<p>Unit Overview: Instructional Time: 6 weeks/30 days on a traditional schedule, 3 weeks or 15 days on a block schedule Quarter <INPUT TYPE=\ CHECKBOX NAME= Quarter One > MACROBUTTON HTMLDirect One <INPUT TYPE=\ CHECKBOX NAME= Quarter Two > MACROBUTTON HTMLDirect Two <INPUT TYPE=\ Course/Grade Level: American History I CHECKBOX NAME= Quarter Three > MACROBUTTON HTMLDirect Three <INPUT TYPE=\ CHECKBOX NAME= Quarter Four > MACROBUTTON HTMLDirect Four Unit Theme: Jackson and the Changing American Society Revised Bloom’s Taxonomy: All levels.</p><p>Unit Summary: This unit begins with a look at the market revolution and the economic changes that are aimed at developing nationalism while reinforcing regional/sectional differences. It then moves to the Jackson presidency and the major impacts of his administration. This includes a discussion of his expansion of presidential powers, the tensions over issues like the tariff and the bank, and the status of minorities. This is considered an era where democracy grows to include the visions and ideas of the common man, but it is also a time period where slavery continues to grow, Native Americans are evicted from their lands, and women are still disenfranchised. These conditions will lead to the development of a variety of reform movements aimed at improving society and influenced by the religious changes of the Second Great Awakening, the development of transcendentalist philosophy, and at the extreme fringes of society, the development of utopian communities. North Carolina Informational Technology Essential Standards: HS.TT.1.1 Use appropriate technology tools and other resources to access information. HS.TT.1.2 Use appropriate technology tools and other resources to design products to share information with others. HS.SI.1.2 Evaluate resources for point of view, bias, values, or intent of information.</p><p>NC Essential Standards:  AH1.H.2.2 Evaluate key turning points from colonization through Reconstruction in terms of their lasting impact (e.g., conflicts, legislation, elections, innovations, leadership, movements, Supreme Court decisions, etc.).  AH1.H.3.2 Explain how environmental, cultural and economic factors influenced the patterns of migration and settlement within the U.S. before the Civil War (e.g., economic diversity of regions, mercantilism, cash crops, triangular trade, ethnic diversity, American Indian beliefs about land ownership, Lewis & Clark expedition, farming, Industrial Revolution, etc.).  AH1.H.4.1 Analyze the political issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., American Revolution, Constitutional Convention, Bill of Rights, development of political parties, nullification, slavery, states’ rights, Civil War).  AH1.H.4.2 Analyze the economic issues and conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., mercantilism, Revolutionary Era taxation, National Bank, taxes, tariffs, territorial expansion, economic “Panics”, Civil War).  AH1.H.4.3 Analyze the social and religious conflicts, movements and reforms that affected the United States from colonization through Reconstruction in terms of participants, strategies, opposition, and results (e.g., Second Great Awakening, Transcendentalism, abolition, temperance, mental illness, prisons, education, etc.).  AH1.H.4.4 Analyze the cultural conflicts that impacted the United States through Reconstruction and the compromises that resulted (e.g., displacement of American Indians, manifest destiny, slavery, assimilation, nativism).  AH1.H.5.1 Summarize how the philosophical, ideological and/or religious views on freedom and equality contributed to the development of American political and economic systems through Reconstruction (e.g., natural rights, First Great Awakening, Declaration of Independence, transcendentalism, suffrage, abolition, “ slavery as a peculiar institution”, etc.)  AH1.H.8.1 Analyze the relationship between innovation, economic development, progress and various perceptions of the “American Dream” through Reconstruction (e.g., inventions, Industrial Revolution, American System, etc.).  AH1.H.8.3 Evaluate the extent to which a variety of groups and individuals have had opportunity to attain their perception of the “American Dream” through Reconstruction (e.g., plantation society, transcendentalism, 49ers, etc.).  AH1.H.8.4 Analyze multiple perceptions of the “American Dream” in times of prosperity and crisis through Reconstruction (e.g., Hamilton’s Financial Plan, Bank of the United States, Embargo of 1807, Manifest Destiny, phases of Reconstruction, etc.). Essential Question(s):  How can the government best meet the needs of diverse peoples and regions?  