Grade 8
Social Studies
Unit: 07
Lesson: 02
Suggested Duration: 5 days
States’ Rights
Lesson Synopsis:
In this lesson, students explain the sectional issues during Andrew Jackson’s presidency by analyzing the impact
of each issue on different areas of the country. Students identify and explain issues such as slavery, protective
tariffs, taxation, the national banking system, and nullification.
TEKS:
8.5
8.5B
History. The student understands the challenges confronted by the government and its leaders in the early years
of the republic and the Age of Jackson. The student is expected to:
Summarize arguments regarding protective tariffs, taxation, and the banking system. Supporting Standard
8.7
History. The student understands how political, economic, and social factors led to the growth of sectionalism
and the Civil War. The student is expected to:
8.7C
8.7D
Analyze the impact of slavery on different sections of the United States. Readiness Standard
Identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil
War, including the roles of John Quincy Adams, John C. Calhoun, Henry Clay, and Daniel Webster. Supporting
Standard
8.17
Government. The student understands the dynamic nature of the powers of the national government and state
governments in a federal system. The student is expected to:
8.17B
8.18
8.18A
8.18B
Explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil
War. Readiness Standard
Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:
Identify the origin of judicial review and analyze examples of congressional and presidential responses.
Readiness Standard
Summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v.
Madison, McCulloch v. Maryland, and Gibbons v. Ogden. Supporting Standard
Social Study Skills TEKS:
8.29
8.29E
8.30
8.30D
Social studies skills. The student applies critical-thinking skills to organize and use information acquired through
established research methodologies from a variety of valid sources, including electronic technology. The student is
expected to:
Support a point of view on a social studies issue or event.
Social studies skills: The student communicates in written, oral, and visual forms. The student is expected to
Create written, oral, and visual presentations of social studies information.
GETTING READY FOR INSTRUCTION
Performance Indicator:
• Select one of Jackson’s “battles” (Nullification Crisis or Battle with the Banks) and create an editorial
cartoon depicting a point of view about the “battle.” (8.5B; 8.17B; 8.29E; 8.30D)
• 1C; 1E
Key Understandings and Guiding Questions:
• Conflicts arise over different beliefs.
— What were the arguments regarding protective tariffs, taxation, and the banking system?
— What was the impact of slavery on different sections of the United States?
©2012, TESCCC
04/25/13
page 1 of 7
Grade 8
Social Studies
Unit: 07 Lesson: 02
—
—
—
—
What were the effects of congressional conflicts and compromises prior to the Civil War?
What constitutional issues arose over the issue of states’ rights?
What are examples of presidential responses to judicial review?
What are the issues, decisions, and significance of landmark Supreme Court cases?
Vocabulary of Instruction:
©2012, TESCCC
01/09/13
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Grade 8
Social Studies
Unit: 07 Lesson: 02
•
•
nullification
tariff
•
•
policy
taxation
•
•
money supply
sectionalism
judicial review
Materials:
•
•
Refer to the Notes for Teacher section for materials.
Grade 8
Social Studies
Unit: 07 Lesson: 02
Attachments:
• Handout: Exploring the Issues
• Handout: Pre-Civil War Issue Analysis
Resources and References:
• None identified
Advance Preparation:
1. Become familiar with content and procedures for the lesson.
2. Refer to the Instructional Focus Document for specific content to include in the lesson.
3. Select appropriate sections of the textbook and other classroom materials that support
4.
5.
6.
the learning for this lesson.
Preview available resources and websites according to district guidelines.
Prepare materials and handouts as needed.
Locate a historical political cartoon on Jackson’s presidency or a recently discussed
topic.
Background Information:
During the Jackson administration, a tariff debate continued to develop. Congress endorsed high tariffs on any goods
manufactured in Europe. Many Americans welcomed these protective tariffs, especially Americans living in the
Northeastern states where industry thrived. Southerners were in disagreement with the protective tariffs because
Americans would now have to pay higher prices for goods manufactured in the U.S. It is also important to note that
Andrew Jackson opposed a strong central government and opposed unreasonable taxation exercised by the federal
government. Jackson believed that taxation could quickly lead to an abuse of power and control over the American
people.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to
address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance
Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create
original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons
can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Political Cartoon Analysis
1. Choose a historical political cartoon to project for student
NOTE: 1 Day = 50 minutes
Suggested Day 1 ‒ 20 minutes
Materials:
• A historical political cartoon
analysis.
2. Students analyze using a method or tool such as the Cartoon
Analysis Worksheet from the National Archives
3. Facilitate a discussion.
Possible questions to consider:
• What issue is represented in the political cartoon?
•
•
What point of view is evident?
Is there an opposing point of view evident? If not, what
could it be?
©2012, TESCCC
04/25/13
•
Cartoon Analysis Worksheet from the Nation
Archives
Purpose:
The purpose of this part of the lesson is to engag
students in a discussion about the issues as wel
preview the product for the performance indicato
for this lesson.
TEKS: 8.5B, 8.29E
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Grade 8
Social Studies
Unit: 07 Lesson: 02
Instructional Procedures
• What other issues might be related? How do you
know?
