DURHAM PUBLIC SCHOOLS 2013-2014
UNIT 5 PLAN FOR AMERICAN HISTORY I
Unit Overview:
Instructional Time: 6 weeks/30 days on a traditional schedule, 3 weeks or 15 days on a block schedule
Quarter
One
Two
Three
Four
Course/Grade Level: American History I
Unit Theme: Jackson and the Changing American Society
Revised Bloom’s Taxonomy: All levels.
Unit Summary: This unit begins with a look at the market revolution and the economic changes that are aimed at developing nationalism while
reinforcing regional/sectional differences. It then moves to the Jackson presidency and the major impacts of his administration. This includes a
discussion of his expansion of presidential powers, the tensions over issues like the tariff and the bank, and the status of minorities. This is
considered an era where democracy grows to include the visions and ideas of the common man, but it is also a time period where slavery
continues to grow, Native Americans are evicted from their lands, and women are still disenfranchised. These conditions will lead to the
development of a variety of reform movements aimed at improving society and influenced by the religious changes of the Second Great
Awakening, the development of transcendentalist philosophy, and at the extreme fringes of society, the development of utopian communities.
North Carolina Informational Technology Essential Standards:
HS.TT.1.1 Use appropriate technology tools and other resources to access information.
HS.TT.1.2 Use appropriate technology tools and other resources to design products to share information with others.
HS.SI.1.2 Evaluate resources for point of view, bias, values, or intent of information.
Common Core State Standards
• CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital
text.
• 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.
NC Essential Standards:
AH1.H.2.2 Evaluate key turning points from colonization through
Reconstruction in terms of their lasting impact (e.g., conflicts,
legislation, elections, innovations, leadership, movements, Supreme
Court decisions, etc.).
Learning Targets:
I can analyze key turning points during the Jacksonian era.
I can analyze the lasting impact of the displacement of Native
Americans on America.
AH1.H.3.2 Explain how environmental, cultural and economic factors
I can explain how economic factors influenced the patterns of migration
influenced the patterns of migration and settlement within the U.S.
before the Civil War (e.g., economic diversity of regions, mercantilism,
cash crops, triangular trade, ethnic diversity, American Indian beliefs
about land ownership, Lewis & Clark expedition, farming, Industrial
Revolution, etc.).
AH1.H.4.1 Analyze the political issues and conflicts that impacted the
United States through Reconstruction and the compromises that
resulted (e.g., American Revolution, Constitutional Convention, Bill of
Rights, development of political parties, nullification, slavery, states’
rights, Civil War).
AH1.H.4.2 Analyze the economic issues and conflicts that impacted the
United States through Reconstruction and the compromises that
resulted (e.g., mercantilism, Revolutionary Era taxation, National Bank,
taxes, tariffs, territorial expansion, economic “Panics”, Civil War).
AH1.H.4.3 Analyze the social and religious conflicts, movements and
reforms that affected the United States from colonization through
Reconstruction in terms of participants, strategies, opposition, and
results (e.g., Second Great Awakening, Transcendentalism, abolition,
temperance, mental illness, prisons, education, etc.).
AH1.H.4.4 Analyze the cultural conflicts that impacted the United States
through Reconstruction and the compromises that resulted (e.g.,
displacement of American Indians, manifest destiny, slavery,
assimilation, nativism).
in the U.S. during the Jacksonian era.
AH1.H.5.1 Summarize how the philosophical, ideological and/or
religious views on freedom and equality contributed to the development
of American political and economic systems through Reconstruction
(e.g., natural rights, First Great Awakening, Declaration of
Independence, transcendentalism, suffrage, abolition, “ slavery as a
peculiar institution”, etc.)
AH1.H.8.1 Analyze the relationship between innovation, economic
development, progress and various perceptions of the “American
Dream” through Reconstruction (e.g., inventions, Industrial Revolution,
American System, etc.).
AH1.H.8.3 Evaluate the extent to which a variety of groups and
individuals have had opportunity to attain their perception of the
“American Dream” through Reconstruction (e.g., plantation society,
I can explain how views on freedom contributed to the development of
political and economic systems during the early 1800’s.
