SSCED Tool Kit, 6-8, Curriculum, Instruction, and Assessment
Grade 8 - Jackson
“THE AGE OF JACKSON”
A unit for Grade8 social studies
Unit Consultants:
Margaret Jamison
Program Specialist
Pasadena ISD
and
Debra Williams
Education Specialist
Education Service Center
Region IV
Note
Explanations of unit components from
Understanding by Design
by Grant Wiggins and Jay McTighe
appear in boxes throughout the unit.
Understanding by Design Unit Plan Overview
• Begin with the end in mind by identifying what students should know and be
able to do through:
o Enduring understandings
– Overarching
– Topical
o Essential questions
– Overarching
– Topical
o Social Studies TEKS as objectives
• Establish evidence of student understanding through:
o Performance tasks
o Other assessments
• Create learning experiences and instruction that promote student
understanding through the WHERE process.
o Where
o Hook
o Explore/Enable/Equip
o Rethink/Reflect
o Exhibit/Evaluate
SUMMARY OF THE UNIT
This unit describes Jacksonian democracy and explores the change in political beliefs which
dominated the political issues of his presidency.
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What are Enduring Understandings?
They are unit concepts that:
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Have lasting value beyond the classroom
Reside at the heart of the discipline and involve “doing” the subject
Require uncoverage of abstract or often misunderstood ideas
Offer potential for engaging students
Overarching Enduring Understandings
• Transcend the content knowledge of
the unit
• Could appropriately express a given
social studies concept found in most
grade levels and courses
Overarching enduring understandings for this
unit:
• Ideas of democracy reflect the values, beliefs,
and political realities of a particular time and
people.
• Sectionalism both reflected and contributed to
changes in the American political system.
Topical Enduring Understandings
Topical enduring understandings for this unit:
• Are specific to the unit topic
• Involve generalizations derived from
the specific content knowledge and
skills of the unit
• The Jacksonian Era redefined and expanded
American democracy and changed political
parties and practices.
What Are Essential Questions?
As guides for the unit, they:
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Go to the heart of the discipline
Recur naturally throughout one’s learning and in the history of a field
Raise other important questions
Provide subject- and topic-specific doorways to enduring
understandings
• Have no obvious “right” answer
• Are deliberately framed to provoke and sustain student interest
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Overarching Essential Questions
Overarching essential questions for this unit:
• Point beyond a unit to big ideas and
enduring understandings
• Do not mention specific topics or
events
• How and why has the American democratic
system changed over time?
• Is a more democratic system a better system?
Topical Essential Questions
Topical essential questions for this unit:
• Transcend the content knowledge of
the unit
• Could appropriately express a given
social studies concept found in most
grade levels and courses
• Why did sectional differences develop during
the Jacksonian era, and how did they
influence political beliefs and dominate
political decision -making.
• How did Andrew Jackson’s concept of
democracy differ from that of Thomas
Jefferson, and how did it affect the political
system?
• How were Jackson’s personality and political
views reflected in his response to the political
issues of his presidency.
• What lasting changes were produced in the
American political system during the
Jacksonian Era?
Special notations for this unit:
For the successful completion of this unit, students need a solid understanding of the Industrial
Revolution, particularly the resulting technological advances in the United States and their influence
on the economic development of each section of the country.
They should also be thoroughly familiar with the political characteristics of “The Era of Good
Feelings.”
Performance Task Summary
In the performance task, the student takes on the role of a writer for a teen magazine.
The assignment is to write a commentary on the state of U.S. democracy at the beginning of the 21st
century. Data will be collected using a questionnaire. This data combined with the student’s
knowledge of democracy, as it evolved during the Jacksonian Era, enables the student to answer a
variety of questions creating the commentary for the magazine.
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SUGGESTED RESOURCES
Books
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Current World Almanac
Benson, L. (1961) The concept of Jacksonian democracy. Princeton, NJ: Princeton University
Press.
DiClarico, R. E., and Hammock, A.S. (Eds), Points of view, reading in American government
and politics, 3rd Edition, New York: Random House, (pp 2-33, “How Democratic Is America?”)
Remini, R. V. (1990) The life of Andrew Jackson. New York, NY: Harper Collins.
Ward, J. W. (1995). Andrew Jackson: Symbol for an age. New York, NY: Oxford University
Press.
Rogin, M. P. (1975). Fathers and children: Andrew Jackson and the Destruction of American
Indians. New York, NY: Vintage.
