FRAME THE LESSON
TEACHER:
CLASS: 8th Grade
DATE: January 11-12
M T W TH F
Jackson Wins the Presidency
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
1A: 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, religious 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
5C: explain the origin and development of American political parties
5F: explain the impact of the election of Andrew Jackson, including expanded suffrage
U.S. History Textbook
Colonization through
Reconstruction
(p. 342-352)
Interactive Timeline:
Changing Voting
Rights in Early
America (p. 34-3432)
Interactive Chart:
Political Parties in the
Age of Jackson
(p. 346)
7B: compare the effects of political, economic, and social factors on slaves and free blacks
7D: 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
21A: identify different points of view of political parties and interest groups on important historical and contemporary issues
Digital Activity:
Americans and Their
Government
(p. 348)
Digital Lesson Quiz:
(p. 348)
Objective/Key Understanding:





Describe who gained suffrage by the 1820s.
Identify compromises made after the 1824 election, including the roles of Henry Clay an
John Quincy Adams.
Explain the origin and development of new political parties under John Quincy Adams.
Describe the causes and effects of Jacksonian democracy and the impact of the election of
Andrew Jackson.
Explain the spoils system.
Introduce Vocabulary Activity (p. 342)
Andrew Jackson
Democratic Party
Alexis de Tocqueville
John Qunicy Adams
suffrage
Henry Clay
majority
Whig Party
spoils system
Rigor & Relevance: (Real World Connection)
Informal Assessment Questions 1-5 (p. 352)
 Hypothesize about why expanding voting rights during the 1820s and 1830s also dramatically increased voter turnout.
 What occurred that made Jackson’s backers believe that John Quincy Adams won the presidency as a result of a “corrupt bargain”?
 Summarize the view of the Whigs.
 Summarize the views of the Democrats.
 Today, it is illegal to fire a government worker because of whom he or she supported for the presidency, and government workers must take a civil service exam
to be considered for a position. Why do you think these regulations became necessary?
Stop & Check for Understanding—High Level Questions





Critical Writing Prompt:
How did democracy expand during the Age of Jackson?
Why did some people refer to the 1824 election result as a “corrupt bargain”?
Why did Andrew Jackson win the election of 1828?
Why was Andrew Jackson seen as a champion of the common people?
Why did Jackson adopt the spoils system?
Small Group Purposeful Talk Question Stems
Democracy Expands (p. 343-344)
 How did the change in voting rights affect poor white men compared to free African American men?
 How did this change affect enslaved African Americans compared to free African Americans?
 Have students Make Headlines. Ask student to suppose they are investigative journalists who have uncovered information about voting rights over the previous
few decades. Students are to respond to the following: If you were to write a headline about voting rights in this time frame, what would that headline be? Have
students pass their headlines to a partner.
The Election of 1824 Leads to a “Bargain” (p. 344-346)
 Review the image showing the constitutional process that led to the House of Representatives deciding who won the 1824 presidential election. Ask students
how the votes I the House was connected to the popular vote.
 What were the roles of John Quincy Adams and Henry Clay in the congressional compromise that decided the election of 1824, and what were the effects of that
compromise?
 Under what provision was the election of 1824 decided?
The Presidency of John Quincy Adams (p. 346—349
 Ask students to explain the point of view of each party on the following historic issues: the role of the federal government and tariffs.
 Conduct a Take A Stand activity. Ask students to take a stand on the following question: during the Age of Jackson, would you have been a Whig or a
Democrat?
 Ask students to divide into two groups based on their answer and move to separate areas of the classroom.
 Ask a representative from each side to present and defend the group’s point of view.
Jacksonian Democracy (p. 349-351)
 Describe some examples of contributions of Andrew Jackson to his country.
The Spoils System (p. 351-352)
 How were Jackson’s political views connected with his support for the spoils system?
 Ask students to examine the cartoon depicting Andrew Jackson and to answer the question. Then ask students why using the image of a king would induce a
strong reaction in Americans.