I can analyze the political and economic issues that impacted the U.S.
from 1824-1845 (i.e. the Panic of 1837, the growth of the Whig party,
etc.).
I can analyze social and religious conflicts, movements and reforms
during the Jacksonian era (i.e. Second Great Awakening).
I can analyze the cultural conflicts that impacted the United States from
1824-1845 (i.e. the displacement of Native Americans).
I can explain the relationship between economic development and
progress in the early 1800’s.
I can evaluate the extent to which various groups from the Jacksonian
era were able to attain the “American Dream.”
I can analyze different perceptions of the “American Dream” during the
early 1800’s.
transcendentalism, 49ers, etc.).
AH1.H.8.4 Analyze multiple perceptions of the “American Dream” in
times of prosperity and crisis through Reconstruction (e.g., Hamilton’s
Financial Plan, Bank of the United States, Embargo of 1807, Manifest
Destiny, phases of Reconstruction, etc.).
Essential Question(s):
 How can the government best meet the needs of diverse peoples and regions?
 How much power should a President have?
 What can individuals do to improve society?
Enduring Understanding(s):
 National ideals may not always be attainable or equitable for everyone.
 While expansion and settlement may offer opportunities for various groups, it may also limit opportunities due to discrimination and racism.
 A leader’s response to contemporary issues can result in political conflict or compromise.
 Governmental policies and actions that promote national growth and expansion can create sectional tension and political debate.
 Government policy can promote and direct the migration and settlement of people.
 As a nation prospers and grows, economic opportunities may increase for some individuals and groups, while decreasing for others.
 Movements for change and reform often become necessary when the relationship between a nation and its ideals are conflicting.
 Reform movements require the leadership and participation of various individuals and groups.
 The strategies used to achieve reform produce varying degrees of success and opposition.
 Art, literature and music often reflect a region or nation’s interests, values and conflicts.
I Can Statement(s):
Market Revolution to Nationalism & Sectionalism
 Explain why the development industry and the market revolution led to regional economies and migration to cities.
 Describe how the Market Revolution influenced how people worked and who was working.
 Explain how new transportation and communication technologies impacted the economic development of the United States (e.g. Erie
Canal, cotton gin, national telegraph and railroad system, steamships and telephone).
 Give examples of the 19th Century romantic movement that reflected individualism and the virtues of common people
Jackson
 Describe the ways the westward movement and settlement of US citizens impacted the culture and movement of American Indians.
 Analyze why government policy on banks and tariffs led to sectionalism.
 Evaluate how Jackson dealt with internal conflicts over the tariff and the bank.
 Explain both sides of the debate over states’ rights, nullification, and nationalism

Evaluate whether Jacksonian Democracy helped the “common man.”
Reform Movements
 Connect how social reform movements, such as women’s rights and abolition, led to the development of American political parties (e.g.,
Jacksonian-Democrats, Whigs, and Republicans).
 Analyze how and why individuals and groups were inspired by religious values (the Second Great Awakening), economic changes, and
political ideals to lead and participate in social reform movements in the United States before the Civil War.
 Describe how and why the ideals of American womanhood changed from “republican motherhood” at the time of the American Revolution
to the “cult of domesticity” at the start of the Civil War.
 Evaluate the effectiveness of the social reform movements of the mid19th Century (e.g., abolition, women’s rights, education reform,
asylum reform, temperance, prison reform).
 Give examples of 19th century utopian communities and evaluate whether they fulfilled their idea of the “American Dream”
 Explain how women, slaves, freedmen, and other reformers reacted to the proposition that “all men are created equal” during the
antebellum era.
Vocabulary:
The American System
Frederick Douglass
transcendentalists
South Carolina
Exposition and Protest
Henry Clay
Tariff of Abominations
Declaration of
Sentiments
Internal improvements
Erie Canal
Trail of Tears
Whigs
Missouri Compromise
National Road
Panic of 1837
Dartmouth v.