Ward, J. W. (1995). Andrew Jackson: Symbol for an age. New York, NY: Oxford University
Press.
Watson, H. (1990). Liberty and power. New York, NY: Hill and Wang.
Web Sites
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Teaching: Introduction to Documents
http://www.nara.gov/education/teaching/exercise.html
Document Analysis Worksheets
http://www.nara.gov/education/teaching/analysis/analysis.html
Executive summary of Project Vote Smart National Survey on Youth – 23 page report available
for downloading
http://www.vote-smart.org/youthsurvey.phtml?style=
A listing of Indian treaties by year
http://digital.library.okstate.edu/kappler/toc.htm
Search Sites:
www.historychannel.com
www.thehistorynet.com
Videos
Many good videos are available; here are two:
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The Jackson Years: New American. The Shaping of the American Nation Series. New York:
Learning Corporation of America, 1978.
The Jackson Years: Toward Civil War, The Shaping of the American Nation Series.
Northbrook, IL: Learning Corporation of America, 1970.
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MATERIALS NEEDED
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Data retrieval chart on regions
Vocabulary (two column note taking)
colored pencils
outline map of the U.S. in 1828
Portrait of Andrew Jackson
chart paper
graph paper
Venn diagram of Jacksonian and Jeffersonian democracy
SOCIAL STUDIES TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS): THE
OBJECTIVES FOR THIS UNIT
Grade 8 Social Studies
(8.1) History. The student understands
traditional historical points of
reference in U.S. history through
1877.
The student is expected to:
(8.5 ) History. The student understands
the challenges confronted by the
government and its leaders in the
early years of the Republic.
The student is expected to:
(A) describe major domestic problems
faced by the leaders of the new
Republic such as maintaining
national security, creating a stable
economic system, setting up the court
system, and defining the authority of
the central government;
(B) summarize arguments regarding
protective tariffs, taxation, and the
banking system;
(C) explain the origin and development
of American political parties;
(F) explain the impact of the election of
Andrew Jackson, including the
beginning of the modern Democratic
Party;
(A) identify the major eras in U.S.
history through 1877 and describe
their defining characteristics;
(B) apply absolute and relative
chronology through the sequencing
of significant individuals, events, and
time periods;
(C) explain the significance of the
following dates: 1607, 1776, 1787,
1803, and 1861-1865.
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(G) analyze federal and state Indian
policies and the removal and
resettlement of Cherokee Indians
during the Jacksonian Era.
(8.11) Geography. The student
understands the location and
characteristics of places and regions
of the United States, past and
present.
The student is expected to:
(8.22) Citizenship. The student
understands the importance of the
expression of different points of
view in a democratic society.
The student is expected to:
(8.31) Social studies skills. The student
communicates in written, oral, and
visual forms.
The student is expected to:
(A) locate places and regions important
in the United States during the 18th
and 19th centuries;
(B) compare places and regions of the
United States in terms of physical
and human characteristics;
(C) analyze the effects of physical and
human geographical factors on major
historical and contemporary events in
the United States.
(A) identify different points of view of
political parties and interest groups
on important historical and
contemporary issues;
(B) describe the importance of free
speech and press in a democratic
society;
(C) summarize a historical event in
which compromise resulted in a
peaceful resolution.
(A) use social studies terminology
correctly;
(B) use standard grammar, spelling,
sentence structure, and punctuation;
(C) transfer information from one
medium to another, including written
to visual and statistical to written or
visual, using computer software as
appropriate;
(D) create written, oral, and visual
presentations of social studies
information.
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THE STRUCTURE OF THE UNIT
WHERE: Sequencing the Unit
What is the acronym WHERE?
The acronym WHERE stands for where the student is headed from the
beginning to the end of the unit; hook the student; explore the subject and
equip the student; rethink work and ideas; and evaluate results.
Elements of WHERE
Use of the acronym WHERE in this Unit
Where
• Outline where the unit is
headed.
• Make students aware of
expectations from the
beginning of the unit.
•
The teacher posts quotations from the Declaration
of Independence
(http://www.nara.gov/exhall/charters/declaration/de
claration.html) and the United States Constitution.
(http://www.nara.gov/exhall/charters/constitution/co
nstitution.html) on the bulletin board, along with
the unit’s essential questions. Examples of
quotations are: “Governments are instituted among
men deriving their just powers from the consent of
the governed . . .” and “We, the People of the
United States . . .”
• The teacher reviews the major features of the “Era
of Good Feelings”: few political differences and no
political parties. Explain that the Jacksonian Era
was a time when sectional differences emerged that
led to conflicts over government policies. Each
section produced leaders who represented their
section rather than the country or the people as a
whole. At the same time, one of those sections, the
West, produced a very popular president, Andrew
Jackson, who believed that the common people
themselves are the most important source of power
in a democratic government.
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• The teacher:
(1) Refers to the posted quotations from the
Declaration of Independence and the
Constitution.
(2) Asks students to predict changes in the political
system that would move the country in the
direction of the popular power suggested in the
quotations.
(3) Points to the essential questions as the “what”
and
“how” of the political changes.
(4) Explains that students themselves will determine
what the changes have meant and whether our
democracy is stronger today because of those
changes.
Hook
• Apply a thought
provoking focus point.
• Use issues, oddities,
problems, and
challenges that point
toward enduring
understandings,
essential questions, core
ideas, and a final
performance task.
• Introduce a new and very stringent set of classroom rules to
students designed to arouse their protest (examples: no trips
to water fountain, no questions about assignments, no
communication with other students). Ask how much voice
they believe they should have in establishing the rules that
govern their classroom. Should they have a vote? Point out
the analogy with the idea of popular participation in a
democratic government.
• Review the groups excluded (women, those without
property, Native Americans, slaves) at the time the
Constitution was adopted and introduce the idea that a
major change of the Jacksonian Era was an increase in
popular political participation.
Explore/Enable/Equip
• Provide learning
experiences that allow
students to research and
explore the big ideas of
the unit.
• Equip students for the
final performance
through guided
instruction and
coaching.
• Explore with students how sectionalism developed, how it
influenced political issues, how it helped to elect Andrew
Jackson, how President Jackson responded to sectional
issues. To do this exploration, have students:
(1) Complete an outline map of the United States of 1828
showing the names of the states and color-coded to
indicate the West, Northeast, and South.
(2) Read the textbook section describing these
sections and detailing their characteristics.
Complete a data retrieval chart showing the
geographic, economic, and cultural characteristics of
each region.
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(3) Take part in a lecture/discussion with twocolumn note taking (teacher points on right,
student responses on left) on major issues of this
period: Western land (price, settlement),
federally funded internal improvements,
protective tariffs, money and banking, and labor.
(4) Do a Point of View Activity in which students
role play panel participants taking roles of the
Western Farmer, Southern Planter, or Northern
Industrialist and telling how they would want
their legislators to vote on each major issue of
the time. Panel discussion preparation: divide
the class into 3 groups. Each group uses
textbook and teacher notes to prepare for one of
the roles. The group outlines the point of view
represented and selects one student, or several
students alternating, as the panel participant.
Instructions to panel participants: (a) make an
initial speech when the teacher moderator calls
on you, (b) know information well enough to
tell the point of view in your own words,(c) be
ready to respond to questions from other class
members, (d) speak slowly and clearly so that
all can hear,(e) look at your audience.
(5) Students read textbook sections and view videos
on the election of Andrew Jackson and the
major political issues he faced. Organize
students into cooperative groups and use a
jigsaw technique to answer questions, with one
question assigned per group.
Examples of questions are: a) Why did Andrew
Jackson lose the election of 1824 and win the
election of 1828? b) How did Jackson represent
the spirit and character of the West, and what
new ideas of democracy did Jackson introduce?
c) How did Jackson respond to the issue of the
National Bank? d) How did Jackson deal with
the tariff question and the Nullification Crisis?
e) What was Jackson’s policy on the removal of
the Indians? Each group reports to the class.
Each student is responsible for all of the
information provided.
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(6) Students create a “Presidential Profile of
Andrew Jackson.” The teacher will distribute to
each student an 11X17 shadow portrait of
Andrew Jackson or an outline of Jackson’s head
(either one can be produced by copying and
enlarging a picture of Jackson - the shadow
portrait is produced by lightening the picture
until only a faint background shadow remains).
Students fill in the outline of the shadow portrait
with short summary phrases representing the
personality, political views, and actions of
President Jackson. The profile must include a
phrase for each of the following terms: Old
Hickory, common man, spoils system, kitchen
cabinet, people’s president, hard money, pet
banks, bank veto, Supreme Court, Indian
Removal, modern democracy.
