Mr. Saindon / United States History
Monday, January 13
to
Friday, January 17
What is Due This Week:
1. Wrap UP and Finish: Students will MEMORIZE the First Amendment and recite in class by on by Friday
2. Prepare for the Supreme Court Simulation with mock case: Ben Brewer v. Hamilton High School:
To shed light on the landmark case: Tinker vs. Des Moines. Debate will be Thursday and Friday. The expectations, rules, and requirements Will ALL BE COVERED IN CLASS
3. Wednesday to Friday we will Thoroughly Examine ( the Major Achievements of our First Three Presidents (this will all be completed in class):
George Washington
Precedent
Federalist v. Anti Federalist
the first cabinet
Farewell Address
John Adams
Election friction
England v. France
Thomas Jefferson
Lewis and Clark
Agrarian society
Through the lesson plan on "Tinker v. Des Moines" and the Simulation, students will:
👉understand the concept of symbolic speech
👉analyze the Supreme Court's decision regarding student First Amendment rights in school
👉identify the key arguments from both sides of the case, and apply the precedent set in Tinker to contemporary scenarios where student expression might be restricted;
🤔ultimately allowing us all to critically evaluate the balance between student free speech and school authority to maintain order.
👉Simulate the development and presentation of a
Supreme Court argument
The First Amendment: Freedom of Expression Amendment:
Congress shall make no law respecting an establishment of religion,or prohibiting the free exercise thereof;
or abridging the freedom of speech,
or of the press;
or the right of the people peaceably to assemble,
and to petition the Government for a redress of grievances.
We Will:
Analyze and describe the effects of westward expansion and subsequent federal policies on the American Indian tribes in the Western states and territories.
Discuss the impact of colonization on American Indian tribal lands in the West, such as aboriginal and/or ceded territories, and numerous Treaties from 1855 on into the 1900's.
Essential Question
How well did President Andrew Jackson promote democracy?
Andrew Jackson:
Common Man and Contradictions: A Mock Trial of Andrew Jackson
OVERVIEW
The election of Andrew Jackson in 1828 marked a change in American politics. For the first time a presidential candidate had been elected from west of the Appalachian Mountains, marking an end to the streak held by wealthy eastern elitists. Jackson represented the emergence of a new middle-/working-class America. The war hero from the Battle of New Orleans who did not have a college education, chewed tobacco, and dueled with pistols to defend his wife’s honor reflected the ideals of the western portion of the United States. The appeal of Jackson to the ordinary man helped lead to the new period known as “the common man era.”
As president, Andrew Jackson embraced the role of protecting “common men”—his decisions in matters such as the rotation of office holders can be argued as being in their interest. By limiting a federal office holder’s tenure to one term, Jackson could make room for another deserving candidate, promoting the concept that one man is just as good another. However, some might argue that rotating office holders left room for government corruption, as party loyalty played an important role in the replacement of office holders from previous administrations.
President Jackson’s title as “the common man president” often detracts students from looking further into his decision-making to unveil contradictions.
The question we must ask is to what extent was Andrew Jackson truly a common man? Was he a reflection of the new democracy emerging in the country?
How might he have influenced this new ideology himself? How do we measure Jacksonian Democracy in light of his treatment of groups such as Native Americans?
Through participation in a mock trial of Andrew Jackson, we will analyze primary sources and participate in role-playing activities in an effort to lead them to an informed decision of whether or not Andrew Jackson was truly representative of “the common man.”
Chief Joseph and the Nez Perce
Students review and answer questions about a Nez Perce chief’s various speeches he gave in the mid 1800s in order to gain insight into how the United States government and white settlers were affecting American Indian lives.
Lesson summary:
Students review and answer questions about a Nez Perce chief’s various speeches he gave in the mid 1800s in order to gain insight about how the US government and white settlers were affecting American Indian lives.
This lesson examines the resources, opportunities and freedoms that lured different groups west. Emphasis will be placed on how the arrival of newcomers presented challenges to those already settled in territory.
Learning objectives:
1. Analyze and describe the effects of westward expansion and subsequent federal policies on the American Indian tribes in the Western states and territories.
2. Discuss the impact of colonization on American Indian tribal lands in the West, such as aboriginal and/or ceded territories, and the Treaties of 1855 and 1863.