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Jackson’s Actions as President

Persistent Issue:
What actions are justified in the interest of the welfare or security of the community?
Central Question:
Should Andrew Jackson be honored as a great president?
Topic:
Andrew Jackson
Course:
U.S. History
Strategy:
Response Groups
Grade Level:
10
Lessons in this unit:
  1. Andrew Jackson Film Festival: Culminating Activity
  2. Indian Removal: Seminar
  3. Indian Removal: Think-Aloud
  4. Jackson’s Actions as President

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Georgia State Standards

The learning goals for this lesson meet the following 10th Grade World History standards in the Georgia Course of Study:

  • SSUSH6: The student will analyze the impact of territorial expansion and population growth and the impact of this growth in the early decades of the new nation.
  • SSUSH7: Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it.
    • Describe the westward growth of the United States; include the emerging concept of Manifest Destiny.
    • Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.
  • SSUSH8: The student will explain the relationship between growing north-south divisions and westward expansion.
    • Describe the Nullification Crisis and the emergence of states’ rights ideology; include the role of John C. Calhoun and development of sectionalism.

Alabama State Standards

  • ACOS US History Standard 7:  Describe causes, courses, and consequences of United States’ expansionism prior to the Civil War, including the Treaty of Paris of 1783, the Land 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.
  • ACOS US History Standard 10:  Analyze key ideas of Jacksonian Democracy for their impact on political participation, political parties, and constitutional government.

…Explaining the spoils system, nullification, extension of voting rights, the Indian Removal Act, and the common man ideal

National Standards for U.S. History

The following National History Standards for U.S History were addressed in this lesson:

Era 4: Expansion and Reform (1801-1861)

  • Standard 1: United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans
  • Standard 2: How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions
  • Standard 3: The extension, restriction, and reorganization of political democracy after 1800
  • Standard 4: The sources and character of cultural, religious, and social reform movements in the antebellum  period

National Council for the Social Studies Standards

Strand 2: Time, Continuity, and Change

  • Social studies programs should include experiences that provide for the study of the past and its legacy.

Strand 5: Individuals, Groups, and Institutions

  • Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

Strand 6: Power, Authority, and Governance

  • Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance.