Master ISN
Unit 3: The New Republic
Chapter 10 – The Age of Jackson
AND
Chapter 11 – Expanding West
Essential Questions: What impact did Andrew Jackson’s presidency have on the
nation? How did westward expansion transform the nation?
NGSS Benchmarks Covered in Chapters 10 and 11:
SS.8.A.4.2: Describe the debate surrounding the spread of slavery into western territories and Florida.
SS.8.A.4.4: Discuss the impact of westward expansion on cultural practices and migration patterns of Native
American and African slave populations.
SS.8.A.4.16: Identify key ideas and influences of Jacksonian democracy.
SS.8.A.5.1: Explain the causes, course and consequence of the Civil War (sectionalism, slavery, states’ rights,
balance of power in the Senate.)
SS.8.A.5.2: Analyze the role of slavery in the development of sectional conflict.
SS.8.C.1.3: Recognize the role of civic virtue in the lives of citizens and leaders from the colonial period
through Reconstruction.
SS.8.C.1.4: Identify the evolving forms of civic and political participation from the colonial period through
Reconstruction.
SS.8.E.2.1: Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender,
social, and ethnic backgrounds in the development of the United States economy.
SS.8.E.2.2: Explain the economic impact of government policies.
SS.8.E.2.3: Assess the role of Africans and other minority groups in the economic development of the United
States.
SS.8.E.3.1: Evaluate domestic and international interdependence.
SS.8.G.1.1: Use maps to explain physical and cultural attributes of major regions throughout American history.
SS.8.G.1.2: Use appropriate geographic tools and terms to identify and describe significant places and regions
in American history.
SS.8.G.2.1: Identify the physical elements and the human elements that define and differentiate regions as
relevant to American history.
SS.8.G.2.2: Use geographic terms and tools to analyze case studies of regional issues in different parts of the
United States that have had critical economic, physical, or political ramifications.
SS.8.G.2.3: Use geographic terms and tools to analyze case studies of how selected regions of the United States
have changed over time.
SS.8.G.3.2: Use geographic terms and tools to explain differing perspectives on the use of renewable and nonrenewable resources in the United States and Florida over time.
SS.8.G.4.1: Interpret population growth and other demographic data for any given place in the United States
throughout its history.
SS.8.G.4.2: Use geographic terms and tools to analyze the effects throughout American history of migration to
and within the United States, both on the place of origin and destination.
SS.8.G.4.3: Use geographic terms and tools to explain cultural diffusion throughout the United States as it
expanded its territory.
SS.8.G.4.4: Interpret databases, case studies, and maps to describe the role that regions play in influencing
trade, migration patterns, and cultural/political interaction in the United States throughout time.
SS.8.G.4.6: Use political maps to describe changes in boundaries and governance throughout American history.
SS.8.G.5.1: Describe human dependence on the physical environment and natural resources to satisfy basic
needs in local environments in the United States.
SS.8.G.5.2: Describe the impact of human modifications on the physical environment and ecosystems of the
United States throughout history.
SS.8.G.6.1: Use appropriate maps and other graphic representations to analyze geographic problems and
changes over time throughout American history.
SS.8.G.6.2: Illustrate places and events in U.S. history through the use of narratives and graphic representations.
Common Core Standards Addressed in Chapters 10 and 11:
Reading Standards for Literacy:
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas of information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to
domains related to history/social studies.
5. Describe how a text presents information (e.g. sequentially, comparatively, causally).
6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g. loaded language,
inclusion or avoidance of particular facts).
7. Integrate visual information (e.g. charts, graphs, photographs, videos or maps) with other information in
print or digital texts.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity
band independently and proficiently.
Writing Standards for Literacy:
2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/experiments, or technical processes.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and
audience have been addressed.
6. Use technology, including the internet, to produce and publish writing and present the relationships
between information and ideas clearly and efficiently.
7. Conduct short research projects to answer a question (including a self-generated question), drawing on
several sources and generating additional related, focused questions that allow for multiple avenues of
exploration.
8. Gather relevant information from multiple print and digital sources, using research terms effectively;
assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and following a standard format for citation.
10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
College and Career Readiness Standards:
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the
text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse formats and media, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning
as well as the relevance and sufficiency of the evidence.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Writing Standards:
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate
with others.
7. Conduct short as well as sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy
of each source, and integrate the information while avoiding plagiarism.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.
Topic #12
Chapter 10&11
Vocabulary List 1
Date: Wednesday,
February 18 and
Thursday, Feb 19,
2015
Learning Goal:
Students will
define and
comprehend the
vocabulary
associated with
westward
movement and the
Jacksonian Era.