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive Timeline: Changing Voting Rights in Early America (p. 342-343)
Project Interactive Timeline: Changing Voting Rights in Early America (p. 342-343) and move the slider through the dates. Discuss changes in voting rights and
percentages of the population who were qualified to vote with students.
 During the Age of Jackson, did the number of states with property qualifications for voting increase or decrease?
Interactive Chart: Political Parties in the Age of Jackson (p. 346)
Project Interactive Chart: Political Parties in the Age of Jackson (p. 346) and click through the goals. Ask students to consider not only which goals each party had, but
also how those goals were related to one another and how they reflected the interests of each party’s supporters.
 Explain the point of view of each party on the following important historic issues: the role of the federal government and tariffs.
Digital Activity: Americans and Their Government (p. 348)
Project Digital Activity: Americans and Their Government (p. 348). Ask students to think about each of the facts listed about citizenship and government in the
Jackson era.
 Ask students to think about how the relationship between Americans and their government changed under Andrew Jackson.
 How was that relationship connected to national identity?
Digital Lesson Quiz: (p. 348)
Assign the Digital Lesson Quiz. Pose these questions to the class.
 What kinds of conflicts might develop over the exclusion of some Americans from the country’s democratic system?
 What does the expansion of suffrage during this period suggest about the right to suffrage in later periods of American history?
Interactive Chart: Causes and Effects of Jacksonian Democracy (p. 349)
Project the Interactive Chart: Causes and Effects of Jacksonian Democracy (p. 349) and click through the changes. Ask students to think about each of the changes
listed. Explicitly identify the Jackson era as a major era in U.S. history. Ask them to identify which changes are causes and which are effects, but also how each cause
helped shape the Jackson era and how conditions during this era led to each effect.
Engage
~Have students preview the lesson objectives and the list of key terms (p.342). Use the Editable Presentation found on the digital course to present the
main ideas of the lesson (p. 342).
Complete the Start Up Activity on p 342. Tell students that Andrew Jackson grew up poor on the North Carolina frontier and joined a militia in the
Revolutionary War at 13. His parents died soon after, so he had to make his own way, eventually becoming wealthy.

What does Andrew Jackson’s life suggest about America during the age of Jackson?
Tell students that in this lesson they will be learning about changes t o American democracy during the early eighteenth century.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
Explore
Democracy Expands (p. 343-344)
The Election of 1824 Leads to a “Bargain” (p. 344-346)
The Presidency of John Quincy Adams (p. 346—349
Jacksonian Democracy (p. 349-351)
The Spoils System (p. 351-352)
Explain
Elaborate
Evaluate
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
Tell students that in this lesson they will be learning about the causes, effects, and important events of the War of 1812.
Democracy Expands (p. 343-344)
 Most Americans did not feel that the rich deserved special respect. Wealthy European visitors to the United States were surprised that American
servants expected to be treated as equals. Others were amazed that butlers and maids reused to be summoned with bells, as in Europe.
The Election of 1824 Leads to a “Bargain” (p. 344-346)
 There were four candidates for president in 1824. All four were members of the Old Republican Party. However, each had support in different
parts of the country.
The Presidency of John Quincy Adams (p. 346—349
 Adams knew that the outcome of the election had angered many Americans. To “bring the whole people together,” he pushed for a program of
economic growth through internal improvements. His plan backfired, however, and opposition to him grew.
Jacksonian Democracy (p. 349-351)
 Like many who admired him, Jackson was born in a log cabin on the frontier. His parents had left Ireland to settle in the Carolinas. Both died
before Jackson was 15. Jackson had to grow up quickly.
The Spoils System (p. 351-352)
 One of the biggest effects of Jacksonian politics was the development of the spoils system. After taking office, Jackson fired many government
employees. He replaced those employees with his supporters. Most other presidents had done the same, but Jackson did it on a much larger scale.