Woodward
Gibbons v. Ogden
Concepts:
Sectionalism/Nationalism
Executive Power
Minority rights
Reform
Democratization
Reading and Writing for Literacy and Interdisciplinary Connections
Students will develop an essay on Andrew Jackson, evaluating whether or not he is a hero or a villain. They could also incorporate writing into
opening and closing arguments for a trial overview.
Students will look at a variety of primary sources and apply critical reading skills. See the resources list below.
Students will use visual arts skills by interpreting political cartoons and could also apply those skills by developing their own.
Students will listen to music illustration various regions of the United States. They might also incorporate music into the “History Rap Battle.”
Evidence of Learning (Formative Assessments):
Quiz on Nationalism/Sectionalism
Andrew Jackson Trial
Andrew Jackson Essay
Reformers Matching Review
Summative Assessment(s):
Cumulative Multiple Choice Assessment
Unit Implementation:
RESOURCES for this unit:
PH US History Chapters 3 & 4 (pp. 94-162)
Slavery:
The Narrative of the Life of Frederick Douglass
Harriet Jacobs’ Slave Narrative
Slave advertisements
George Fitzhugh’s Cannibals All!
Frederick Douglass “The Meaning of the 4th of July for the Negro”
David Walker’s “Appeal to the Coloured Citizens of the World”
LMTM Slave Narratives Lesson
Eric Foner essay “Slavery & the Origins of the Civil War”
Twelve Years a Slave; Narrative of Solomon Northup, a Citizen of New-York Kidnapped in Washington City in 1841, and Rescued in 1853 (docsouth has a HUGE
selection of digitized books-a great resourse!)
http://docsouth.unc.edu/northup/northup.html#northup28
Lowell Mills:
Lowell Mills Girls
Lowell Mill Girls Go On Strike
Lowell Mill Girls (the NPS site has a ton of info so you might want to explore it)
http://www.nps.gov/lowe/2002/loweweb/lowe_history/lowe_brochures/millgirls.htm
Jackson:
Cherokee Removal readings (option 1, option 2—lesson plan)
Jackson on nullification
Jackson on bank veto
SC Protest and exposition
Andrew Jackson: Good, Evil, and the Presidency (PBS site with video clips)
Reform Movements:
Excerpts from the Liberator
Declaration of Sentiments
Week 1-2: Market Revolution to Nationalism and Sectionalism (CCSS: AH1.H.4.2 and AH1.H.8,1)
This unit will begin with a look at the economic, social, and political changes that take place after the War of 1812. During the first day, introduce the concepts of nationalism and
sectionalism using students’ personal experiences (see Are you more Nationalist or Sectionalist?). Popular music is another way to hit on these concepts—looking at regional music (JayZ’s Empire State of Mind for NYC, Will Smith and Welcome to Miami, e.g.). Then look in greater depth at the historical changes that are creating a “nationalist” attitude at the time: the
Monroe Doctrine, patriotism after the War of 1812, the American System, etc. You may also want to explore excerpts from the following documents and have students identify them as
representative of nationalist or sectionalist sentiments: the Star Spangled Banner, Henry David Thoreau’s Walden, a painting such as Crawford Notch from the Hudson River School, the
Narrative of the Life of Frederick Douglass.
Day 2 could include a focused look at technological changes that lead to the Market Revolution and its impact on the regional economies of the United States. This can be accomplished in
simple chart form. There are a number of options for looking at how this impacts the regional economies: incorporating geography via a map assignment, a history rap battle between
regions (building on the music theme from the day before), a sorting activity where students are given terms and need to group them by region, or through postcards for each region.
Days 3-5 should look at the regional impact of the market revolution in further depth, ending with a quiz on the concepts. Be sure to have students evaluate the impact of the tariff on each
region (see “The year is 1828…” for a starter/journal prompt), as this will be necessary background information for Jackson’s presidency. This is an appropriate time to evaluate changes in
slavery during the first half the 19th century and also to look at Lowell Mills as an example of industrial changes in the North. See above for resources addressing each of those topics.