Story of Us:
Westward
Date: Friday,
February 20, 2015
WOW: Define –
WIO:
1. Mountain men
Standard Classes: Create
2. Oregon Trail
pictures OR sentence clues for
3. Santa Fe Trail
6 of the vocab words.
4. Mormons
Don’t write the
5. Nominating convention
Pre-AP Classes: Create
questions, just write
6. Democratic Party
pictures OR sentence clues for
your answers:
7. Spoils system
10 of the vocab words.
Which elements of the
8. Kitchen Cabinet
painting do you think
9. Tariff of Abominations
are romanticized?
10. criteria
Which elements do you 11. States’ rights doctrine
think are more realistic? 12. Nullification crisis
13. Whig Party
14. Panic of 1837
15. Indian Removal Act
16. Indian Territory
17. Bureau of Indian Affairs
18. contemporary
19. Worcester v. Georgia
20. Trail of Tears
Chapter 11, Section 1 and
all of Chapter 10)
Students will watch the History Channel Documentary Story of Us: Westward.
WAR:
Look at the picture on
pages 342 and 343 in the
textbook.
If they are absent, it can be accessed through Safari Montage for student use or on
youtube.
Students will complete 25 video notes either in the ISN or on a separate piece of paper.
This is being turned in as an individual classwork grade.
Learning Goal:
Students will
preview themes
and events of
Westward
Expansion in
American History.
Topic #13
Trails to the West
Date: Monday,
February 23, 2015
WAR:
Explain at least three
reasons why you think
people moved west in
the 1820s-1840s.
Learning Goal:
Students will
create
presentations
detailing people,
reasons, challenges
and paths taken
West in the early
1800s.
WOW:
Provide students with the
wagon graphic organizer.
Break students into four
groups.
WIO:
Would you have taken a
wagon trail West in the
1820s-1840s? Justify your
answer with specific details in
a paragraph or more.
Have students read Chapter
11, Section 1 in groups. Each
group will look for and report
on something different as
follows:
1. WHY Americans
moved West.
2. HOW Americans
travelled.
3. WHERE Americans
moved to.
4. WHEN Americans
moved West.
Groups will have 15
minutes to gather
information from the text
and write it on a poster.
Each group of Students will
then share their poster and
help the others in class fill in
the information for the other
three boxes in the WOW.
Homework: Read
pages 322-331.
IF time allows, show this
automated map from Holt:
http://my.hrw.com/ss_2012/m
s_ushist/eactivities/Animated
_History/trails_anim/ah13_ani
m_trailswest.html
Topic #14
Andrew Jackson
WAR:
And this one:
http://my.hrw.com/ss_2012/m
s_ushist/eactivities/Animated
_History/ah13_anim_westwil
der.html
WOW:
Powerpoint notes on
Jackson’s Presidency.
WIO:
Date: Tuesday,
Reading Social Studies
Februrary 24, 2015 on p. 320-321. Answer
questions 1-4.
Learning Goals:
Students will
examine Jackson’s
Presidency and
determine how it
shaped America in
the early 1800s.
There are video clips and
automated map links
embedded in the PPT.
In your own words, explain
how you think Jackson’s
presidency changed America.
(one full paragraph answer)
Homework: Read
pages 332-335.
Topic #15
Indian Removal
Date: Wednesday,
February 25 and
Thursday,
February 26, 2015
WAR:
How would you feel if
you were forced to leave
the place where you had
lived your entire life?
WOW:
Powerpoint on Indian
Removal.
WIO:
Read and analyze pages 336337. Create the chart and fill
it in.
Treaty Indian
Outco
& Date Group
me
1
2
3
4
5
WAR:
Paste the instruction
sheet into your ISN.
The instructions are as
follows:
1. Label each state
outlined on the map.
2. Trace and Label the
Mississippi River.
3. Label and color the
Gulf of Mexico.
4. Label and use
different colors to
shade the areas
where the following
Indian Nations lived
before 1830:
WOW:
Follow the instructions to
label and color the map.
WIO:
Using the handout of the
Cherokee Alphabet, write out
your name. You will have to
try and spell it like it sounds,
since the Cherokee Alphabet
is actually a Syllabary (based
on syllables).
Learning Goal:
Students will
discover the
hardships that
Native Americans
faced due to
Jackson’s Indian
Removal Act of
1830.
Topic #16
Map of Indian
Removal
Date: Friday,
February 27, 2015
Learning Goal:
Students will label
and color a map
depicting Indian
Removal patterns
from 1830-1842.
THEN, paste it into your ISN.
