LESSON 8.14 Jacksonian Democracy
Learning targets
(clear, understandable versions of standards in
student friendly language)
 Learn about why Andrew Jackson was called
the “People’s President.”
Learn how Jackson successfully ended the
Nullification Crisis and the broke apart the
Bank of the United States.
 Learn how and why Jackson believed in the
removal of Native Americans from their
Eastern homelands.
 Identify how Jacksonian Democracy led to
the two main political parties.
Language objectives

(identified cognitive functions correlated to the
learning targets, such as sequence,
compare/contrast, cause/effect, infer, and argue, as
well as the signal words to be deliberately
taught/used in discussion and writing; sentence
frames in support section)
POST ON WALL
Orally and in writing, we will use cause/effect
terms to explain why Jackson was elected and
how he faced national problems, and dealt with
Native Americans in the East.
History Alive! Preview activity
(builds background; links to student experience)
Use $20 bill to introduce Jackson, and perhaps
use $1 and $2 bills to show links to earlier
Presidents on currency.
Pre-assessment activities/documents
(serves as self-assessment for students; informs
instruction for teachers; charts or documents may be
used as a place to gather concepts/information
throughout lesson through debriefing; may include
visuals, lesson questions, lesson vocabulary,
language objectives, and/or learning targets)
Knowledge Rating Chart
Lesson questions
(drive instruction; may create links to previous
learning; may be included in pre-assessment)
 How did Jackson’s election lead to a shift in
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how politicians viewed the “common-man”?
How did Jackson’s governing style and
policies differ from previous administrations?
How did the Nullification Crisis demonstrate
regional tension between North and South?
Why did Jackson believe the Bank of the US
was a monopoly for the rich?
What were Jackson’s reasons for supporting
Modified from History Alive! June 2010
SUMMARY OVERVIEW
History Alive! lesson plan
This chapter focuses on Andrew Jackson’s rise
to the Presidency and the notion of common
people controlling their government, which
became known as Jacksonian Democracy.
Recommended changes to HA! lesson plan
The following are time-saving activity
suggestions:
 Include Young People’s History readings
noted below
 Use United Streaming to highlight Trail of
Tears
 Common Assignment provides an
opportunity for students to write
argumentative pieces on the Indian
removals in the 1830’s
Flexible grouping pattern of the lesson
 Teacher guided reading and musical and
visual analysis
 Think-Pair-Share
 Whole class discussion
 Some independent work in ISN
14.1- Introduction
 Music and Transparency contrast
 Read aloud Introductory text
 Use $20 bill to gain interest: ask why
students think Jackson was famous
14.2-The Inauguration of Andrew Jackson
 Use Graphic Organizer Placard to
introduce Jackson supporters/detractors
 Read text with special focus on theme of
“common man” and “people’s President”
 Complete ISN Reading Notes
 Zinn 148-149
 Cornell Notes
 Key vocabulary: common man, Jacksonian
Democracy
14.3-From the Frontier to the White House
 Read text with “Turn & Talk” protocol and
emphasize “self-made” concept
 Key vocabulary: self-made
14.4-Jackson’s Approach to Governing
 Transparency 14E (p.189)
 Read text aloud and explain “spoils system”
 Complete ISN Reading Notes 14.4
1
 Key vocabulary: spoils system
14.5-The Nullification Crisis
 Read text aloud with emphasis on why
“tariffs” began to lead to regional tensions
between North and South
(streaming video segments, DVD, map review, read
 Key vocabulary: tariffs, secede, states’
aloud of a related piece of fiction, etc.)
rights
Cherokee: The Trail of Tears United Streaming.
14.6-Jackson Battles the Bank of the United
(8:42)
States
 Transparency 14G (p. 191)
America’s Era of Expansion and Reform:
 Read text noting differences between
American Under Andrew Jackson United
Biddle and Jackson
Streaming. (15:00)
14.7-Jackson’s Indian Policy
 Transparency 14H
Investigating History section of History Alive! pp.
 Use Zinn text CH.7 101-114 as a primary
439-441.
text

14.7 Read by using Think, Pair, Share
Young People’s History
protocol
Chapter 7 p. 101- 114
 Cornell Notes
Chapter 10 p. 148-149
 Video segment from United Streaming:
“Cherokee: The Trail of Tears” (8:42)
Beyond the Oregon Trail: Oregon’s Untold
 Emphasize how Jackson & the Supreme
History pp. 17-18
Court disagreed over Indian Removal
Key content vocabulary (italicized words are

Read excerpts from Investigating History
assessed)
section of HA! p. 439-441
Self-made man
 Geography Challenge p. 194
Common people
 Key vocabulary: racism, Indian Removal
Spoils system
Act
Tariffs
14.8-Chapter
Summary & Review
States’ rights
 United Steaming video: America’s era of
Regional tensions
Expansion and Reform: America Under
Secede
Andrew Jackson (15:00)
Indian Removal Act of 1830
 Read aloud 14.8 Chapter summary
Racism
Jacksonian Democracy
 ISN Processing Notes, Jackson: Hero or
Wanted
 Read aloud Beyond the Oregon Trail (p.1718) to connect Indian removals in the East
to Indian issues in the state of Oregon.
Verbally pose reflection questions (p.18) to
students
READING SUPPORTS
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Suggested strategies for
Focus pages/paragraphs for
Thinking/Processintroduction Interactive Read-Aloud
guided reading group
Related Words (for
example Bloom’s etc.)
Read Aloud by Teacher
Key paragraphs from the
Identify
Turn & Talk
chapter:
Cause and effect
Think, Pair, Share
p. 186 ¶ 4& 5
Argument
the Indian Removal Act?
What were conditions like for Native
Americans during their forced removal to the
West?
Additional background building

Modified from History Alive! June 2010
2
Independent reading
p. 189 ¶ 2 & 4
Refute/rebut
p. 190 ¶ 3 & 4
p. 192 ¶ 5 & 6
p. 193 ¶ 2
WRITING SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
* see Enrichment Plan for Compacting/Extensions
Sentence frames for parts
of the lesson
DISCUSSION SUPPORT
Lesson-specific instructional supports http://groups.teachtci.com/
*see Enrichment Plan for Compacting Extensions
FORMATIVE ASSESSMENTS (for student and teacher use)
“Check for understanding”
Checkpoints in Student
Questions for
points during activities
Interactive Notebook
exit and entrance
slips
Check for understanding of Jacksonian
Democracy after 14.4
Check for understanding of Jackson’s
handing of two national crisis,
Nullification and the BUS
Check for understanding after
completing 14.7 on Jackson’s
treatment of Native Americans
Processing Assignment
Check Processing 14 in the
ISN. Students should have an
understanding of why Jackson
is thought of as a National
Hero as well as a Wanted
man.
REVIEW
Games
Use lesson questions
to guide entrance and
exit slips
Other
(also serves as a formative assessment)
As a review again use
a $20 bill and ask
students if they think
Jackson should be
honored. Why or why
not?
RECCOMMEND LESSON ASSESSMENT AND KEY
Assessment
Key
Modified from History Alive! June 2010
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