
1. A Nationalism Poster
*Students will research WWI and WWII nationalism posters and
propaganda. What do you notice? How is it biased?
*Create a Nationalism poster portraying life after The War of 1812.
Mimic the posters. What would these posters look like? What would
be exaggerated?
2. An Indian Removal Letter
*Students will research Indian Removal. They will investigate personal
accounts of the trials and tribulations of Native Americans crossing
the Trail of Tears.
*Students will write from the perspective of a Native American. The
letter should be thoughtful and provoking and realistic of events and
emotions for that of an American Indian traveling the Trail of Tears.
3. Postcard to Andrew Jackson
* Students will write a post card to Andrew Jackson from the North,
the South, or the West. The front will have a picture of what the area
would look like (i.e. farmland, factories, plains.)
* You will write your praises or complaints to Jackson about life in
your area. How is the economy? The relations with natives? Farming or
city life? Your job?
Rubric
NATIONALISM
AND JACKSON
5
4
3
2
1
ESTHETIQUES
The poster, postcard, or
letter is formatted
correctly and visually
appealing. Graphics,
pictures, and style is
accurate to the
assignment.
The poster, postcard, or
letter is formatted
correctly and visually
appealing. Graphics,
pictures, and style are
accurate to the
assignment. 1-2 visual
errors or formatting
errors.
The poster, postcard, or
letter is formatted
correctly and visually
appealing. Graphics,
pictures, and style are
accurate to the
assignment. 3 visual or
formatting errors.
The poster, postcard, or
letter is formatted
correctly and visually
appealing. Graphics,
pictures, and style are
accurate to the
assignment. 4 visual or
formatting errors.
The poster, postcard, or
letter is not formatted
correctly and is sloppy or
incomplete. Graphics,
pictures or formatting is
lackluster.
GRAMMAR
AND
MECHANICS
There are no grammatical
or mechanical mistakes on
poster, postcard or letter.
There are 1-2 grammatical
or mechanical mistakes on
poster, postcard or letter.
There are 3 grammatical or
mechanical mistakes on
poster, postcard or letter.
There are 4 grammatical or
mechanical mistakes on
poster, postcard or letter.
There are more than 5
grammatical or mechanical
mistakes on poster,
postcard or letter.
CONTENT
ACCURACY
There are at least 7
accurate facts displayed
or throughout the poster,
postcard, or letter.
Project is accurate to
history and displays a deep
knowledge of the content.
There are at 5-6 accurate
facts displayed or
throughout the poster,
postcard, or letter.
Project is accurate to
history and displays a
proficient knowledge of
the content.
There are at least 4
accurate facts displayed
or throughout the poster,
postcard, or letter.
Project is accurate to
history and displays a
general knowledge of the
content.
There are at least 3
accurate facts displayed
or throughout the poster,
postcard, or letter.
Project is accurate to
history.
The Project displays a lack
of understanding and
effort to the project.
REQUIRED
ELEMENTS
The poster includes all
required elements as well
as additional information.
The poster includes all
required elements and is
accurate to history and
the time.
The poster includes most
required elements, but is
not accurate to the time
or has inconsistencies
within the project.
The poster includes some
required elements, and
may not be accurate to
the time or has
inconsistencies within the
project.
The poster includes little
or none of required
elements, and is not
accurate to the time or
has inconsistencies within
the project
USE OF CLASS
TIME
Student used the majority
of class time wisely and
was on task. Conventions
Student was off task at
times but when corrected,
refocused.
Student was off task at
times and had to be
corrected on several
occasions.
Student was off task the
majority of the time and
was not productive.
Student did not use time
wisely and was a
distraction to learning.