For Enrichment points, create
a poster of your name. Make
it colorful and nicely drawn
on a piece of computer paper.
Seminole, Creek,
Choctaw, Cherokee,
Chickasaw
5. Shade the area given
to the Indians and
label it “Indian
Territory.”
6. Using matching
colors, show the
routes that each
Indian Nation
traveled to the Indian
Territory.
7. Answer this
question: Why do
you think Congress
choose the specific
site that they did for
the Indian Territory?
Indian Removal
Documentary
http://safari.indianriverschools.org/SAFARI/montage/play.php?keyindex=47015&location
=local&filetypeid=7
Date: Monday,
March 2, 2015
Students will complete video notes while watching. These will be turned in for a grade.
Homework:
STUDY for the
quiz scheduled for
tomorrow.
Topic #17
Chapter 10& 11,
Vocabulary List 2
Date: Tuesday,
March 3, and
Thursday, March
5, 2015
Learning Goal:
Students will
define and
comprehend the
vocabulary
associated with
Texas, Mexican
American War and
the 1849 Gold
Rush.
WAR:
Take 5 minutes to
quietly study for the
quiz.
Classes on these two
days are very short to
accommodate FSA
Writing blocks.
WOW: Define:
1. Empresarios
2. Explicit(ly)
3. Alamo
4. Manifest destiny
5. Vaqueros
6. Elements
7. Californios
8. Bear Flag Revolt
9. Treaty of Guadalupe
Hidalgo
10. Gadsen Purchase
11. Donner Party
12. Forty-niners
13. Prospect
14. Scarcity
15. Placer miners
WIO:
Create a factual story linking
at least 6 of the words
together.
Topic #18
The Texas
Revolution
Date: Wednesday,
March 4, 2015
WAR:
Read the “If YOU were
there…” on page 350.
Answer the question:
Would you decide to
move your family to
Texas? Why?
WOW:
PPT on the Texas
Revolution.
WIO:
On the next left side page,
create a collage of 10 or more
images (using magazines or
clip art) showing life in Texas
or Mexico during this time
period.
WAR:
Take the drawing of
Gast’s Painting
American Progress and
paste it into your ISN.
WOW:
PPT on the MexicanAmerican War.
WIO:
Create a chart showing the
Causes and Effects of the
Mexican-American War.
There should be at least three
of each.
Learning Goal:
Students will
determine how the
Texas Revolution
and The MexicanAmerican War
continued to
transform the
nation.
Colonial Dames
Presentation
Some students will
travel to SRMS
today for a
Colonial Dames
Presentation. They
missed 5, 6 and 7
periods and are
responsible for
work missed in all
classes.
Topic #19
The MexicanAmerican War
Date: Friday,
March 6 and
Monday, March 9,
2015
Learning Goal:
Students will
determine how the
Texas Revolution
and The MexicanAmerican War
continued to
transform the
nation.
Look at the projection.
On your drawing, Create
speech or thought
bubbles showing the
thoughts or feelings of at
least 4 different
characters. Color it in
for homework.
Topic #20
The California
Gold Rush
Date: Tuesday,
March 10, 2015
Learning Goal:
Students will learn
how the California
Gold Rush
changed the future
of the West.
Topic #21
Review
Date: Wednesday,
March 11, 2015
WAR:
Read the “If YOU were
there…” on page
364. Answer the
question: Would you go
west to seek your
fortune in California?
Why?
WOW:
Students will complete
Cornell notes for Chapter 11,
Section 4 (pages364-369).
WIO:
Complete the Section 4
Assessment on p. 369, #1-3
all.
Headings:
Discovery of Gold Brings
Settlers (2-3)
Gold in California (2-3)
Staking a Claim (2-3)
Life in the Mining Camps (34)
Immigrants to California (2-3)
Impact on California (3-4)
Standard Students will complete Workbook Pages 109-129. If they don’t have their
workbooks, they’ll do the Pre-AP assignment.
Pre-AP students:
pp. 339-340, #1-8, 11 and 12
pp. 373-374, #1-16 all
Learning Goal:
Students will
review the
concepts taught in
Chapters 10 and 11
and prepare for the
Test.
Chapter 10 and
Students will take the Chapter 10 and 11 Test Today.
11 Test
This test will include multiple choice and written response or document based
Date: Thursday,
sections.
March 12, 2015
ISNs will be graded today for Topics 12-21.
Learning Goal:
Students will
demonstate
retention of
knowledge about
the main ideas
discussed in
Chapter 10 and 11.
When students finish the Chapter 11 Test, they will create the Title Page for Unit 4.