Week 3-4: Jackson’s Presidency (CCSS: AH1.H.4.1, AH1.H.4.2 and AH1.H.8,2)
Andrew Jackson’s presidency ties together many of the changes facing America at this time—economic issues and the question of nationalism and sectionalism are addressed through the
struggle over the tariff and the bank, his personal experiences as slave owner, war hero, and “common man” reflect the growth of democracy and its limitations, and his outsized political
personality leads to the development of the second two-party system. These weeks will explore not only his presidency, but the changes in America that allow a man like Jackson to
become president.
Begin with a look at the growth of democracy. You might identify some quotes about democracy to discuss as a class and talk about the limitations that exist at this time. This is an
appropriate place to work on chart and graph skills by looking at changes to the voting population. At the beginning of the Jackson PowerPoint on Historyteacher.net there are several slides
addressing this issue.
This unit lends itself well to a student-driven project. Consider a trial of Jackson or creating a “Wanted” poster for Jackson where the critical question is whether Jackson has abused his
presidential power and committed crimes against humanity or an essay that assesses whether he truly benefitted the common man. Supplement class time to work on these longer
assignments with lecture and work on documents supporting the major themes—see the resources above for some possibilities.
Week 5-6: Reform Movements (CCSS: AH1.H.5.1 and AH1.H.8.3)
The introduction to this part of the unit should evaluate the changes that led to a growth of reform movements during the antebellum era: the expansion of democracy, the Second Great
Awakening, transcendentalist philosophy, and reactions to the industrialization and urbanization of the North.
Because there are many reformers and movements to address, consider giving students a chart with which to organize the material. There are several approaches to having students
investigate the various reform movements: Reformers and Thinkers in a Bag is appropriate for ESL students as it emphasizes visual connections, Looking for the Reformer of Your Dreams,
or the Antebellum Tea Party are options for students to take on the persona of individual reformers, research those individuals, and share that information with classmates. Incorporating a
matching review can be a good way to assess student learning of this topic. One could also have students to a resume for a selected reformer or host a convention!
This is also an appropriate place to evaluate the various attitudes towards slavery at this time, including defenses of slavery, colonization, and immediate vs. gradual emancipation.
Supportive Unit Resources:
Instructional
Activities:
Scaffolding Option 1:
Intervention
Scaffolding Option 2:
Maintenance
Scaffolding Option 3:
Extension
( ES/CO AH1.H.5.1 )
Reformers and Thinkers in a Bag This assignment can
be used for students to illustrate key concepts about
various antebellum reformers.
( ES/CO AH1.H.4.1 )
Andrew Jackson Guided Notes These notes
summarize the key events of Jackson’s presidency.
( ES/CO AH1.H.5.1 )
Looking for the Reformer of Your Dreams
Another variation on an assignment where students
research and explain key concepts about an antebellum
reformer.
( ES/CO AH1.H.4.1 )
History Rap Battle
This activity challenges students to write a rap or poem
outlining key features of the various regions of the
nation.
(( ES/CO AH1.H.5.1 )
Antebellum Tea Party
Another variation on an assignment where students
research and explain key concepts about an antebellum
reformer.
( ES/CO AH1.H.4.1 )
Hickory on the Campaign Trail
This assignment challenges students to think about
how Jackson would appeal to people in various parts of
the country as he campaigned before his presidency. It
requires higher level analytical thinking and an
understanding both of Jackson’s background and the
features of the various regions of the United States.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia
Activities:
( ES/CO AH1.H.4.1 )
Hippocampus tutorial on Jackson & the Bank Wars
Use this link to review key concepts of the bank war
and Jackson’s presidency.
( ES/CO AH1.H.8.3 )
Video: Half Slave Half Free
This video illustrates the differences between the north
and south and challenges some misconceptions about
slavery by illustrating the story of Solomon Northrup.
( ES/CO AH1.H.4.1 )
SAS Curriculum Pathways QL #1261: Jackson & the
Nullification Crisis
This SAS pathway has students investigate Jackson
and his response to the nullification issue.