HIS 131 Chapter 9, 10, & 11 I. America’s Economic Revolution There had been signs for many years that the United States was poised for a period of dramatic economic growth…In the 1820’s and 1830’s, that period finally began….Improvements in transportation and the expanding range of business activity created, for the first time, a national market economy. Each area of the country could concentrate on the production of a certain type of goods, relying on other areas to buy its surplus production and to supply it with those things it no longer produced itself. For example, this regional specialization allowed the South to concentrate on growing its most lucrative crop…cotton….And, it allowed the North to develop a new factory system, which began an industrial revolution that would, in time, become even greater than the one that had begun in England in 1770. By the mid-1820’s, the nation’s economy was growing more rapidly than its population. ---------------------------------- Many factors combined to produce this dramatic transformation. The American people were becoming more numerous and were spreading across a far greater expanse of territory, providing both a labor supply for the production of goods and a market for the sale of those goods. A “transportation revolution”…based on the construction of roads, canals, and eventually railroads…was giving merchants and manufacturers access to new markets and raw materials….New entrepreneurial techniques were making a rapid business expansion possible…And, technological advances were helping to spur industry to new levels of activity. Perhaps, equally important, Americans in the 1820’s adopted an ethic of growth that was based on a commitment of hard work, individual initiative, thrift, and ambition…The results of their efforts seemed to confirm the value of such a commitment. II. Sectionalism and Nationalism For a brief but alarming moment during this exciting time of economic revolution, the increasing differences between the nation’s two leading sections (the North and South) threatened to damage the unity of the United States. 2 But once a sectional crisis was averted with the Missouri Compromise, the forces of nationalism continued to assert themselves…And, the federal government began to assume the role of promoter of economic growth. A. The Missouri Compromise When Missouri applied for statehood in 1819, slavery was already well established there…The French and Spanish inhabitants of the Louisiana Territory (including what later became Missouri) had owned slaves…And felt that they should continue to do so, because in the 1803 treaty that had finalized the Louisiana Purchase, the United States government had promised to maintain and protect the inhabitants in the free enjoyment of their property By 1819, approximately 60,000 people resided in the Missouri Territory, of whom 10,000 were slaves. In that year, while Missouri’s application for statehoo ...

1. HIS 131
Chapter 9, 10, & 11
I. America’s Economic Revolution
There had been signs for many years that the United States was
poised for a period of
dramatic economic growth…In the 1820’s and 1830’s, that
period finally
began….Improvements in transportation and the expanding
range of business activity
created, for the first time, a national market economy.
Each area of the country could concentrate on the production of
a certain type of goods,
relying on other areas to buy its surplus production and to
supply it with those things it no
longer produced itself.
For example, this regional specialization allowed the South to
concentrate on growing its
most lucrative crop…cotton….And, it allowed the North to
develop a new factory
system, which began an industrial revolution that would, in
time, become even greater
than the one that had begun in England in 1770.
By the mid-1820’s, the nation’s economy was growing more
rapidly than its population.
----------------------------------
Many factors combined to produce this dramatic transformation.

2. The American people were becoming more numerous and were
spreading across a far
greater expanse of territory, providing both a labor supply for
the production of goods
and a market for the sale of those goods.
A “transportation revolution”…based on the construction of
roads, canals, and eventually
railroads…was giving merchants and manufacturers access to
new markets and raw
materials….New entrepreneurial techniques were making a
rapid business expansion
possible…And, technological advances were helping to spur
industry to new levels of
activity.
Perhaps, equally important, Americans in the 1820’s adopted an
ethic of growth that was
based on a commitment of hard work, individual initiative,
thrift, and ambition…The
results of their efforts seemed to confirm the value of such a
commitment.
II. Sectionalism and Nationalism
For a brief but alarming moment during this exciting time of
economic revolution, the
increasing differences between the nation’s two leading sections
(the North and South)
threatened to damage the unity of the United States.
2

3. But once a sectional crisis was averted with the Missouri
Compromise, the forces of
nationalism continued to assert themselves…And, the federal
government began to
assume the role of promoter of economic growth.
A. The Missouri Compromise
When Missouri applied for statehood in 1819, slavery was
already well established
there…The French and Spanish inhabitants of the Louisiana
Territory (including what
later became Missouri) had owned slaves…And felt that they
should continue to do so,
because in the 1803 treaty that had finalized the Louisiana
Purchase, the United States
government had promised to maintain and protect the
inhabitants in the free enjoyment of
their property
By 1819, approximately 60,000 people resided in the Missouri
Territory, of whom 10,000
were slaves.
In that year, while Missouri’s application for statehood was
being considered in
Congress, Representative James Tallmadge of New York moved
to amend the bill
allowing Missouri statehood by prohibiting further introduction
of slaves into Missouri
and providing that the existing slaves in Missouri should be
gradually emancipated.
This Tallmadge Amendment provoked a controversy that was to
rage for the next two
years.

4. ---------------------------
Although the issue arose suddenly, the sectional jealousies that
produced it had long been
accumulating…Already the concept of a balance of power
between the Northern and
Southern states was well developed.
In 1819, the Union contained an equal number of free and slave
states…eleven each….If
Missouri should be admitted as a slave state, not only would the
existing sectional
balance be upset, but a precedent would be established, that in
the future, could still
further increase the political power of the South. (what
precedent is that?)…That, based
on the argument of sustaining slavery in the Louisiana Territory
due to the Purchase
Treaty of 1803 with France, when other states in this territory
were admitted into the
Union, they would also be admitted as slave states, thus
increasing the political power of
the South.
------------------------------
Other arguments for and against are as follows:
The North saw this western territory as a “safety valve” for
their growing metropolitan
areas…Because many areas had become extremely urbanized,
the west provided
opportunity…or at least the appearance of…opportunity for
individual
growth….Therefore, it was hoped that the west could provide
the “American Dream” to
the poor white population of the Northern cities.
3

