Grade 8 Social Studies
Unit 5
Title
●
Suggested Time Frame
th​
The Jackson Era
4​ Six Weeks
7 Days
Big Ideas/Enduring Understandings
●
Guiding Questions
●
Many challenges confronted the young U.S. Government and its
leaders in the early years of the republic and the Age of Jackson.
●
●
Why was the War of 1812 sometimes called the Second Revolutionary
War?
Did the state of Georgia have the right to remove the Cherokee from
their homes?
Who has more power the Supreme Court or an individual state?
TEKS
Readiness TEKS
Supporting TEKS
1A
5C
6B​D
7B
10BC
17B
18A
23A
1B
5BG
6C
7ACD
10A
11ABC
14B
21A
22AB
23C
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
SS TEKS
Process Skills
29ABCDEFJ
30AD
Sample Assessment Question
See lesson reviews fer each lesson in the McGraw Hill textbook an utilize the Eduphoria test maker.
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper depth
and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the suggested
resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the district
curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material.
Ongoing TEKS
Knowledge and Skills with
Student Expectations
(1) ​History. ​The student
understands traditional
historical points of reference
in U.S. history through 1877.
The student is expected to (A)
(RS) identify the major eras
and events in U.S. history
through 1877, including
colonization, revolution,
drafting of the Declaration of
Independence, creation and
ratification of the
Constitution,​ r​eligious
District Specificity/ Examples
Recurring
Vocabulary
Instructional
Strategies
Coming Soon
Suggested Resources
Resources listed and categorized to indicate suggested uses.
Any additional resources must be aligned with the TEKS.
​United Streaming/ Discovery Education
War of 1812
revivals such as the Second
Great Awakening, early
republic, ​the Age of Jackson​,
westward expansion, reform
movements, sectionalism,
Civil War, and
Reconstruction, and describe
their causes and effects;
Readiness Standard RC 1
(B) apply absolute and
relative chronology through
the sequencing of significant
individuals, events, and time
periods; ​Supporting
Standard RC 1
(5B) SS Summarize
arguments regarding
protective tariffs, taxation,
and the banking system
(5C) RS Explain the origin
and development of American
political parties
(5) 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: (F) SS explain
the impact of the election of
Andrew Jackson, including
expanded suffrage;
Supporting Standard RC 1
Bloom’s Level- Understanding
​
Jackson's presidency marks the
beginning of the modern
Democratic Party. The
presidential election of 1824 saw
the Republican Party (the only
part in existence at that time) in a
four way split. Although Jackson
received the most electoral votes,
he did not have a majority. The
House of Representatives voted in
favor of John Quincy Adams.
Jackson's followers were furious
and organized behind him as the
Democratic Party to win the
election of 1828 in a landslide.
“common man’
Suffrage
Adolescent Literature
No Resting Place by William Humphrey. Seymour
Lawrence, 1989. A novel about the removal of the
Cherokee Indians and the Trail of Tears.
History Alive Lesson 14: ​Andrew Jackson and the
Growth of American Democracy
United Streaming/ Discover Education
America’s Era of Expansion and Reform: America
Under Andrew Jackson
Create campaign posters, buttons, slogans, etc. for
Andrew Jackson's political campaign.
Create a chart comparing and contrasting the election of
1800 and the election 1828.
●
Voting Age
How did the election of Jackson
help expand democracy?
(5) 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: (G) (SS)
analyze the reasons for the
removal and resettlement of
Cherokee Indians during the
Jacksonian era, including the
Indian Removal Act,
Worcester v. Georgia, and the
Trail of Tears. ​Supporting
Standard RC 1
Bloom’s Level -Analyzing
President Jackson vigorously
supported the efforts of states to
effect the removal of Native
Americans to lands west of the
Mississippi River and the federal
Indian Removal Act of 1830.
Jackson ignored the 1832
Supreme Court ruling handed
down by Chief Justice John
Marshall stating that the state of
Georgia had no right to force the
Cherokee Indians to relocate. In
1838, federal troops forced 15,000
Cherokees to relocate in what
became known as the "Trail of
Tears" because nearly one quarter
of the Cherokees died on the
march.
Worcester v. Georgia
Students should be able to define:
Political party​- An organized
group of people who share some
common beliefs and attitudes
about public issues and nominate
and seek to elect candidates to
public office.
● Cherokees
● Seminoles
How did westward expansion
influence Jackson’s decision to
resettle the Cherokee?
Indian Removal
Act 1830
Checks &
balances
Worcester v.
Georgia
Trail of
Tears
Cherokee Indian
Territory
Map of Indian Trails
The Trail of Tears, was painted by Robert Lindneux
United Streaming/ Discovery Education
Indian Removal Act
Conflict: Trail of Tears
America the Story of US: Episode 3 – Westward
Flocabulary – O.D.W.M.
Reading like a Historian ​Unit 4: Indian Removal Act
(6B)Analyze the relationship
between the concept of
Manifest Destiny and the
westward growth of the
nation
(6D RS) Explain the causes
and effects of the U.S.Mexican War and their
impact on the United States
(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: (A) analyze the impact of
tariff policies on sections of
the United States before the
Civil War;
Supporting Standard RC
(7B) Compare the effects of
political, economic, and
social factors on slaves and
free blacks 7.C RS Analyze
the impact of slavery on
different sections of the
United States
Bloom’s Level- Analyzing
Analyze
broadsides
wanted
posters for
run away
slaves
Bloom’s Level Remembering and
Analyzing
(10) Geography. The student
understands the location and
characteristics of places and
Students must know the
compromises, the effects of the
compromise and the people
instrumental in creating the
compromises.
Bloom’s Level -Remembering
●
New Orleans
regions of the United States,
past and present. The student
is expected to: (A) locate
places and regions of
importance in the United
States during the 17th, 18th,
and 19th centuries;
Supporting Standard RC
(10B) RS Compare places
and regions of the United
States in terms of physical
and human characteristics
(10C) RS Analyze the effects
of physical and human
geographic factors on major
historical and contemporary
events in the United States
(11A)Analyze how physical
characteristics of the
environment influenced
population distribution,
settlement patterns, and
economic activities in the
United States during the 17th,
18th, and 19th centuries
(11B) Describe the positive
and negative consequences of
human modification of the
physical environment of the
United States
(11C) Describe how different
immigrant groups interacted
with the environment in the
United States during the 17th,
18th, and 19th centuries
(14B) Describe the
characteristics and the
benefits of the U.S. free
●
●
●
Washington D.C.
Florida
Indian Territory and Trails
Learn the 13
Colonies
Cheer
“Standing on Georgia, South Carolina, North
Carolina, Virginia. Maryland. New York, New
Jersey, Pennsylvania. Delaware. Massachusetts,
Connecticut, Rhode Island, New Hampshie!!!!
enterprise system during the
18th and 19th centuries
(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
(B) explain the constitutional
issues arising over the issue
of states’ rights, including the
Nullification Crisis​ and the
Civil War ​Readiness
Standard RC 3
18A Identify the origin of
judicial review and analyze
examples of congressional
and presidential responses
21A Identify different points
of view of political parties
and interest groups on
important historical and
contemporary issues
22A Analyze the leadership
qualities of elected and
appointed leaders of the
United States such as George
Washington, John Marshall,
and Abraham Lincoln
(22B) SS Describe the
contributions of significant
political, social, and military
leaders of the United States
such as Frederick Douglass,
John Paul Jones, James
Monroe, Stonewall Jackson,
Bloom’s Level -Understanding
Students need to have an
understanding of federalism and
the 10​th​ amendment to grasp the
issues involved in states’ rights
Nullification crisis starts with
Jackson because the south wants
him to get rid of the Tariff of
1820 and he refuses
How did Jackson’s views on
nullification differ from
Calhoun’s?
Nullification
Crisis
States’ rights
John C. Calhoun
South Carolina
Nullification
Secession
United Streaming/ Discovery Education
​The Bank of the United States and the “Nullification
Crisis” 1832-33
Susan B. Anthony, and
Elizabeth Cady Stanton
(23A) Identify selected racial,
ethnic, and religious groups
that settled in the United
States and explain their
reasons for immigration
23C Identify ways conflicts
between people from various
racial, ethnic, and religious
groups were resolved
CISD 2016 Last updated: 11/10/2016