Example: Common Man - The common sense of
the common man is all that is needed for
government leaders. After completing the
shadow portrait, student writes a two paragraph
biographical sketch of Andrew Jackson.
Reflect/Rethink
• Provide ways to get
students to use and
rethink concepts.
• Revise, rehearse, and
refine as needed.
• The teacher works with students to:
o
Summarize and refine their understanding of the
impact of Jacksonian Era democracy on political
values, processes, and parties.
o
Begin to consider whether a more democratic
system is necessarily a better system in the eyes
of the voter, measured by the standard of
political involvement and participation.
• Some ways to reflect include
(1) The teacher, through lecture/class discussion/
brainstorming, helps students to summarize the
expansion of democracy of the period, being
sure to bring to student’s attention specific
evidence such as:
(a) opportunity for popular participation - more
white males could vote; in 1800, 9 of 16
states had property qualifications but by
1830 only 6 of 24 did;
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(b) more direct participation - by 1830, more
officials were elected rather than appointed;
presidential electors were chosen by the
people rather than by legislators in all but
two states;
(c) presidential candidates were selected by
nominating conventions rather than by party
caucuses; presidential candidates appealed
directly to the voters for their support rather
than allowing their supporters to campaign
for them;
(d) in opposition, personalities rather then
issues often dominated political campaigns.
Elements of political patronage (spoils
system) continued.
(2) The teacher asks students, in a Think/Pair/Share
activity, to:
(a) Tell which of the reforms could be
traced directly to Jackson’s ideas and which
were only accelerated by Jacksonian ideas.
(b) Discuss whether issues associated with
sectionalism such as protective tariffs,
sectional or group affiliations (special
interests), states rights, or the balance in
federalism were satisfactorily resolved.
(c) Make predictions whether the issues
associated with sectionalism will cause
serious conflicts in the periods of history
not yet studied and speculate about strength
of the ideas today.
(3) Using textbook information and/or knowledge
from prior instruction, students construct a
Venn diagram comparing Jeffersonian and
Jacksonian ideas of democracy.
(4) In cooperative groups, students use textbook
information to construct a wall chart tracing
the development of political parties from
Washington through Jackson including for
each party: the name of the party, party
leaders, major beliefs, and the time period the
party flourished. Compare the charts
produced. Post in the classroom.
(5) Students use information from the political
party wall chart to write a paragraph telling
which party best represents their own political
convictions and why.
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(6) The teacher presents a hypothetical situation to
help students understand the consequences of
not participating in political processes.
Example: On the issue of youth curfew, it is
likely that 18 year old voters would be
opposed while 60 year old voters would favor
the curfew. Suppose that the voter population
to be 20,000 eligible 18 year old voters and
10,000 eligible 60 year old voters. If only 20%
of 18 year olds vote (4,000), but 80% of 60
year olds vote (8,000), the curfew passes even
though it does not represent the majority
opinion. *If students have access to the
Internet, have them study the survey of 18-25
year olds regarding voter participation and
reasons for non-participation among the age
group
(http://www.vote-smart.org/youthsurvey.phtml
?style=).
(7) Students use the most recent edition of a
World Almanac to find out the percentage of
eligible voters who voted in the last 10
presidential elections. Graph the results.
(8) Remind students of the performance task
given to them at the beginning of the unit.
Brainstorm items for a survey on political
involvement and participation. Remind
students that they are to determine for
themselves whether the Jacksonian Era
reforms have created a better system in terms
of taking advantage of the opportunities for
broad popular participation. What is the state
of democracy as we enter the 21st century?
Exhibit/Evaluate
• Assess student work for
quality and
effectiveness.
• Reveal what students
understand through
final performances and
other assessments.
Students reveal what they understand about the Age of
Jackson through a performance task and other
assessments detailed in the unit.
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What are Facets of Understanding?
These are six ways of analyzing the enduring understandings of a unit to
achieve mature understanding. An explanation of each facet appears in
boxes below.
Facets of Understanding
Use of Facets in this Unit
Explanation
Sophisticated and apt explanations and
theories which provide justifiable
accounts of events, actions, and ideas
How did democracy expand during the
Jacksonian Era?
Interpretation
Interpretations, narratives, and
translations that provide meaning
Have Americans taken advantage of their
opportunities for broad participation in
democratic processes? If so, how?