5. To the Northerners, if slavery was allowed in the newly
admitted western states, there
would be no opportunity for the poor whites because they could
not compete with the “0”
cost slave labor.
On the other hand, the South saw the west as an opportunity for
economic growth and
also as a “safety valve.”
Many Southerners looked to the West as an area to expand their
cotton plantations. Many
areas in the South were seeing their soil depleted because of
over planting and the West
provided a new unused area where they could revive their cotton
production…And, in
order to accomplish this and make their agriculture profitable,
they would need cheep
slave labor.
As mentioned, the Southerners also looked at the West as a
“safety valve,” but not in the
same way as the North.
Because of the growing slave population in the South, many
Southerners were very
concerned about the potential for violent slave uprisings…They
saw the West and its
need for additional slaves to work newly formed plantations as
a potential market to sell
off their surplus slaves.
-----------------------------------
A way out of the stalemate opened when the Senate combined

6. the Bill for the statehood
of Maine with the Missouri Bill…This Bill, known as the
Missouri Compromise allowed
Missouri to enter the Union as a slave state and Maine as a free
state….This compromise
did maintain the balance of power between the North and South,
but it also created
additional controversy that had grave implications later.
To prevent the possibility of other areas of the Louisiana
Territory requesting admission
as slave states, Congress established that slavery would be
prohibited in all of the rest of
the Louisiana Territory north of the southern boundary of
Missouri, or north of latitude
line 36/30.
B. John Marshall and the Supreme Court
John Marshall remained as chief justice for almost 35
years…from 1801 to 1835.
During these years Republican presidents filled vacancies with
Republican justices, one
after another, and yet Marshall continued to carry a majority
with him in most of the
Courts decisions.
He was a man of practical and penetrating mind…of persuasive
and winning
personality…and, of strong will.
4
The members of the Court lived together, without their families,
during the winter months

7. when the Court was in session…and Marshall had abundant
opportunity to bring his
talents to bear upon his younger colleagues.
He not only influenced their ways of thinking…he also molded
the development of the
Constitution itself.
The net effect of the hundreds of opinions delivered by the
Marshall Court was to
strengthen the judicial branch at the expense of the executive
and legislative branches of
government….Also, Marshall’s Court increased the power of
the federal government and
lessened the power of the state governments.
Marshall’s Court also advanced the interests of the propertied
classes, especially those
engaged in commerce.
C. The Monroe Doctrine
The end of the Napoleonic Wars in 1815 marked the breakup of
the Spanish empire in the
New World.
Between 1815 and 1822 Jose de San Martin led Argentina to
independence, while
Bernardo O'Higgins in Chile and Simon Bolivar in Venezuela
guided their countries
out of colonialism.
These new republics sought -- and expected -- recognition by
the United States, and

8. many Americans endorsed that idea…But, President James
Monroe and his secretary of
state, John Quincy Adams, were not willing to risk war for
nations they did not know
would survive…From their point of view, as long as the other
European powers did not
intervene, the government of the United States could just let
Spain and her rebellious
colonies fight it out.
Great Britain was torn between the principle of monarchy and a
desire for new markets…
South America as a whole constituted, at the time, a much
larger market for English
goods than the United States….and when Russia and France
proposed that England join
in helping Spain regain her New World colonies, Great Britain
vetoed the idea.
The United States was also negotiating with Spain to purchase
Florida, and once that
treaty was ratified, the Monroe administration began to extend
recognition to the new
Latin American republics -- Argentina, Chile, Peru, Colombia
and Mexico were all
recognized in 1822.
5
In 1823, France invited Spain to restore the Bourbon Monarchy
(these were the
descendants of the monarchy overthrown in the French
Revolution), and there was talk of
France and Spain warring upon the new republics in South
America with the backing of

9. the Holy Alliance (Russia, Prussia and Austria).
This news appalled the British government -- all the work the
eighteenth-century British
statesmen to get France out of the New World would be undone,
and France would again
be a power in the Americas.
George Canning, the British foreign minister, proposed that the
United States and Great
Britain join to stop France and Spain from intervention in South
America…Both Thomas
Jefferson and James Madison urged President Monroe to accept
the offer, but John
Quincy Adams was more suspicious…Adams also was quite
concerned about Russia's
efforts to extend its influence down the Pacific coast from
Alaska south to California,
then owned by Mexico.
At the Cabinet meeting of November 7, 1823, Adams argued
against Canning's offer, and
declared, It would be more candid, as well as more dignified, to
state the United States’
feelings directly to Russia and France instead of hiding behind
the direction of Great
Britain.
He therefore argued, and finally won over the Cabinet, to an
independent policy.
In Monroe's message to Congress on December 2, 1823, he
delivered what we have
always called the Monroe Doctrine, although in truth it should
have been called the

10. Adams Doctrine.
Essentially, the United States was saying in the Monroe
Doctrine, to the powers of the
Old World, that the American continents were no longer open to
European colonization,
and that any effort to extend European political influence into
the New World would be
considered by the United States "as dangerous to our peace and
safety." The United States
would not interfere in European wars or internal affairs, and
expected Europe to stay out
of American affairs.
Although it would take decades to coalesce into an identifiable
policy, John Quincy
Adams did raise a standard of an independent American foreign
policy so strongly that
future administrations could not ignore it. One should note,
however, that the policy
succeeded because it met British interests as well as American,
and for the next 100 years
it was only secured by the backing of the British fleet.
6
III. The Revival of Opposition
A. “Corrupt Bargain!”
The first move to bring Andrew Jackson back into politics was a
resolution by the state
legislature nominating Jackson for president, in July 1822.
On October 1, 1823, the legislature voted 35 to 25 for Jackson

11. for Senator (Senators were
elected by state legislatures until 1913). On December 3, 1823,
he moved into O'Neil's
boardinghouse in Washington City, with his old friend and
military subordinate John
Eaton.
The "Junto" as Jackson's political colleagues were called, began
the campaign for
President with Jackson meetings around the country.
His popularity was stunning…In Summer 1823, a series of
letters, appeared in a
Philadelphia paper, later to be widely circulated in pamphlet
form…Signed with the pen
name, Wyoming (symbolizing the far Western frontier), they
were mostly written by John
Eaton.
They talked about the corruption of the time and the need to
return to "Republican
Virtue"…They identified Jackson with the Founding Fathers,
promoted him for the
Presidency, and gave some sense of Jackson's ideas on how to
run the country.
The party system had all but vanished in America…In 1816,
Monroe was elected
President by an electoral vote of 183-34 with 4 abstentions. In
1820 it was 231-1.
The old Federalist party, last in office at the beginning of 1801,
was fatally wounded due
to its association with opposition to the recent struggle with
Britain, the War of 1812.
"Blue Light Federalist", a term of abuse, implied that