How much power should a President have?  What can individuals do to improve society? Enduring Understanding(s):  National ideals may not always be attainable or equitable for everyone.  While expansion and settlement may offer opportunities for various groups, it may also limit opportunities due to discrimination and racism.  A leader’s response to contemporary issues can result in political conflict or compromise.  Governmental policies and actions that promote national growth and expansion can create sectional tension and political debate.  Government policy can promote and direct the migration and settlement of people.  As a nation prospers and grows, economic opportunities may increase for some individuals and groups, while decreasing for others.  Movements for change and reform often become necessary when the relationship between a nation and its ideals are conflicting.  Reform movements require the leadership and participation of various individuals and groups.  The strategies used to achieve reform produce varying degrees of success and opposition.  Art, literature and music often reflect a region or nation’s interests, values and conflicts. I Can Statement(s): Market Revolution to Nationalism & Sectionalism  Explain why the development industry and the market revolution led to regional economies and migration to cities.  Describe how the Market Revolution influenced how people worked and who was working.  Explain how new transportation and communication technologies impacted the economic development of the United States (e.g. Erie Canal, cotton gin, national telegraph and railroad system, steamships and telephone).  Give examples of the 19th Century romantic movement that reflected individualism and the virtues of common people</p><p>Jackson  Describe the ways the westward movement and settlement of US citizens impacted the culture and movement of American Indians.  Analyze why government policy on banks and tariffs led to sectionalism.  Evaluate how Jackson dealt with internal conflicts over the tariff and the bank.  Explain both sides of the debate over states’ rights, nullification, and nationalism  Evaluate whether Jacksonian Democracy helped the “common man.” </p><p>Reform Movements  Connect how social reform movements, such as women’s rights and abolition, led to the development of American political parties (e.g., Jacksonian-Democrats, Whigs, and Republicans).  Analyze how and why individuals and groups were inspired by religious values (the Second Great Awakening), economic changes, and political ideals to lead and participate in social reform movements in the United States before the Civil War.  Describe how and why the ideals of American womanhood changed from “republican motherhood” at the time of the American Revolution to the “cult of domesticity” at the start of the Civil War.  Evaluate the effectiveness of the social reform movements of the mid19th Century (e.g., abolition, women’s rights, education reform, asylum reform, temperance, prison reform).  Give examples of 19th century utopian communities and evaluate whether they fulfilled their idea of the “American Dream”  Explain how women, slaves, freedmen, and other reformers reacted to the proposition that “all men are created equal” during the antebellum era. Vocabulary: The American System Frederick Douglass transcendentalists South Carolina Henry Clay Tariff of Abominations Exposition and Protest Declaration of Internal improvements Erie Canal Trail of Tears Whigs Missouri Compromise Sentiments National Road Panic of 1837 Dartmouth v. Gibbons v. Ogden Concepts: Woodward Sectionalism/Nationalism Executive Power Minority rights Reform Democratization Reading and Writing for Literacy and Interdisciplinary Connections Students will develop an essay on Andrew Jackson, evaluating whether or not he is a hero or a villain. They could also incorporate writing into opening and closing arguments for a trial overview. Students will look at a variety of primary sources and apply critical reading skills. See the resources list below. Students will use visual arts skills by interpreting political cartoons and could also apply those skills by developing their own. Students will listen to music illustration various regions of the United States. They might also incorporate music into the “History Rap Battle.”</p><p>Evidence of Learning (Formative Assessments): Summative Assessment(s): Quiz on Nationalism/Sectionalism Cumulative Multiple Choice Assessment Andrew Jackson Trial Andrew Jackson Essay Reformers Matching Review</p>