Jackson Era Direct Teach

1.
Grade Level/Subject: Grade 11/ United States History AP

2. TEKS & NETS-Students Standards Addressed:
TEKS: Since this class is an AP class the TEKS will not directly correlate since in Grade 11
students are to cover US History, 1877- Present for my lesson the timeline included 1824-1840.
I used generalizations of TEKS instead of specifics.
Economic
describe the changing relationship between the federal government and private business
and the emergence of monetary policy in the United States
Government
explain constitutional issues raised by federal government policy changes during times of
significant event
describe the effects of political scandals
discuss the role of contemporary government legislation in the private and public sectors
and historical reasons why the constitution has been amended
Citizenship
identify and analyze methods of expanding the right to participate in the democratic
process
explain how participation in the democratic process reflects our national ethos,
patriotism, and civic responsibility as well as our progress
Social Study Skills
create written, oral, and visual presentations of social studies information
NETS:
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative

products and processes using technology
Communication and Collaboration
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
Research and Information Fluency
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others.
Critical Thinking, Problem solving and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
3. Big Ideas, Enduring Understandings, Important Concepts Students Will Learn:
During the age of Jackson (1824-1840), politics became more democratic, the power of
presidency increased, America became more optimistic regarding human progress and
sectionalism supplanted nationalism.
4. Essential Question(s) related to #3: Was the Age of Jackson an age of democracy.
5. Student Learning Objective
Students will be able to explain how Jacksons presidency hoped to balance demands of both
national and state power.
6. How Learning Objective Will be Assessed
Students will be assessed informally and formally. Class participation and observation will be
used to assess students. The students will also be assessed on the completion of their Blabberize
product.
7. How is todays lesson relevant and interesting for your students?
This lesson deals with democracy, which is relevant to our political system. It also brings up a lot
of issues regarding national and state government which shows students that there has always
been issues between national and state government that arise in each presidency but we find
solutions and move past it to keep our democracy functioning.
Direct Teach Lesson
Focus/Anticipatory Set/ Warm-up
Students will complete their daily quiz.
Instructional Input
Students will be given directions on how to complete the tasks included in this lesson.
After their quiz, students will complete a worksheet with vocabulary terms. They will
complete on individually then share and explain their term with their peers. While
obtaining definitions students will classify these terms as political, economic, or social in
their graphic organizer that will be provided on the same sheet as their vocabulary terms.
Students may use their textbooks or phones to find definitions.
After completing the vocabulary terms, they will be reviewed as a class.
Students will be assigned computers to complete their next activity.
Students will use their vocabulary terms to research a historical figure that will be
assigned to them. They will create a talking portrait through Blabberize and save it so
they can be reviewed. Students will create a Blabberize in pairs. Again, they are able to
use their textbooks or phones for research.
Questions to Check for Understanding

1. Why does Andrew Jackson oppose recharter of the second Bank of the United States?
2. What positive functions were served by the bank?
3. What were some of the banks negative consequences?
4. What should be the proper relationship between finance, business and government?
Guided Practice/ Cooperative Learning Activity
Students will complete a vocabulary worksheet as a class. It will be reviewed as a class.

The teacher will assist students when needed.
Independent Practice
Students will divided into pairs to complete a Blabberize through Blabberize.com. Each
pair with be assigned a historical figure to research. They will use their vocabulary
worksheet to help guide their research. They can use their textbooks, phones or assigned
computers to conduct further research.
Students will create a monologue to be recorded onto their Blabberize. They will be
asked to write down their monologue to be turned in to show participation.
Mass Practice and Distributive Practice

Students have ongoing intellectual journals and are continually given prompts or short activities
to complete and document in their intellectual journals.
For this particular lesson, students will be asked to review two of their classmates finished
Blabberize and reflect. They will be asked to write down what they learned and comment on the
overall product.
16. Assessment (to align with student learning objective):
Final product of student constructed Blabberize.
A. Assessing students prerequisite knowledge
Students will take their daily quiz to assess how much they know about the Age of Jackson.
B. Series of questions as formative assessment during your facilitation of this lesson
1. Why does Andrew Jackson oppose recharter of the second Bank of the United States?
2. What positive functions were served by the bank?
3. What were some of the banks negative consequences?
C. Higher level discussion questions
1. What should be the proper relationship between finance, business and government?
17. Instructional Modifications for Students with Special Needs (A) a student who
reads below grade level; (B) a student who writes below grade level, and (C) an English
language learner.
(A) Student will be paired with a student that can help them improve their reading skills and
provide assistance.
(B) Students will be given an additional template that will help them construct a monologue
for their Blabberize.
(C) Students will given the option to elaborate in their native language. However, they will
need to meet the minimum requirements in English.

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Grade Level/Subject: Grade 11/ United States History AP

describe the effects of political scandals

Social Study Skills

create written, oral, and visual presentations of social studies information

Students demonstrate creative thinking, construct knowledge, and develop innovative

Communication and Collaboration

Research and Information Fluency

Critical Thinking, Problem solving and Decision Making

After completing the vocabulary terms, they will be reviewed as a class.

Students will be assigned computers to complete their next activity.

Questions to Check for Understanding

Students will complete a vocabulary worksheet as a class. It will be reviewed as a class.

Mass Practice and Distributive Practice

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