12. Federalists had signaled to British
ships with blue lights from the New England shores.
The one viable party was know as the "Democratic",
"Republican", or "Democratic
Republican" party, and sheltered a mixture of
tendencies….Those who favored severe
limitations on Federal government called themselves "Old
Republicans" or "Radicals".
In 1824, a caucus of the democrats in Congress was called to
nominate a candidate for
President…The idea of a presidential nominating convention
was far in the future. The
caucus was widely criticized as contrary to democracy, and
attendance was extremely
low.
William Crawford, a "Radical", was nominated though he had
just had a severe stroke
and could not speak. Three other candidates were put in the
field: Andrew Jackson,
Henry Clay, and John Quincy Adams.
7
The Election of 1824:
The results were:
Jackson Adams Crawford Clay
Individual Votes 153, 544 108,740 46,618 47,136

13. Electoral Votes 99 84 41 37
If no presidential candidate had a majority of electoral votes,
the House of
Representatives chooses from among the top three. Each state
casts one vote as a unit.
Henry Clay, in last place, was out of the running. But as
Speaker of the house, he did
much to eke out an extremely narrow victory for Adams. Then
Clay was made Secretary
of State - prompting Jackson to call him the "Judas of the West"
receiving his "thirty
pieces of silver", and making "Corrupt Bargain" the campaign
cry of the 1828 election.
Actually, Clay acted on his conviction as well as in self-
interest, since Adams' philosophy
was most like his. But the result seemed like such a
contradiction of the voters' intention
that it may have ruined his later presidential hopes.
B. Removing John Quincy Adams
Well aware that he would face hostility in Congress, Adams
nevertheless proclaimed in
his first Annual Message a spectacular national program.
He proposed that the Federal Government bring the
geographical sections of the country
together with a network of highways and canals, and that it
develop and conserve the
public domain, using funds from the sale of public lands.
Adams also urged the United States to take a lead in the
development of the arts and

14. sciences through the establishment of a national university, the
financing of scientific
expeditions, and the erection of an observatory. His critics
declared such measures
transcended constitutional limitations.
---------------------------------
In the years 1825-1828, a strong coalition arose to throw Adams
and Clay out of office…
and, after Jackson's huge showing, he was the obvious candidate
of those who wanted to
limit Federal power.
One member of this anti-Adams coalition was the Vice
President, John C. Calhoun…He
wrote an acquaintance in 1826 that the Adams Administration
(and in his words)
"because of the way it came to power ... must be defeated at all
hazards, regardless of its
measures.”
8
Another faction moving into coalition with Jackson were the
'Radicals' or 'Old
Republicans', who were rigidly opposed to centralized
government…Martin Van Buren
of New York State, a kind of political manager for the Radicals,
quickly formed a strong
respect for Jackson, and helped forge the link between his
group, and Calhoun and
Jackson.
Van Buren also favored the creation of strong contending
political parties, and became

15. one of the principal architects of the Democratic Party.
Adams hurt his cause in his first State of the Union address.
Drawing up an ambitious
program of internal improvements, he said he hoped Congress
would not give the world
the impression "that we are palsied by the will of our
constituents". ..Many felt this went
to the heart of Adam's disregard for the will of the voting
population.
**What do you think about this statement? Does this indicate a
disregard for the will of
the voters, and why?
C. Jackson Triumphant
The 1828 presidential election was one of the dirtiest ever, and
Jackson believed, with
some reason, that his wife Rachel was driven to an early grave
by charges of immorality.
All of Jackson's high-handed actions as General were brought
up. One notable example
was the "Coffin Handbill" featuring pictures of 6 coffins, and
describing, one-sidedly,
the story of some soldiers that Jackson had court-martialed and
supposedly executed
himself…Naturally, Jackson's reputation and record of dueling
made good print for the
opposition.
The most remarkable thing about the Jackson's campaign was an
unprecedented level of
political organization…The new democratic organization kept in
close correspondence,

16. built a network of party newspapers, and created all sorts of
spectacles, parades and
identifying devices.
One of these identifying devices was that of "Old
Hickory"…and, they were
everywhere. Large hickory poles erected in town squares or
smaller ones attached to
signs, steeples, and fore and aft on steam boats. In New York
there was a parade a mile
long…Hickory brooms also stood for 'Hickory' sweeping out the
filth of corruption.
A different sort of campaigning went on in congress, where
Jackson supporters played to
the Northeastern manufacturing interests by passing high
protective tariffs….Jackson
favored tariffs for raising revenue, if kept within fairly modest
bounds, as well as to
protect industries vital to the country's defense….Jackson
walked a thin line on this
matter, saying he was for a "judicious tariff" and getting some
ridicule for this.
9
The South was adamantly anti-tariff, and prominent South
Carolinians were on the verge
of proclaiming a right to nullify offensive national laws, with a
threat of succession if
Washington intervened by force.
Yet they supported Jackson….Why?… Southerners must have
seen Jackson as the least

17. of two evils against the Adams-Clay alliance….And Adams was
the very stereotype of
New England with its disdain for the slave states and the poorly
educated South and
West…The Democrats also expected Vice President Calhoun
from South Carolina to
wield great influence. Calhoun was secretly very deeply
involved with the most extreme
anti-tariff men, the so-called "Nullifiers".
During the campaign, Jackson was mostly out of sight, as was
thought proper for a
presidential candidate. He was very much involved in the
running of the campaign, and
corresponding with hundreds of local Jackson committees…He
did appear at a New
Orleans celebration of his victory over the British…the largest
public demonstration ever
in the United States…One that was unsurpassed for many years.
On election day…in some places… Jackson men marched
together to the polls, in a
celebratory parade…An astonishing fact is that the number of
voters counted nearly
quadrupled over 1824‘s numbers.
Four of the 24 states, including New York, took away property
requirements for voting,
so that basically all white males could vote….In addition,
Jackson was saying "Vote for
us if you believe the people should govern"….In other words,
Democrat meant just what
the word implied. Adams' words about not being "palsied by our
constituents" certainly
reinforced this message to the benefit of the Jackson campaign.

