Objectives

By the end of this lesson students will:

  • Describe the increseased tensions that developed over States Rights during this period
  • Discuss the Nullification Crisis and the impact that politics had on the economies of the North and South.
  • List the supporters and detractors of Indian Removal and their reasoning that led to the Trail of Tears.
  • Begin a discussion regarding the Bank Wars and the emergence of the Whig Party. 
  • For homework, students will research either the Bank Wars or the emergence of the Whig Party (groups will decide on the division of topics) and will prepare a short explanation to present to their groups and then the class. 

Standards

DC Content Power Standards :
1.6, 1.7, 1.9 Influences on American Revolution, Formation of Constitution, Effects of Civil War and Reconstruction
DC Content Supporting Standards:
DCPS 11.1.9: Explain the effects of the Civil War and Reconstruction and of the Industrial Revolution, including demographic shifts and the emergence in the late 19th century of the United States as a world power. (G, P, E)
DC Historical and Social Studies Skills Standards:
HCI.1, HCI.3, HCI.7 Compare Past to Present, Connecting Events and Trends, Meaning/Impact of Historical Events
Common Core Reading for Literacy in Social Studies Standards:
RH.11-12.1, 2 , 4, 10: Cite textual evidence, summarize, vocab, read complex texts
Common Core Writing for Literacy in Social Studies Standards:
WHST.11-12.8a, 8c, 5a Use print and digital sources, Determine value of a source, Brainstorming, Outlining

Resources

Excerpt from Andrew Jackson's "Proclamation on Nullification," 1832



Download this file

Warm Up

Warm Up I: Get out your annotated papers from last night, and let's discuss the ways that the author dispareged Calhoun's argument. Do I have a volunteer to be the Moderator?

Warm Up II Brainstorm with your group and come up with a descritption of South Carolina's Nullificaiton Plan and the reasoning behind it.

Then do a quick read through of the handout, 'Excerpt from Andrew Jackson's "Proclamatin on Nullification, 1832,"' and with your groups, highlight his objections to the idea of Nullification.

In ten minutes we will discuss both points. We will need a moderator and a scribe to volunteer.

New Material

Students will begin by listing the reasons for and the substance of South Carolina's Nullification Act, and then will read and President Jackson's response. After highlighting his objections, the class will have a student led discussion.

Students will read a section of the textbook outloud, Native American Removal, and we will discuss the reasons that Jackson was able to implement many of his programs including Indian Removal. Students will then watch a short video; "Populism," from Bloody, Bloody Andrew Jackson.

Finally, students will complete a chart of Major American Political Parties Since 1789 (found in their textbooks on page 186) and answer the following question individually in their notebooks: Why do you think so many changes in political parties occurred during this particular time? 

For homework, write a short essay answering the following question: Why aren't there more political parties today (what prevents third parties from being successful)?

In addition, students should review the last five sections of the Chapter 2.2, The Second Great Awakening, Social Reform, The Women's Movement, The Abolitionist Movement, and Africa-American Abolitionist. Students should then go online and find an article that relates to one of the four sections--either historical or present day--and be prepared to contribute to the class discussion when we meet next. 

Populism, Yea, Yea from Bloody, Bloody Andrew Jackson





Practice

Students will activate prior knowledge by describing South Carolina's Nullification Act in a list

Students will then annotate (highlighting specific assigned subject matter) President Jackson's response to the Nullification Act.

Students will write a short essay explaing the reasons why third parties in the United States are not succeful. 

Assessment

Students will turn in the highlighted copies of Jackson's letter

Notes, and list will be checked

Exit Slip

Closure and Reflection

 Students will review the titles of the four sections they will be responsable for in their next class. We will list the titles on the board and students will predict what impact they will have on society in general, and in particular, how they might help lead to Civil War on an exit slip. 

In addition, students will try to place each of the five sections geographically. That is to say, where did each of these movements, The Second Great Awakening, Social Reforms, The Women's Movement, The Abolitionist Movement, and African American Abolitionists have the greatest strength.