Application
Ability to use knowledge effectively
in new situations and diverse contexts
Write a commentary on the state of United States
democracy as we enter the 21st century.
Perspective
Critical and insightful points of view
Is there evidence that Americans believe a more
democratic system is a better system than others?
Empathy
The ability to get inside another person’s
feelings and worldview
Assume the role of an Indian affected by
President Jackson's Indian policy. Describe how
your life has changed and how you feel about
this change.
Self-knowledge
The wisdom to know one’s ignorance and
how one’s patterns of thought and action
inform as well as prejudice understanding
Do you believe that a more democratic system is
a better system? Why or why not?
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What is a Performance Task?
A performance task is a complex scenario that provides students
an opportunity to demonstrate what they know and are able to do
concerning a given concept. The components of the framework for
the performance task are outlined in the acronym GRASPS. The
goal states the purpose of the task; the role explains student
involvement in the scenario; the audience identifies the people the
students address; the situation explains the scenario; the product is
the tangible evidence of student understanding; and the
standards/criteria describes how students can complete the task
successfully.
GRASPS: Outlining the Performance Task
GRASPS
Use of GRASPS in this Unit
Goal
• Provide a statement of
the task.
• Establish the goal,
problem, challenge, or
obstacle in the task.
Using the results of a survey of a wide variety of
citizens, students draw conclusions regarding issues
involving the democratic system.
Role
•
Define the role of the
students in the task.
• State the job of the
students for the task.
You are a writer for a teen magazine.
Audience
• Identify the target
audience within the
context of the scenario.
• Example audiences
might include a client
or a committee.
Contemporary readers of a teen magazine make up the
audience.
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Situation
• Set the context of the
scenario.
• Explain the situation.
Writers of a contemporary teen magazine investigate the
state of American Democracy through a survey of a
variety of citizens. Using the survey results, the writers
compose a commentary article about the state of
democracy in America.
Product
• Clarify what the
students will create and
why they will create it.
A commentary article for a teen magazine on the state of
United States democracy as we enter the 21st century.
Standards and Criteria
• Provide students with a
clear picture of
success.
• Identify specific
standards for success.
• Issue rubrics to the
students.
• As students conduct the performance task, they
complete the following:
o survey of a variety of citizens
o article on the state of democracy in America
• Students use guidelines in the Performance Task
Details section and the rubric for the performance
task as guidelines for creating a quality product.
PERFORMANCE TASK DETAILS
Give the class the following instructions:
You are a writer for a teen magazine. Write a commentary article on the state of United States
democracy as we enter the 21st century. First, you will gather data using the class-developed
questionnaire on voter involvement and political participation. Survey a group of 10 to 15 eligible
voters. Your respondents must include a variety in age, gender, ethnicity, occupation, and socioeconomic level so that they reflect the voting population of the nation. Use the data gathered and
your knowledge of democracy as it evolved during the Jacksonian Era as the basis of your
commentary. Address specifically the issue of political participation. How did democracy expand
during the Jacksonian Era? Have Americans taken advantage of their opportunities for broad
participation in democratic processes? Is there evidence that they believe a more democratic system
is a better system? Do you believe that a more democratic system is a better system? Use data from
your survey to support your conclusions.
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The “Survey On American Democracy As We Enter the 21st Century” could ask:
• Are you a member of a political party?
• Have you ever attended a political party meeting?
• Do you vote in most elections?
• Do you know who your state’s U.S. Senators are?
• Do you know the number of your congressional district?
• Do you know the name of the U.S. Representative from your congressional district?
• Have you ever attended a presidential nominating convention or watched one on television?
• Do you plan to vote in the next presidential election?
• Do you believe that personalities have become more important than issues in presidential
elections?
• Do you believe voters are sometimes asked to elect too many officials (such as long lists of
judges) or decide on issues that are too complicated for the average person to be informed
about?
Include the results of your survey as a graphic.
What is a Rubric?
A rubric is a scoring guide that enables assessors to make reliable
judgements about student work and helps students self-assess. The
rubric answers the question: What does mastery (and varying
degrees of mastery) for an achievement target look like?
RUBRIC FOR THE PERFORMANCE TASK
Highest level performance first:
CONTENT (60 points)
LEVEL 4 – Shows thorough understanding of the impact of Jacksonian democracy on the
American political system. Gives an insightful evaluation of current popular participation in the
democratic processes. Supports conclusions with extensive and compelling evidence from the
survey. Shows thoughtful self-awareness in personal reaction to conclusions.
