Engage

Overview

In this experience, students review and reinforce key learning from the unit through reflection, vocabulary, and content practice. First, students activate their knowledge by reflecting on big ideas and takeaways from the unit. Then, students work with a partner to review key vocabulary terms using flashcards and apply their understanding through a collaborative task. Next, students repeat this structure with important content from the unit, using flashcards and an interactive activity to make connections across what they’ve learned. Finally, the Elaborate scene invites students to extend their learning through an optional writing activity that asks them to respond to big-picture questions, followed by a short exit ticket aligned to key standards.

Estimated Duration: 45–60 minutes

Vocabulary Words and Definitions:

abolish: to officially end something, such as a law or practice
Bank War: the political conflict in the 1830s over whether the United States should keep the Second National Bank
cabinet: a group of advisors chosen by the president to help make decisions and run the government
campaign: organized actions people take to win an election
candidate: a person running for an elected position
cede: the act of giving up land or territory to another country or group through a treaty or agreement
dividends: payments made to stockholders from a company’s profits
corrupt: dishonest or willing to act unfairly for personal gain
corruption: dishonest or illegal actions by people in power for personal gain
credit: the ability to borrow money with a promise to pay it back later
Democratic-Republicans: a political party in the early United States that supported states’ rights and farming interests
dependent: a person or group that relies on another for support, such as food, shelter, or care
duty: a tax on goods that are traded or imported
elites: people with wealth, power, and influence who are seen as higher in status than others
Indian Removal Act of 1830: a law passed by the U.S. government that forced many Indigenous Nations to move west of the Mississippi River
Jacksonian democracy: a political movement in the 1800s that expanded voting rights for most white men, strengthened the power of the president, and encouraged greater public participation in government
mudslinging: the use of insults or accusations to damage an opponent’s reputation in politics
nullification: the idea that a state can cancel or make something have no effect
nullify: to cancel or make something have no effect
participatory democracy: a system where people are directly involved in making decisions about government and politics
platform: a set of ideas and goals that a political party or candidate supports
populist: a leader or movement that claims to represent the common people against elites
riot: a violent disturbance by a crowd of people, often in protest or anger
secede: to formally leave a group, country, or union
secession: the act of breaking away from a group, country, or union
Second National Bank: a government-chartered bank created in 1816 to help manage the nation’s money and debts
Second Party System: the period in US history when the Democrats and Whigs were the two main political parties
spoils system: the practice of giving government jobs to political supporters as a reward
stockholders: people who own shares of a company and may earn profits from it
suffrage: the right to vote in political elections
tariff: a tax placed on goods brought into a country
The Whigs: a political party in the 1800s that opposed Andrew Jackson and the Democrats
Trail of Tears: the forced journey of Native nations from their homelands to lands west of the Mississippi River where thousands died from hunger, disease and hardship
treason: the crime of betraying your country or helping its enemies

Objectives:

Reflect on and apply key vocabulary and content knowledge from the unit
Demonstrate understanding of major unit concepts through collaborative and written review activities

In this experience, students are asked to engage in group work and discussions. The experience is intentionally designed around questions that will elicit discussion, thinking, and application of learning as a review of the unit.

Throughout this unit, you’ve explored the major changes and conflicts that defined the Age of Jackson in American history.

Objectives:

Reflect on and apply key vocabulary and content knowledge from the unit
Demonstrate understanding of major unit concepts through collaborative and written review activities

What do you think is the most important thing to remember about Andrew Jackson’s presidency? Why?

Post your answer

After students complete their individual reflections, consider facilitating a whole-class or small-group share-out. Ask several students to explain what they chose as most important and why. Encourage classmates to respond to each other’s ideas by making connections, asking follow-up questions, or offering alternative perspectives. This discussion helps deepen thinking and allows students to see how others interpreted the most important thing to remember about Andrew Jackson’s presidency

Organize Students into small groups of 2 or 3, which they will work in for the next scene. When everyone is ready to continue, unlock the next scene.

Age of Jackson: Unit Vocabulary