18. In December, it had become obvious that Jackson won the
election in a landslide…The
count was 178 to 83 electoral votes, or 647,276 to 508,064
popular votes.
---------------------------------
The campaign of 1828, in which his Jacksonian opponents
charged him with corruption
and public plunder, was an ordeal John Quincy Adams did not
easily bear…After his
defeat he returned to Massachusetts, expecting to spend the
remainder of his life enjoying
his farm and his books.
Unexpectedly, in 1830, the Plymouth district elected him to the
House of
Representatives, and there for the remainder of his life he
served as a powerful leader…
Above all, he fought against circumscription of civil liberties.
In 1836 southern Congressmen passed a "gag rule" providing
that the House
automatically table petitions against slavery. Adams tirelessly
fought the rule for eight
years until finally he obtained its repeal…In 1848, he collapsed
on the floor of the House
from a stroke and was carried to the Speaker's Room, where two
days later he died.
10
I. The Age of Jackson (The Age of the Common Man)
On March 4, 1829, an unprecedented throng, thousands of
Americans from all regions of
the country…farmers, laborers, and other of lower social

19. status…crowded before the
Capitol in Washington, DC, to witness the inauguration of
Andrew Jackson.
After the ceremonies, the boisterous crowd than moved down
Pennsylvania Avenue,
following their hero to the White House.
And there, at a public reception open to all, they filled the state
rooms past their
capacity…trampling one another, soiling the carpets, ruining the
elegantly upholstered
sofas and chairs in their eagerness to shake their new
president’s hand.
Amos Kendall, one of Andrew Jackson’s closest political
associates wrote these words
reporting his observations of this event, “It was a proud day for
the people…General
Jackson is their own President.”
However, to other observers, the scene was less
appealing…Supreme Court Justice
Joseph Story, a friend and close colleague of John Marshall,
looked upon the event and
reported that it was a “disgusting scene.”
--------------------------
In a sense, both Kendall and Story were correct.
For if the age of Jackson did not mark the elevation of all
Americans to prosperity and
equality, it did mark a transformation of American politics that
extended power widely to
new groups.
Formerly the preserve of a relatively small group of property

20. owners, politics now
became the province of virtually all the nation’s citizens (that
is, all its white males…for
few Jacksonians were willing to contemplate the participation
of women or blacks in the
electoral process).
At least in a political sense, the age of Jackson well -earned its
title of “The Age of the
Common Man.”
A. Jackson and Congress
The last part of the 1828-29 session, from the time Jackson was
inaugurated, was largely
a battle over Jackson's appointments.
11
A major part of his platform was "rotation in office"…Jackson
saw a great deal of
corruption in the official bureaucracy and threatened to root it
out…This generated much
fear among the officeholders, and the opposition tried to paint
Jackson as a Robespierre
instituting a reign of terror.
In reality, he only turned about 10% of officeholders out of
office, disappointing many of
his supporters…Still, Jackson is "credited" with instituting the
"spoils system" of
rewarding ones political supporters with official offices…So
whether the appointments
were due to a need to replace corrupt officials, or to reward

21. ones party workers, Jackson’s
opposition worked hard at resisting his appointments, and in
many cases succeeded.
In 1829-30, there were two major legislative events.
The first was the Indian Removal Act which forced many Indian
tribes to resettle
beyond the Mississippi.
Jackson was very much behind this bill…It was a cruel measure
which caused thousands
of deaths by starvation and disease, either along the Trail of
Tears, or in the new
territories which were sometimes barren, and in any event
strange and unfamiliar territory
to the resettled tribes.
Most of the Indian tribes in the eastern sections of the United
States had been all but
totally subdued by the expanding nation…and by 1838, under
the Indian Removal Act,
the five major tribes of the East were forcibly moved over the
so-called Trail of Tears to a
specially established Indian Territory in Oklahoma…As
mentioned, thousands of these
Indians perished on this journey hence the name, the Trail of
Tears.
The best that can be said for Jackson is that the only other
viable alternative at this time
was to leave matters in the hands of the states, and that might
not have produced any
better results.
The other legislative event was major one because of the

22. precedent it set.
Jackson vetoed a bill to build a road to Maysville, Kentucky
called the Maysville Road.
Jackson vetoed this bill on the ground of its being a project to
benefit only the state of
Kentucky, and hence not a project for the national
government…This was the first of
Jackson's controversial vetoes.
The 1830-31 session of Congress is not known for any major
accomplishment or political
maneuvers. Part of the reason is, perhaps, that the many
followers of John C. Calhoun
(the Vice President) were neither allied to the administration,
nor ready to go into open
rebellion…Also, Henry Clay, who could have possibly
organized Jackson’s opposition
had gone into retirement when Adam's defeat ended his cabinet
career.
12
However, all of this changed in the 31-32 session.
Not only did Clay return to the Senate, but in December 1831
the National Republicans
nominated him for the presidency. Andrew Jackson too, had a
much stronger cabinet, free
of bickering, which could help organize and promote his
program.
Clay returned to the national spotlight feeling pessimistic about
his chances against
Jackson. He felt his main would to bring a measure to Congress
that would put the

