From Nationalism to Sectionalism
U.S. History I – 9-12
The War of 1812 had created a sense of National Unity and reinforced the idea that United States was indeed a serious player in the
world stage. However, it would not be long before this unity would begin to falter and set the nation down a path of deep division
over issues that would challenge our values and beliefs as a nation. As a result of regional and economic differences, the North and
South grew further apart developing very different cultures and attitudes. This unit will explore early governmental policies that put
the question of States rights to the test, as well as re-introducing questions addressing the institution of slavery and its expansion
into new territories. Students will examine the specific events that pushed the North and South into opposing directions leading to
a nation burgeoning with sectional conflict. Students will also study the Jackson administration’s policies and the responses to those
policies through the lens of Nationalist and Sectionalist politics.
Stage 1 Desired Results
ESTABLISHED GOALS G
USI.24 Describe the election of 1828, the
importance of Jacksonian democracy, and
Jackson’s actions as President. (H)
 the spoils system
 Jackson’s veto of the National Bank
 Jackson’s policy of Indian Removal
USI.28 Explain the emergence and impact
of the textile industry in New England
and industrial growth generally
throughout antebellum America. (H, E)
USI.29 Describe the rapid growth of
slavery in the South after 1800 and
analyze slave life and resistance on
plantations and farms across the South,
as well as the impact of the cotton gin on
the economics of slavery and Southern
agriculture. (H)
 Seminal Primary Documents to Read:
Frederick Douglass’s Independence
Day speech at Rochester, New York
(1852)
USI.35 Describe how the different
economies and cultures of the North and
South contributed to the growing
importance of sectional politics in the
early 19th century. (H)
Transfer
Students will be able to independently use their learning to…
T
Meaning
UNDERSTANDINGS
U ESSENTIAL QUESTIONS
Q
U1 – There is an ongoing debate over the
Q1 – What is the appropriate role of
balance of power between the federal
Government in people’s lives?
government and state governments.
Q2 –In what ways do people’s interests
U2 – Peoples values are influenced by
influence their sense of morality?
their interests
Q3 – How is the impact of change in
U3 – advances in science and Technology
society measured?
have significant effects on society
Acquisition
Students will be skilled at…
S
Identifying the differences between
Content Vocabulary: (Tier3 words)
nationalism and sectionalism(U1,Q1)
nationalism, sectionalism, nullification,
secede, tariff, (tier2)popular vote
Assessing the political impact of
nationalism in the early American
Academic vocabulary: (tier2)national,
Republic(U2)
Industry, domestic, foreign, crisis, textile,
manufacturing, urban, rural, mill, values, Comparing and contrasting the Northern
morality
and Southern societies(U2,U3,Q2,Q3)
K
The rise of nationalism and sectionalism
Analyzing government policies and their
and the reasons for the division(U1, Q1)
impact on the growing political tensions
Examining Andrew Jackson's path to the
Students will know…
USI.36 Summarize the critical
developments leading to the Civil War.
(H)
 the Missouri Compromise (1820)
CCSS.ELA-Literacy.RH.9-10.1 Cite specific
textual evidence to support analysis of
primary and secondary sources
CCSS.ELA-Literacy.RH.9-10.2 Determine
the central ideas of primary or secondary
sources
CCSS.ELA-Literacy.RH.9-10.4 Determine
the meaning of vocabulary describing
political, social, or economic aspects of
the early Republic
CCSS.ELA-Literacy.RH.9-10.8 Assess the
extent to which the reasoning and
evidence in a text support the author’s
claims
CCSS.ELA-Literacy.RH.9-10.9 Compare
and contrast treatments of the same
topic in several primary and secondary
sources
Evaluative Criteria
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How influential Supreme Court cases,
such as McCulloch vs. Maryland, shaped
national policies. (U1,U2,Q2)
presidency(U2,Q3)
Evaluate the effectiveness of Andrew
Jackson as a leader(U2,Q2)
How domestic and foreign policies
demonstrated both Nationalism as well
as growing Sectionalism(U1,U2)
Interpreting different points of view on
the Trail of Tears(U2,Q2)
The significance of the Monroe Doctrine
of establishing foreign policy and the role
of America in the world. (U2,Q2)
Connect the Industrial Revolution with
the spread of slavery in the
South.(U2,U3,Q2,Q3)
The Missouri Compromise’s
foreshadowing of growing tensions
between the North and the South.(U1,
Q1,Q3)
Assessing the impact of the economy on
belief systems(U2,U3,Q2,Q3)
Controversies over Jacksonian Democracy
and subsequent policies, specifically the
Indian Removal Act, National Bank
debate, and the nullification
crisis.(U1,U2,Q1,Q2)
Regional economic differences promote
both nationalism and sectionalism.
(U3,Q3)
Stage 2 - Evidence
Assessment Evidence
CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS)
PT
Nationalism and Sectionalism CEPA
Goal
You must determine who hired Lawrence to kill the president, and write a report to Captain
Hainsley, the Washington D.C. Chief of Police, that explains your reasoning.
Role
You are the best police detective in the country and have been brought in to solve the case
of who killed Andrew Jackson.
Audience
Captain Hainsley, Washington D.C. Chief of Police
Situation
On January 30, 1835 Andrew Jackson almost became the first president of the United
States to be assassinated. A young man named Richard Lawrence attempted to shoot
Jackson at point-blank range outside the Capitol building in Washington D.C. Amazingly,
both of the single-shot derringer pistols used by Lawrence misfired, and Jackson was
unharmed.
For this activity, imagine:
 That Lawrence’s guns fired properly and that Jackson was killed that day in 1835.
 Lawrence was immediately apprehended and his rented rooms in Washington
were searched by the police.
 During the search, the police found evidence that strongly suggests that Lawrence
was part of a conspiracy to kill the president; it seems obvious that he was hired by
a very important national figure to assassinate Old Hickory.
You are the best police detective in the country and have been brought in to solve the
case.
These are your suspects:

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Nicolas Biddle, president of the National Bank
Senator John C. Calhoun, former Vice president/Senator
John Marshall, Chief Justice of the Supreme Court
John Ross, a chief of the Cherokee Nation
Product Performance and Purpose
You are responsible to come up with motive and evidence that links each suspect to the
crime of conspiring to murder Andrew Jackson. You must then give your expert opinion
as to who had the strongest motive and support that opinion with evidence.
A thorough product will include an introductory paragraph which explains the
background and important details of the case, a paragraph for each suspect that
highlights the suspect’s relationship with Andrew Jackson, political leanings and motive
for wanting Andrew Jackson dead. It must also include a concluding paragraph that
notes who the primary suspect is and why.
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OTHER EVIDENCE:
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Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lesson 1: The Rise of Nationalism
 Compare and contrast Nationalism and Sectionalism
 Analyze the balance between State and Federal power
 Examine national and foreign policies in the Early 1800’s
 Analyze map of the Missouri Compromise
Lesson 2: The Rise of Sectionalism
 Examine the factors leading to the industrial revolution
OE
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Assess the impact of the Industrial revolution on the Northern economy
Predict the effect that industrialization on the Nation
Evaluate how technology impacted progress in the United States
Identify the factors that increased cotton production between 1800-1860
Evaluate the relationship between the demand for cotton and the spread of slavery
Compare and contrast the differences between North and South
Predict the possible conflicts that may arise over regional differences
Lesson 3: The Age of Jackson
 Examine Jackson’s path to the presidency
 Analyze arguments for and against Indian Removal
 Analyze the impact of Indian removal
 Evaluate the role of the National Bank controversy on issues of States rights verses the power of the presidency