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 352). Teachers can also opt to have students demonstrate mastery by responding to the following
questions on paper:
 Hypothesize about why expanding voting rights during the 1820s and 1830s also dramatically increased voter turnout.
 What occurred that made Jackson’s backers believe that John Quincy Adams won the presidency as a result of a “corrupt bargain”?
 Summarize the view of the Whigs.
 Summarize the views of the Democrats.
 Today, it is illegal to fire a government worker because of whom he or she supported for the presidency, and government workers must take a
civil service exam to be considered for a position. Why do you think these regulations became necessary?
TEACHER:
CLASS: 8th Grade
DATE: January 13-15
M T W TH F
FRAME THE LESSON
Political Conflict and Economic Crisis
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
7A: analyze the impact of tariff policies on sections of the United States before the Civil War
U.S. History Textbook
Colonization through
Reconstruction
pp. (353--362)
7D: identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War,
Interactive map: Tariffs and
Trade (p. 354)
5B: summarize arguments regarding protective tariffs, taxation, and the banking system
including the roles of John Quincy Adams, John C. Calhoun, Henry Clay, and Daniel Webster
Analyze Timeline: (p. 356)
10A: locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries
17B: explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil
War
21A: identify different points of view of political parties and interest groups on important historical and contemporary
issues
Interactive Chart:
Disagreements Over the Bank
(p. 357)
Interactive Timeline:
Choosing a Presidential
Candidate (p. 359)
Digital Activity: Discuss
Need-to-Know Questions (p.
361)
Digital Lesson Quiz: (p. 361)
Objective/Key Understanding:
 Explain the issues of nullification and states’ rights.
 Summarize arguments regarding the banking system.
 List the economic problems Martin Van Buren faced.
 Describe the election campaigns of 1840.
Rigor & Relevance: (Real World Connection)
Introduce Vocabulary Activity (p. 353)
Nullification Act
John Calhoun
Daniel Webster
Martin van Buran
William Henry Harrison
Nominating convention
states’ rights
nullification
depression
caucus
John Tyler
Unemployment
Informal Assessment Questions 1-5 (p. 362)





Why do you suppose Andrew Jackson supported Henry Clay’s proposed compromise over nullification even though they had been enemies previously?
Explain why John Calhoun and Daniel Webster had directly opposite views about nullification.
What do you think happened to Secretary of the Treasury Taney and his friends who owned banks after the Bank of the United States was forced to close?
Why did certain banks have to close during the Panic of 1837?
Why was it such a disaster for the nation when Andrew Jackson crippled the second National Bank?
Stop & Check for Understanding—High Level Questions
Critical Writing Prompt:
 Why did Webster and Jackson oppose nullification?
 What did Jackson do with the government’s money after he ordered that it should no longer be deposited in the second National Bank?
 How did President Jackson attempt to slow the land speculation that led to the Panic of 1837?
Small Group Purposeful Talk Question Stems
A Conflict Over States’ Rights (p. 354-356)
 Compare and contrast the impact of the Tariff of 1828 and Henry Clay’s Compromise Tariff.
The Bank War (p. 357-359)
 Why did the second National Bank close?
 What were the effects of the Bank’s closing on the financial system?
 Examine the cartoon on page 358 of President Jackson fighting a snake representing the second Bank of the United States. Students will answer the
following: How is Jackson trying to destroy the Bank?
Economic Crisis and Political Changes (p. 359-362)
 What strategy did the Whigs use to win the election of 1840?
 Would this strategy work today?
Online Resources, Analyzing Maps and Charts & Digital Activity
Interactive map: Tariffs and Trade (p. 354)
Project the Interactive map: Tariffs and Trade (p. 354) and go over steps one and two. Move the slider from right to left, stopping to review each step of the
diagram.
 How did the economies of different regions in the United States differ?
 Describe the issue of states’ rights and explain the connection between that issue and John C. Calhoun’s arguments for nullification.
Analyze Timeline: (p. 356)
Review the graphic Analyze Timeline: (p. 356).
 Identify an instance of tension between a specific state and the federal government on the timeline. How might sectionalism have contributed to this
tension?
Interactive Chart: Disagreements Over the Bank (p. 357)
Project the Interactive Chart: Disagreements Over the Bank (p. 357) and click through the tiles. Have students drag a view on the Bank into its correct position
based on the party that it supported.
 Summarize arguments regarding the banking system.
Analyze Charts (p. 357)
Review the chart on page 357. The second National Bank was founded to help the federal government manage its income and expenses.
 How was the bank involved in the nation’s economy?
Interactive Timeline: Choosing a Presidential Candidate (p. 359)
Project Interactive Timeline: Choosing a Presidential Candidate (p. 359) and click through the images. Have students explain how the nominating process changed
over time.
 Did the nominating process become more democratic with each change? Why or why not?
Digital Activity: Discuss Need-to-Know Questions (p. 361)
Project the Digital Activity: Discuss Need-to-Know Questions (p. 361). Have students go over their Need to know questions with each other and then with the class.
 How did President Jackson’s view of the federal government’s role in the economy change from the Nullification Crisis to the Bank war?
Digital Lesson Quiz (p. 361)
Assign the Digital Lesson Quiz. Pose these questions to the class:
 What were the effects of the conflicts and compromises in this lesson?
 How are issues of states’ rights versus federal rights still apparent today?
Engage
~Have students preview the lesson objectives and the list of key terms (p.353). Use the Editable Presentation found on the digital course to present the main ideas of the
lesson (p. 353).
Complete the Start Up Activity on p 353. Tell students that topics in this chapter include tariffs, the nullification crisis, the second National Bank and its closing, and the
presidential election of 1840.



What do you already know about this material?
What terms do you not understand?
What concepts would you like more information about?
Tell students that in this lesson they will be learning about the differences between political parties, geographic regions, and individual states during the presidency of
Andrew Jackson.
~Divide the class into groups. Each group is to read a section and be prepared to discuss and share findings with the class.
Explore
A Conflict Over States’ Rights (p. 354-356)
The Bank War (p. 357-359)
Economic Crisis and Political Changes (p. 359-362)
Explain
Students are to read assigned sections and use the Note Taking Study Guide to help them take notes and understand the text as they read.
~ Tell students that in this lesson they will be learning about the differences between political parties, geographic regions, and individual states during the presidency of
Andrew Jackson.
A Conflict Over States’ Rights (p. 354-356)
 The conflict over states’ rights divided the country along regional lines. The United States at the time was made up of three regions. The North included the
New England and Middle Atlantic states.
The Bank War (p. 357-359)
 Another political battle President Jackson waged during the first term as President was one against the Second Bank of the United States. Like many
westerners, he thought the Bank was too powerful and needed to be eliminated.
Economic Crisis and Political Changes (p. 359-362)
 Following tradition, Andrew Jackson left office after two terms. Americans then elected Martin Van Buren as President. Although Van Buren did not have
Jackson’s popularity, he was clever and intelligent. As President, however, Van Buren needed more than sharp political instincts.
Elaborate
Evaluate
~Guided Reading and Discussion Questions
 See Small Group Purposeful Talk Question Stems from the previous page for this portion of the lesson.
~Analyzing Maps and Charts & Digital Activity
 See Online Resources from the previous page for this portion of the lesson.
~Assign the Digital Lesson Quiz for this lesson (p. 362). Teachers can also opt to have students demonstrate mastery by responding to the following questions on
paper:
 Why do you suppose Andrew Jackson supported Henry Clay’s proposed compromise over nullification even though they had been enemies previously?
 Explain why John Calhoun and Daniel Webster had directly opposite views about nullification.
 What do you think happened to Secretary of the Treasury Taney and his friends who owned banks after the Bank of the United States was forced to close?
 Why did certain banks have to close during the Panic of 1837?
 Why was it such a disaster for the nation when Andrew Jackson crippled the second National Bank?