23. administration in an embarrassing position.
Early in this session, Clay proposed a modification of the
tariff…lowering it…but
leaving the protective elements in. Clay hoped this would, by
lowering revenues, have
put off Jackson's intended repayment of the national debt by
nearly a year.
If Jackson vetoed this bill, he would disappoint the northern
states, like Pennsylvania,
whose votes he needed…If he approved it, with its strong
affirmation of the “protective
principal”…i.e. that the government was entitled to pass tariffs
on imports, whose
primary intent was to protect the American manufacturers of the
same items, this would
drive a very strong wedge between Jackson and all of his
Southern supporters, who
wanted freedom to choose between American (Northern) goods
and European goods.
Unfortunately for Clay's chances, Congress modified and passed
the bill making a
moderate reduction of both protective tariffs and pure revenue
raising tariffs, which
Jackson could sign without a total alienation of the South.
B. Background of the Bank Wars
Jackson came to the presidency with a negative view of banks in
general, and especially
the Bank of the United States (or "BUS"). This was a bank in
private hands with a very

24. special relationship with the government…The government used
it as a repository for all
its gold and silver, and the bank's bills were accepted as
equivalent to gold for any
payments to the government.
At this time there was no government issued paper money…Any
bill of paper "money"
was actually an I.O.U. from a particular bank, redeemable as
specie…specie meaning
gold or silver.
One function of the BUS, which most historians say it
performed well (though Jackson
didn't think so) was to maintain the stability of all the
circulating currency…Under
normal conditions it was believed, and the rule generally held
good, that a bank should
have immediate access to specie worth one fifth the value of the
bills it put into
circulation…This was thought, and generally proved, sufficient
for the bank to be able to
redeem the claims that would be made on it.
13
In theory, everyone could try to redeem their bills on the same
day so that even a solid
bank, by these standards would be unable to fulfill its pledge,
but under normal
circumstances this did not happen…However, a bank that had
immediate access to only a
tenth or a twentieth of the specie value of its circulating bills
was a real danger to itself
and to its clients.
This is where the BUS helped to maintain the economic

25. stability…The BUS would try to
detect such situations in the making, and when detected, would
buy up large quantities of
the paper of the offending bank, and present them to the
offending bank for redemption.
Thus the bank which tried to lend far more money than it could
reliably stand behind
might be put in embarrassing straights which would stop them
from such activities.
One result of this was that the bank had two kinds of enemies.
One kind was exemplified
by Jackson…those who basically considered gold and silver the
only legitimate form of
currency.
The other class of enemies were bankers, or their business
partners, who were kept by the
BUS from involvement in risky schemes (which they probably
thought they were entitled
to attempt).
There were also quite legitimate causes for concern about the
BUS…It did enjoy an
advantage over other banks; and for this, it had very little
accountability to the
government. Also, with its unaccountability and great money
power, it could in effect
bribe candidates or occupants in office, or buy newspapers to
campaign for those friendly
to its interests. Because knowing that Jackson was an enemy, it
felt that its existence was
threatened…And in the 1832 election year, it did these things

26. on a large scale.
Jackson came into office believing that the bank, in its current
form, was a menace and
that something had to be done about it. Though bold when
committed to a course, he did
not, tend to rush into things…And there is good reason to
suppose he might have only set
out to constrain rather than destroy the bank…that is, if the
other side had shown a will to
compromise.
C. Henry Clay and the Bank Wars
Henry Clay considered the bank issue…if it could be made an
issue…to be in his favor.
In 1836 the BUS would cease to be the national bank, if not
rechartered by congress.
Clay and other members of Congress convinced Nicholas
Biddle, the bank's President
that the BUS could possibly be rechartered in 1832 with the
present congress. But Clay
and his supporters indicated to Biddle that they could not be so
sure of the recharter if it
were put off until after 1832.
14
If the recharter bill was approved by Congress, Jackson could
always veto it. But if the
bill went before Jackson prior to the 1832 election if Jackson
vetoed the bill, he might
lose the critical votes of Pennsylvania, the home of the bank,
and other states with a
strong commercial interest.

27. Roger B. Taney, Jackson's Attorney General said as Clay‘s and
Biddles‘s plan came to
light "Now as I understand the application at the present time, it
means in plain English
this - the Banks says to the President, your next election is at
hand - if you charter us,
great - if not, beware of your position".
Probably this move by Clay and the Bank, understood by
Jackson just as Taney had
described it, convinced Jackson that no compromise could be
made with the bank.
An odd anti-Jackson coalition was taking shape in Congress.
The proponents of Tariffs
and of the U.S. as a nation with national transportation projects,
joined their most
extreme political opponents, headed by John Calhoun. The most
extreme of these,
including Calhoun, claimed a state's right to declare federal
laws (especially tariffs) null,
and secede from the Union if the Union sought to force them to
comply. These individual
were the so-called nullifiers.
The first major act of these "strange bedfellows" was, in
January 1832, the rejection of
Martin Van Buren for Ambassador to Great Britain…He had
been appointed in the
congressional recess and served since the summer. He had been
a fine secretary of state,
therefore no one could doubt he was well qualified for the job.
His rejection by Congress seemed like little more than the

28. National Republican's
indulgence of Calhoun's personal feud with Van Buren. In fact a
tie vote was artificially
contrived so that Calhoun could exercise the Vice-president's
right of breaking such ties.
Ironically for Calhoun, this action only made it easy for Jackson
to have Van Buren,
rather than Calhoun, as Vice President in his next term.
Also in January, a formal proposal was made to recharter the
BUS.
Administration forces in Congress did all they could to obstruct
its passage, or buy time,
while the administration press worked on public opinion. They
launched an investigation
into the bank, finding much pressure being exerted on
journalists and politicians.
In June 1832 the recharter bill passed both houses, and soon
after, Jackson vetoed the bill,
and accepted it as an election issue. When Van Buren returned
from Europe following the
news of his Senate rejection, he found a haggard Jackson
declaring "The bank, Mr. Van
Buren is trying to kill me but I will kill it".
The veto message was a stirring campaign document, one of the
most powerful ever,
though some have said it smacked of political agitation, or class
warfare.
15
Part of it went "...when the laws undertake to add to ... make the
rich richer and the potent
more powerful, the humble members of society - the farmers,

