Balancing

Nationalism

and 

Sectionalism

Balancing Nationalism and Sectionalism

$120 for 4 weeks

Teacher

Allison Bruning

Textbook

We will be using "The Americans" by McDougal Littell. ISBN: 0-395-85182-3. This textbook is available on Thriftbooks.

Homework

Homework assignments are given through Classcraft. Students will have 4 - 8 assignments per week that build from simple to complex. The homework listed below is the final assignment (complex one) for that week in Classcraft. 

Project

Andrew Jackson was the first presidential candidate that really develop a political "image" as a campaign strategy. He was followed by Martin Van Buren and William Henry Harrison. This image-making is a large part of politics today - as you can see by watching political advertisements on television and noticing hot the candidates are portrayed.  Students will create a political advertisement by following the steps. They will present their posters in the last session.

1) Study pictures and words that help create a candidate's image.

2) Pick a current political candidate and create your own political advertisement, in the form of a poster, for that candidate. 

3) Aim for a particular look or impression you want the public to get - positive or negative. 

4) Choose pictures and words that help convey that image. 

Subjects

History

Ages

13 - 18  years old

   

Sessions

 

Session 1: Regional Economies Create Differences

LESSON OBJECTIVES: 

Students will identify Eli Whitney, interchangeable parts, mass production, Industrial Revolution, Henry Clay, American System,

Tariff of 1816, National Road, and Erie Canal.

Students will be introduced to their course project.

Students will describe the effects the Embargo Act of 1807 and the War of 1812 had upon Americans involved in shipping and foreign trade.

Students will summarize why manufacturing developed in New England.

Students will explain the relationship between agricultural technology and population movement.

Students will analyze how the Cotton Gin process was more effective than removing seeds by hand.

Students will contrast the agricultural systems of the North and South.

Students will explain the intention of the American System.

Students will summarize the effects of the building of the Erie Canal.

Students will analyze the development of freight transportation in the United States.

HOMEWORK

1) Complete Section 1 Assessment on page 203.

2) Read pages 204 - 208 in course textbook.

3) Start your course project. 

Session 2: Nationalism at Center Stage

LESSON OBJECTIVES: 

Students will review their homework.

Students will identify John Quincy Adams, nationalism, Monroe Doctrine, and the Missouri Compromise.

Students will summarize how the Supreme Court boosted federal power. 

Students will examine the boundary settlements of the United States between 1803 - 1819.

Students will explain how the foreign policies of John Quincy Adams and James Monroe served national interests. 

Students will analyze the life of Jim Beckwourth.   

Students will identify the agreements Congress reached that are regarded collectively as the Missouri Compromise and why they were important at the time. 

HOMEWORK

1) Complete Section 2 Assessment on page 208.

2) Read pages 209 - 213 in course textbook.

3) Continue working on your course project. 

Session 3: The Age of Jackson

LESSON OBJECTIVES: 

Students will review their homework.

Students will Andrew Jackson, Democratic Republican Party, spoils system, Sequoya, Indian Removal Act and Trail of Tears.

Students will examine voting restrictions.

Students will describe the spoils system.

Students will analyze the life of Andrew Jackson.

Students will explain why Andrew Jackson believed the Native Americans should be moved west of the Mississippi.

Students will analyze the Indian Removal Act of 1830

HOMEWORK

1) Complete Section 3 Assessment on page 213.

2) Read pages 214 - 219 in course textbook.

3) Interact With History section on page 212. 

4) Continue working on your course project. You will present your project in the next session. 

Session 4: Jackson, States' Rights, and the National Bank

LESSON OBJECTIVES: 

Students will review their homework and present their projects.

Students will identify Daniel Webster, John C. Calhoun, Tarriff of Abominations, Bank of the United States (BUS), Whig, Martin Van Buren, Panic of 1837, William Henry Harrison, and John Tyler.

Students will summarize John Calhoun's nullification theory.

Students will contrast John C. Calhoun and Daniel Webster.

Students will explain how the nullification theory was an expression of states' rights.

Students will contrast Andrew Jackson' and John C. Calhoun's opinions on states' rights versus federal authority.

Students will explain Andrew Jackson's reasons for opposing the Second Bank of the United States. 

Students will explain why the Whig party was formed. 

Students will analyze the International Panic of 1837.

Students will summarize how Andrew Jackson's actions hurt the nation's economy and influenced the political process. 

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