Student Name: Kathryn Bissell

Daily Lesson Plan Title: Jacksonian Democracy and Indian Removal

Date: 02/21/2016

Stage 1 Desired Results

Alex

Lesson
Lesson
Lesson
Lesson

Plan Information:
Author: Alabama Department of Archives and History
I.D.: 33818
Title: Jacksonian Democracy and Indian Removal

ACOS standards (lesson goals):

SS2010(10) United States History I: Beginnings to the Industrial Revolution:

7. Describe causes, courses, and consequences of United States' expansionism prior

to the Civil War, including the Treaty of Paris of 1783, the Northwest Ordinance of
1785, the Northwest Ordinance of 1787, the Louisiana Purchase, the Indian Removal
Act, the Trail of Tears, Manifest Destiny, the Mexican War and Cession, Texas
Independence, the acquisition of Oregon, the California Gold Rush, and the Western
Trails. [A.1.a., A.1.c., A.1.e., A.1.f., A.1.g., A.1.i., A.1.j.]

Goal for Students:

The goal of this lesson is to strengthen students knowledge of early American history
and to strengthen their understanding of democracy and its many forms. This lesson
will help students understand the evolution of American democracy in the early
1800s and evaluate its consequences on different people groups.

Understandings (Students will understand):

Students will understand how democracy evolved in the early years of the United
States and how it affected our current form of government.
Students will understand how the Indian Removal Act of 1830 changed the lives of
Native Americans and what consequences of this act can still be seen today.
Students will understand the implications that Jacksonian Democracy had on the
future development of the United States of America.

Essential Knowledge (Students will know):

Major events in Jacksons Presidency

What is the Indian Removal Act of 1830
Who is Henry Clay
Who is John Quincy Adams
What is Jacksonian Democracy

Essential Skills (Students will be able to):

Describe major events and legislation of the early Jackson presidency.

Analyze his early life as well as his first term as president.
Discuss controversial decisions made regarding his cabinet and American Indians.
Analyze primary source documents concerning American Indians and Indian removal.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Student Name: Kathryn Bissell

Daily Lesson Plan Title: Jacksonian Democracy and Indian Removal
Date: 02/21/2016

Examine Jacksons role as a leader of the common man who becomes a powerful
president.
Determine the role of Andrew Jackson in increasing the power of the federal
government during his administration.

Essential Question(s):

Why is Andrew Jackson considered the Father of the Common Man?

What is Jacksonian Democracy?
How did the Indian Removal Act of 1830 effect the lives of Native Americans?
What is Andrew Jacksons legacy and how can it be seen today?
Is the American idea of democracy evolving?

Stage 2 Assessment Evidence

Assessment Evidence (include all formative and summative assessments):
Formative:
The student review answers will be evaluated for accuracy. This assessment will be
used to make sure students are on track while taking notes during the presentation
on Andrew Jackson. The assessment will let the instructor know if the students need
more assistance or explanation.
Summative and Performance Assessment:
The student-drawn cartoons will be assessed using the attached rubric. This
performance assessment will be graded and the grade will be reported. This
assessment will be used to evaluate if the students understood the political
implications of Jacksonian Democracy including, but not limited to, the Indian
Removal Act of 1830. This assessment will let the instructor know if the students
grasped the understandings for the lesson and it will let the instructor know if
addition time needs to be dedicated to understanding this topic.
Stage 3 Learning Plan (Include approximate time for each activity in the learning
plan)

Materials needed for the lesson:

Instructor Materials:
Copies of document packet for class (Attached and hyperlinked below.)
Document A: Journal of Peggy Dow (*NOTE: The first document is included because it
provides a description of the Creek Indians from the perspective of a white settler.)
Document B: Letter from Alabama Governor Clement Clay to J. W. Sanford & Company in
Tuskegee, AL who were emigrating agents for Creek Indians
Document C: Letter from Cherokee Chiefs to Alabama Governor Clement Clay
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

Student Name: Kathryn Bissell

Daily Lesson Plan Title: Jacksonian Democracy and Indian Removal
Date: 02/21/2016

Document D: Letter from Governor John Gayle, appointing two unnamed men as agents to
investigate recent charges against the Indians in the state (Transcription is included)
PowerPoint Andrew Jackson and the Rise of the Common Man Teacher Reference Page
(attached)
Copy of the National Archives Document Analysis Worksheet
Student Materials:
Social studies notebook
Bell ringer:
President Activity:

Have the question on the board, If you could meet any American President (dead or
alive) who would it be and why?
Students will answer the question on a piece of paper while the instructor conducts
beginning of class business. After 5 minutes the instructor will walk around and
collect the papers for a participation grade.
Approximate Time: 5 minutes

Review of relevant, previously learned information:

Pick a Number Activity:

Students will pass around a bucket in which they pull out a number on a piece of
paper (number of papers with numbers will depend on class size).
The instructor will have a bucket with numbers matching the same amount of
numbers passes amongst the students.
The instructor will pull a number out of the bucket and the student with the matching
number will have to answer a review question.
Topics for review: War of 1812 and Jacksons role Battle of Horseshoe Bend and
Battle of New Orleans; Alabama Statehood and American Indian Tribes in Alabama
Creek, Cherokee, Chickasaw, Choctaw; Growth of Alabama new settlers (Alabama
Fever) and conflicts with American Indians over land; Election of 1824 Corrupt
Bargain.
Approximate Time: 5 minutes

Introductory Activity:
The instructor will ask, From what you already know about Andrew Jackson, explain how he
fits into the image of an American president. Then the instructor will show them a famous
primary source, a political cartoon of Jackson from this era, King Andrew on the
PowerPoint, Andrew Jackson and the Rise of the Common Man (slide two). The instructor
will ask:
Why is this title ironic for the Father of the Common Man image of Jackson?
Secondary Education Lesson Plan Template
Adapted from Understanding by Design Professional Development Workbook 2004

Student Name: Kathryn Bissell

Daily Lesson Plan Title: Jacksonian Democracy and Indian Removal
Date: 02/21/2016

What events will occur in his first term in office to warrant this new image?

The students will then be asked to consider the first six presidents and review their
commonalities and differences. Their pictures are on slide three of the PowerPoint.

Approximate Time: 10 minutes

Body of the lesson:

Step 1: The instructor will show PowerPoint slides four through nine. Then the
instructor will show the previously selected parts from the Andrew Jackson video. The
instructor will ask, What major obstacles did Andrew Jackson face in his early life?
The instructor will lead a discussion on how Jacksons life experiences might influence
his decisions later as president.

Step 2: The instructor will show slides ten and eleven and review the election of 1824
and Jacksons anger at Henry Clay and John Q. Adams when leaving Washington,
D.C., after that election.

Step 3: Interactive map activity The instructor will open

http://www.macmillanhighered.com/catalog/static/bsm/historymodules/modules/mod
09/main.htm. This is a Web site which presents an overview of voting patterns
between 1800 and 1830, including a map for each presidential election between
1800 and 1830. It also begins and ends with a map showing voting requirements for
1800 and 1830. After showing and discussing all slides, the instructor will ask the
students to compare and contrast the 1800 map of voting requirements with the
1830 map of voting requirements. The instructor will ask:

What changes were made in voting requirements?

What groups would the changes most affect?

How would those changes be realized in a presidential election?

How did Jackson benefit from those changes?

Step 4: The instructor will show and discuss slides twelve through twenty six of the
PowerPoint.

Step 5: The class will view Jacksons Message to Congress on Indian Removal in
1830 found at http://ourdocuments.gov/doc.php?doc=25&page=transcript and read
and discuss portions in class.

Step 6 (Activity to close the lesson): The instructor will show slide twenty seven
which contains review questions about the content of the lesson. The students will
answer these questions and turn in their answers.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004

Student Name: Kathryn Bissell

Daily Lesson Plan Title: Jacksonian Democracy and Indian Removal
Date: 02/21/2016

Step 7: Assignment The students will draw a political cartoon about one event
covered in this lesson.

Copies of the PowerPoint presentation can be given to SPE and ESL students so they
can better follow along during the presentation. Gifted students will benefit from Q
and A sessions where they can ask deeper questions about the topic.

This lesson includes traditional lecture, videos, pictures, discussion and cartoon
creation to accommodate visual, verbal, physical and interpersonal learners.

Approximate Time: 35 minutes

Preview of the next lesson:

Documentary Clip:

Instructor will show a documentary clip of the PBS documentary Trail of Tears to
capture student interest for the next lesson.
Approximate Time: 5 minutes

Related out of class assignment:

The political cartoon assignment will be given as homework to be turned in the next class
period.

Secondary Education Lesson Plan Template

Adapted from Understanding by Design Professional Development Workbook 2004