29. mechanics, and laborers ...
have a right to complain of the injustice of their Government".
Biddle compared Jackson's veto message to "the fury of a
chained panther biting at the
bars of his cage ... a manifesto of anarchy, such as Robespierre
might have issued to the
mobs". And Biddle and his allies were well satisfied that it
would prove Jackson's
undoing. This only proved how little they understood the
American voting population.
D. The 1832 Election
../../writings/veto.htm
On September 26, 1931, the first national convention in
American History nominated
William Wirt for president under the banner of the Anti-
Masonic Party…This strange
and short lived party formed partly because of the apparent
murder of William Morgan,
an ex-mason, who had tried to publish the Masons' secret
rituals, and denounced them.
Political Anti-Masonism may have also represented an attempt
to harness the growing
feelings of anti-elitism, and as it happened, both major
candidates for president were or
had been high in the Masonic order. The Masons did seem to
have been a kind of social
network that was of great use to the social or political climber.
It did seem to many that
politicians and judges who were Masons were also letting
alleged conspirators (that were

30. also Masons) off easily.
The Anti-Mason candidate, Wirt was close in principals to
Henry Clay, the National
Republican candidate, and regretted having to run against Clay.
The Anti-Masons, in fact,
drew heavily from the ranks of National Republicans. Some
Anti-Masonic and National
Republican strategists felt the two parties needed each other to
beat Jackson, and tried to
get both parties to nominate the same man for president. Clay
could have renounced the
Masons and run with the Anti-Masonic party, as many
did….However, Clay rejected the
Anti-Masons, and would not approach them, though he
entertained some hopes that Wirt
might send support his way.
Therefore, the two parties remained separate, and the National
Republicans nominated
Clay for president in December. The Democratic party also held
a convention almost half
a year later, in May. They made Martin Van Buren the Vice
Presidential candidate, and of
course, Jackson's candidacy for president was taken for
granted.
The Jackson Democrats continued to weld together a most
impressive organization, and
the Democratic press worked overtime to sway public opinion
against the Bank of the
United States (which was a growing political issue).
They also continued the parades, “ Old Hickory” pole
distinguishing symbols, and other
morale boosting ploys for the party.

31. 16
In opposition to Jackson’s candidacy, The Bank of the United
States reprinted and
distributed speeches made by Jackson‘s critics, which they
erroneously thought was bad
for Jackson.
However, in the end, Jackson won the 1832 with 55 percent of
the popular vote, and 219
electoral votes to Clay's 49 and Wirt's 7.…Another challenger,
John Floyd of Virginia got
South Carolina's 11 votes.
II. The Emergence of Whiggery
Jackson’s forceful tactics in crushing the Bank of the United
States helped galvanize a
growing opposition coalition that be the mid-1830’s was ready
to assert itself in national
politics.
It began as a gathering of national political leaders opposed to
Jackson’s use of power…
Openly condemning Andrew Jackson and calling him “King
Andrew I,” this group began
to call themselves Whigs, referring to the party in England that
traditionally worked to
limit the power of the king.
As the new party began to develop as a national organization
with supporters in every
state, its appeal spread even more…Both in philosophy and in

32. character, the Whig part
offered a recognizable contrast to Jackson’s Democratic party.
A. Party Philosophies
Even before the election of Jackson in 1828, those who would
ultimately form the
Democratic party had stood for a certain general approach to
government and society…
And during the years of the Jackson administration, that
approach began to take the form
of something approaching a philosophy.
To the Democrats, America’s future was to be one of steadily
expanding opportunities…
To that end, the federal government should be limited in power,
the rights of states should
be protected, and the nation should work to eliminate all social
and economic
arrangements that served to secure power for the privileged
class and hold back the
common man.
Jacksonian Democrats believed wholeheartedly in the necessity
of material progress…
However, in practice, Democrats were far more likely to look
with suspicion on proposals
for stimulating modern commercial and industrial growth.
They tended to associate such growth with the creation of
menacing institutions of
power…such as the Bank of the United States.
17
This opposition to economic progress was often seen in the
political behavior of many

33. Democrats.
Both in Washington politics and in the state governments,
Democratic politicians
opposed such modernizing institutions as…government
chartered banks and
corporations, state-supported internal improvements, even
public schools.
Rather than economic development and consolidation,
Democrats favored territorial
expansion, which they believed would widen opportunities for
ambitious Americans.
-------------------------
On the other hand, the political philosophy that became known
as Whiggery, looked
favorably on expanding the power of the federal
government…encouraging industrial and
commercial development, and tying the country together into a
consolidated economic
system.
While Democrats looked suspiciously on such technological
advances as railroads,
telegraphs, and manufacturing machinery…Whigs embraced
such material progress
enthusiastically.
And, where Democrats advocated rapid geographic expansion,
Whigs urged a more
prudent and cautious movement into the West….Whigs were
fearful that a too rapid
territorial growth would produce instability.

34. The Whig vision of America was of a nation embracing the
industrial future…a vision of
a nation rising to world greatness as a commercial and
manufacturing power.
And, although Whigs insisted that their vision would result in
increasing opportunities for
all Americans, they tended to attribute particular value to the
enterprising, modernizing
forces in their society…that is…the businessmen and
organizations that most effectively
promoted economic growth.
Therefore, while Democrats were inclined to oppose legislation
establishing banks,
corporations, and other modernizing institutions…Whigs
generally favored such
measures.
B. The Crowded Campaign of 1836
Despite the growing power of the Whigs, Andrew Jackson and
the Democrats continued
to control federal appointments and contracts…And Jackson
also continued to make
liberal use of his patronage powers to increase the good
fortunes of his party’s candidates.
The Democratic party also benefited from Jackson’s continuing
popularity and from its
elaborate party organization.
18
With little debate, the Democratic party convention nominated
Jackson’s personal

35. favorite, Martin Van Buren, as its Democratic candidate for
President.
------------------------------
The Whigs, however, in 1836, did not have the same level of
unity and discipline as their
Democrat opponents….Actually, they could not even agree on a
single candidate.
Their strategy…which was masterminded by the Bank of the
United States President
Nicholas Biddle, was to run several candidates, each of them
supposedly strong in their
particular part of the country.
The three Whig candidates were Daniel Webster from New
England, the former Indian
Fighter and hero of the War of 1812 from Ohio, William Henry
Harrison, and W.
P. Mangum of North Carolina.
Another anti-Van Buren candidate, Hugh Lawson White, who
was actually a Democrat,
also ran for President. White is often considered a Whig during
this election, because he
defected to the Whig party shortly after the election.
None of these four anti-Van Buren candidates could hope to get
a majority in the electoral
college, but herein lies Biddle’s strategy…Together they might
draw enough votes away
from Van Buren and also prevent him from receiving a majority,
forcing the election to
go to the House of Representatives.

36. There, in the House, the Whigs could conceivably maneuver
votes to elect one of their
own men.
However, when the returns were in, Van Buren had clearly won
a majority of the electoral
as well as the popular votes.
C. Economic Dilemmas of the Van Buren Administration
At the time of the election of 1836, while Andrew Jackson was
still in office, a
nationwide boom was reaching its height.
Canal developers and railroad builders were at a peak of
activity. Prices were rising as
people indulged in frenzy of spending and speculating.
Money was plentiful…most of it manufactured by the
banks….banks which multiplied
their loans and banknotes with little regard to their reserves of
specie.
By early 1837, outstanding bank loans amounted to five times
as much as in 1830...never
had a nation seemed so prosperous.
19
Land, as usual, was a favorite target of speculation, especially
the land sold by the federal
government…Nearly three-fourths of the land being sold by the
government went to
speculators…These were men acquiring large tracts of land in
the hope of reselling at a
profit…And this left only about one fourth of government land
sales to actual settlers.

37. Land speculators generally borrowed from the banks to make
payment at the land offices.
For the time being the government profited…Receipts from land
sales, which had
averaged less than $2.4 million annually for the ten years
preceding 1835, rose to more
than $24 million in 1836.
Land sales were the government’s largest source of
revenue….In 1836, the government
was receiving more money than it was paying out, and steadily
the national debt was
being reduced….By the beginning of 1837, the government for
the first and only time in
its history was completely out of debt.
-------------------------------------------
Not only was the government out of debt…there was also a
large and growing surplus in
the US treasury….The question for Congress and the
administration was how to get rid of
the treasury surplus.
The question that arose was…why not give the surplus to the
states?…This would be an
effective way of getting rid of it, and the idea appealed to
Congress.
Congress passed, and Jackson signed a distribution act
providing that the surplus
accumulated (about $40 million) be paid to the states in four
quarterly installments…each

38. state getting a share proportional to its representation in
Congress.
As the states began to get their shares, they promptly spent their
money…constructing
highways, railroads, and canals.
The distribution of this governmental surplus gave further
stimulus to the economic
boom.
However, this transfer of federal funds to the states began to
strain the so-called “pet
banks” that were now handling federal accounts…This was
because they were having to
call in a large part of their own loans in order to cover the funds
being transferred to the
state governments.
-------------------------
Congress did nothing to check the speculation fever and the still
sitting president, Andrew
Jackson, was becoming very concerned…Though money
continued to pour into the US
treasury from the land offices, most of it was money of doubtful
value.
The government was selling good land and was receiving in
return a miscellaneous
collection of state bank notes, none of them worth any more
than the credit of the issuing
bank.
20
Jackson decided to act….he issued his Specie Circular (1836),
announcing that in the
future only hard money or the notes of “specie-paying” banks

39. would be accepted for the
sale of government lands.
---------------------------
Martin Van Buren had been president less than three months
when panic struck.
The banks of New York, followed by those of the rest of the
country, suddenly suspended
specie payments (that is, they stopped paying cash on demand
for their banknotes and
other obligations)….During the next few years, hundreds of
banks failed, and so did
hundreds of other business firms.
As unemployment grew, bread riots occurred in some of the
larger cities…Prices fell,
especially the price of land…..many railroad and canal
developments were abandoned…
The ensuing economic depression, The Panic of 1837 , the worst
depression the
American people had ever experienced, lasted for five years.
----------------------------------
The Whigs blamed Jackson for the depression…They said the
depression had come
because of his destruction of the National Bank and his
mismanagement of public
finance….But, the Whigs were also to blame.
The legislation to distribute the treasury surplus was sponsored
by the Whigs, even
though Jackson signed it…This act, by weakening the “pet
banks” handling federal
funds, helped bring on the economic crash because Jackson’s

40. Specie Circular started a
general run on the banks as land buyers rushed to get cash in
return for their banknotes in
order to be able to purchase government lands.
-------------------
However, neither the Whigs nor Jackson were totally to
blame….Actually, the depression
was international, affecting England and Western Europe as
well.
As English investors faced a financial crisis at home, they
began to withdraw funds from
America, thus accounting for part of the strain on American
banks.
A succession of crop failures on American farms not only
reduced the purchasing power
of farmers but also necessitated imports of food from other
countries…In order to pay for
these imports, additional money was therefore drawn out of the
United States, thus
accounting for part of the strain on American banks.
------------------------------
Besides its economic consequences, the Panic of 1837 had other
significant results.
Hard times increased social, sectional, and economic
tensions….Distress among the
people was turned into dissatisfaction with the administration,
so that the predominance
of the Democrats was brought to and end after Martin Van
Buren had served but a single
term.
21
D. The Log Cabin Campaign

41. As the campaign of 1840 approached, the Whigs scented
victory…The effects of the
depression still gripped the country, and the Democrats, the
party power, were now
vulnerable to attack.
The Whigs, now began realizing that a party representing the
upper-income groups, must
pose as a party of the people if it expected to win the election.
The Whigs also realized that they would have to achieve more
unity and a stronger
organization than they had demonstrated in 1836...They would
this time have to settle on
one candidate who could appeal to all segments of the party and
to all sections of the
country.
--------------------------
The Whigs held their first convention in Harrisburg,
Pennsylvania, December 1839...The
convention nominated William Henry Harrison of Ohio, and for
vice president, they
nominated John Tyler of Virginia..
Although he had little governmental experience, he was a
renowned Indian fighter like
Andrew Jackson, and he was also a popular national figure
because of his War of 1812
record.
The Democrats, meeting in their national convention at
Baltimore, Maryland, nominated