EXPLORE – Exploring the Issues
1. Divide the students into five groups.
Notes for Teacher
Instructional Note:
• Scaffold cartoon analysis with an identificatio
of nouns, verbs, and themes. Identifying eac
these allows students to see a trend in the
ideas that are presented in a political cartoon
• Consider using a historical cartoon – it could
on Jackson’s presidency or a previously
discussed topic.
Suggested Day 1 ‒ 30 minutes
Attachments:
• Handout: Exploring the Issues
2. Distribute Handout: Exploring the Issues.
3. Students identify the relationships among a group of words that
are related to a larger issue during Andrew Jackson’s
presidency, using available resources.
Purpose:
The purpose of this part of the lesson is to explo
the arguments related to states’ rights issues.
TEKS: 8.5B; 8.7C; 8.17B; 8:30D
4. Students present their research while the other groups take
Instructional Note:
• Students will discover connections among th
groups. During the exploration, facilitate hig
Facilitate a discussion to help students make larger connections
order thinking by asking higher order thinking
to the issues presented.
questions.
notes on the handout.
5.
EXPLAIN – Impact
Suggested Day 2 ‒ 10 minutes
1. Students use the Handout: Exploring the Issues to summarize Attachments:
the arguments related to protective tariffs, taxation, and the
• Handout: Exploring the Issues
banking system.
2. Students write their summaries at the bottom of the Handout:
Exploring the Issues.
3. Choose volunteers to share their summaries.
Purpose:
The purpose of this part of the lesson is to expla
the arguments related to protective tariffs, taxatio
and the banking system.
TEKS: 8.7C
Instructional Note:
• Listen to discussion and read the summaries
check for understanding.
EXPLORE – Pre-Civil War Issue Analysis
1. Divide students into triads (groups of 3).
2. Each student serves as a research expert on one Pre-Civil War
issue: Nullification, Slavery, or States’ Rights.
3. Experts research their topic with the experts in their area from
©2012, TESCCC
04/25/13
Suggested Day 2-3 ‒ 70 minutes
Attachments:
• Handout: Pre-Civil War Issue Analysis
Purpose:
The purpose of this part of the lesson is to explo
the details of states’ rights issues.
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Grade 8
Social Studies
Unit: 07 Lesson: 02
Instructional Procedures
Notes for Teacher
other groups. All Nullification experts work together, while all
Slavery experts work together, etc.
4. Distribute Handout: Pre-Civil War Issue Analysis.
5. Experts research the relationship between ideas listed under
their topic.
6. Experts collaborate to complete their issue analysis sheet.
7. Experts practice their presentation with another expert on their
topic.
TEKS: 8.7D, 8.18AB
Instructional Note:
• It is important to monitor students while
researching their topics as they may need
clarification of ideas. Choose resources that
offer the most complete information for the
research.
Deleted this because on the dynamic site the
triangle appeared twice and may appear like w
deleted one misconception and not another…
8. Experts return to their original triad to communicate research
findings to other group members.
9. Triads collaborate to make connections among the three topic
areas and to complete their Handout: Pre-Civil War Issue
Analysis.
EXPLAIN – Summarize
1. Students summarize the states’ rights issues with triads.
2. Students work individually to create an American History
Scrapbook page to summarize the issues of nullification, states’
rights and slavery.
Suggested Day 3-4 ‒ 30 minutes
Materials:
• American History Scrapbook
Purpose:
The purpose of this part of the lesson is to
summarize states’ rights issues to explain how
these issues contributed to sectionalism in the
United States.
TEKS: 8.17B
Instructional Note:
• In creating this product, students can use co
symbols, and drawings to create the scrapbo
page on States’ Rights to facilitate long-term
thinking.
ELABORATE – Supporting a point of view
1. Students choose a partner.
2. Partners choose one issue from the Jackson Administration:
Nullification, Slavery, Banking, etc.
TEKS: 8.29E
3. One partner summarizes arguments that support that issue,
while the other partner summarizes arguments that oppose the
©2012, TESCCC
Suggested Day 4 ‒ 20 minutes
Purpose:
The purpose of this part of the lesson is to expla
both sides of an issue by presenting a point of vi
04/25/13
Instructional Note:
• Students may need to use Handout: Explori
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Grade 8
Social Studies
Unit: 07 Lesson: 02
Instructional Procedures
Notes for Teacher
issue.
the Issues or Handout: Pre-Civil War Issue
Analysis to aid them in the discussion.
4. Students decide which side has better evidence to support it.
5. Facilitate a discussion with students.
Possible questions to consider:
• What were the arguments regarding protective tariffs,
taxation, and the banking system?
• What was the impact of slavery on different sections of
the United States?
• What were the effects of congressional conflicts and
compromises prior to the Civil War?
• What constitutional issues arose over the issue of
states’ rights?
• What are examples of presidential responses to judicial
review?
• What are the issues, decisions, and significance of
landmark Supreme Court cases?
EVALUATE
• Select one of Jackson’s “battles” (Nullification Crisis or Battle
Suggested Day 5 ‒ 50 minutes
TEKS: 8.5B, 8.17B, 8.29E, 8.30D
with the Banks) and create an editorial cartoon depicting a point
of view about the “battle.” (8.5B; 8.17B; 8.29E; 8.30D)
• 1C; 1E
©2012, TESCCC
04/25/13
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