LEVEL 3 – Shows some understanding of the impact of Jacksonian democracy on the American
political system. Gives an effective evaluation of current popular participation in democratic
processes. Supports conclusions with some evidence from the survey. Shows self-awareness in a
personal reaction to conclusions about the system.
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LEVEL 2 – Shows a somewhat limited understanding of the impact of Jacksonian democracy on
the American democratic system. Gives a minimal evaluation of current popular participation in the
democratic processes. Supports conclusions with at least one appropriate, effective reference to
survey results. Shows weak personal reaction to conclusions.
LEVEL 1 - Shows little apparent understanding of the impact of Jacksonian democracy on the
American political system. Makes only a meager attempt to evaluate current popular participation in
the democratic processes. Supports conclusions with survey results ineffectively or not at all.
COMMUNICATION (40 points )
Highest level performance first:
LEVEL 4 – Organizes and explains ideas clearly and effectively. Uses highly effective techniques
to create reader interest. No errors in grammar, spelling, sentence structure, and punctuation.
Graphic is informative, clear, and easy to read.
LEVEL 3 – Organizes and explains important ideas clearly. Uses techniques to create reader
interest. Few errors in grammar, spelling, sentence structure, and punctuation. Graphic is less
informative or harder to read.
LEVEL 2 – Organization and explanations lack clarity and effectiveness. Uses ineffective
techniques to create reader interest. Frequent errors in grammar, spelling, sentence structure, and
punctuation. Graphic relates poorly to the commentary.
LEVEL 1 - Shows little apparent understanding of the impact of Jacksonian democracy
What are Other Assessments?
Some examples in addition to the performance task include:
• Observation/dialogue – class discussions, conference, monitoring
• Quiz/test – Multiple choice, pop quizzes, open book, essay, oral
exam, reports
• Projects – long term, research based with multiple tasks
OTHER ASSESSMENTS
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Outline Section Map of the United States – Complete outline map of the U.S.
showing names of states, color-coded to indicate West, Northeast, and South.
Data Retrieval Chart: U.S. in 1828 – Complete a data retrieval chart showing geographic,
economic, and cultural characteristics of each region/section of the U.S. in 1828.
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•
•
•
•
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Grade 8 - Jackson
Where Do I Live? – This is a quiz on hypothetical statements by speakers from one of the three
regions studied: West, Northeast, South. Identify the region. Examples: “I live in a section
where log cabins are common on the frontier.” “I am a small cotton farmer, but one day I hope
to have grand plantation home.” “I live in a region of bustling seaports and large cities.” “I
work in the largest manufacturing section in the nation.” “My name is John Quincy Adams and I
live in this region.” “I live on a large plantation and own 100 slaves.” “Andrew Jackson is my
hero in this region.”
Letter to President Jackson on Indian Policy: Assume the role of an Indian affected by President
Jackson's Indian policy. Describe how your life has changed and how you feel about this
change. *Students should be assigned some primary reading sources such as: President
Jackson’s 1835 letter to the Seminole tribe; Congressman Edward Everett’s 1831 speech to
Congress on removing the Cherokee Indians; comments of Choctaw Chief George M. Hawkins
at the signing of the Treaty at Dancing Rabbit Creek.
(http://www.peaknet.net/~aardvark/treaty.html)
http://www.pbs.org/weta/thewest/wpages/wpgs620/removal.htm Andrew Jackson’s 1835 speech
on Indian Removal.
Biographical Sketch of President Andrew Jackson – After completing the shadow portrait of
Andrew Jackson, students write a two paragraph biographical sketch of President Jackson for a
book on American presidents. Be sure to mention issues of his presidency. Use a title that
summarizes Jackson’s idea(s) of democracy.
Graph on Voters – Using a recent World Almanac, show on a graph the percentage of voters
who voted in the last 10 presidential elections. International comparisons available at
http://www.fairvote.org/turnout/index.html
Paragraph On Personal Political Views – Write a paragraph telling which political party, from
parties that you have included on your party wall chart (tracing the development of parties from
Washington through Jackson), best represents your own political convictions and why.
Objective Test on the Jacksonian Era – This test is a comprehensive check of
knowledge and
understanding in a multiple-choice format.
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