42. Martin Van Buren again for president.
----------------------------
The Whigs depicted themselves as the party of the people, the
party able to save the
nation from depression…and, the Whigs then accused the
president of being an aloof
aristocrat who used cologne, drank champagne, ate off gold
plates, and otherwise
engaged in undemocratic and un-American practices.
In retaliation, a Democratic newspaper unwisely claimed that
William Harrison was a
simple soul who would be glad to retire to a log cabin if
provided with a pension and
plenty of hard cider.
In a country where many people lived in or had lived in log
cabins, this was an unwise
line of attack…and the Whigs took full advantage.
Yes, declared the Whigs, their candidate was a simple man of
the people, and he loved
log cabins and hard cider…Thereafter, the log cabin was an
established symbol at every
Whig meeting, and hard cider became the established beverage.
Against such techniques and the lingering effects of the
depression, the Democrats could
not hope to win…When the votes were counted in November,
William Henry Harrison
was elected as the 9th president of the United States.
22
E. The Frustration of the Whigs
Despite their decisive victory, the Whigs were to find the next

43. four years frustrating and
divisive ones.
In large part, that was because their appealing new president,
“Old Tippecanoe,” William
Harrison, neither had a chance to demonstrate what sort of
leader he might become.
Sixty-eight years old in 1841, he had appeared to be in good
health…but the strain of the
campaign and the inauguration (after which he rode bareheaded
through the streets of
Washington to the White House in the bitter cold), seemed to
become too much for him.
Shortly after taking office, he contracted a cold…His cold soon
turned into pneumonia…
and Harrison died on April 4, 1841.…exactly one month after he
had been inaugurated.
---------------------------
Harrison was the first president to die in office. And there was
momentary uncertainty as
to what should happen next….Of course the constitution was
quite clear that the “powers
and duties” of the president would pass to the vice president in
the event of the
president’s death.
And, when John Tyler calmly took the oath of office as
president, he left no doubt that he
considered himself the legitimate new president of the United
States.
---------------

44. Troubling to the leaders of the Whig party was that with
Harrison gone, control of the
government had passed to a man with whom they much weaker
ties.
Tyler was originally a Democrat…He had left the party in
reaction to what he considered
Jackson’s excessive politics of equal rights for all….The main
reason the Whigs had
included him on their party ticket was to attract votes of
similarly disenchanted
conservative Democrats.
But, while John Tyler had certain attitudes in common with the
Whig leadership, there
was still signs of his Democratic past in his approach to public
policy.
----------------------
Because of the Whig concern over Tyler’s true political
devotion, Congress in an
unprecedented action revoked Tyler’s membership from the
Whig party…All of Tyler’s
Whig cabinet members except Daniel Webster resigned…and to
fill their places, the
president appointed men of his own political leanings…all
former Democrats.
Therefore, a foreboding new political alignment was taking
shape…Tyler and a small
band of conservative Southern Whigs who followed him were
getting ready to rejoin the
Democrats.
23
When the office of secretary of state became vacant in 1844,
Tyler appointed John C.

45. Calhoun from South Carolina, who was the ex-vice president,
and one of the soon-to-be
leaders in the drive for Southern independence.
Now…in the common man’s party of Democrats Andrew
Jackson and Martin Van Buren,
came a group of men who had aristocratic ideas about
government…men who thought
that government had an obligation to protect and even expand
the institution of slavery,
and who believed in states’ rights with a single-minded, almost
fanatical devotion.
GCU College of Education
5E LESSON PLAN TEMPLATE
Revised 1-5-2016
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Maria Thompson
2nd

46. 2/28/21
Science
Matter mysteries
I. Planning
Lesson Summary and Focus:
Students will learn about the properties of solids and liquids.
Instructional Materials, Equipment, and Technology:
Object ideas
Slime
Playdoh
Spikey ball
Rubber band ball
legos
Action figure
Balloon
Soda bottle
Water wiggler toy
Toy car
Squishy ball
Noodles/pasta
Pinecone
Shell
Tea bag
Gummy worms (wet)
Ice cubes (in a baggie)
Jell-o (premade in a baggie)
Sugar/flour/corn starch (in a baggie)
Jellybeans
Toothbrush (new of course)
Tube of toothpaste
Teddy bear

47. keys
Worksheets
Pencils
Notebook
Visual cards (for those students that need them)
Classroom and Student Factors:
15 students are not proficient in ELL, 2 students have IEP’s, 2
students with ADHD, 3 students are LD, 1 high functioning
autistic student, 1 gifted student, 10 students below grade level
in reading, and 7 below grade level in math, 10 students above
grade level in ELA/Math. 16 non-English native language
students
I am going to have to ensure that I am differentiating the
assignment and accommodating per the IEP’s, as well as for the
students with ADHD (depending on if they are able to work
through the stations). For the gifted and above grade level
students, they will have different variations.
My biggest concern are the 16 students whose native language
is NOT English. Make sure I have visuals out for them to refer
to.
National / State Learning Standards:
2.5 (A) classify matter by physical properties, including relative
temperature, texture, flexibility, and whether material is a solid
or liquid.
2-PS1-1 Plan and conduct an investigation to describe and
classify different kinds of materials by their observable
properties.
NGSS: 3. Planning and carrying out investigations
Specific Learning Targets/Objectives:
Students will be able to describe and classify the observable
properties matter.

48. Lesson Focus Question:
How can we classify different materials?
Academic Language:
Key Vocabulary:
Length
Flexibility
Texture
Shape
State (solid or liquid)
Instruction and Development:
I will present a slideshow for the students with the vocabulary
words and have them write it in their notebook. After the
slideshow I will have visuals (cards or actual objects) and go
over their names and call on students to tell me what the matter
of the object is (solid or liquid) and why.
Summative Assessment:
Students will identify and name (or match for those that need
modifications) objects to what matter they represent.
Differentiation Strategies
Instruction
Activities
Assessment
The students that have IEP’s will be able to use their notebooks.
The ESL students will be able to use whichever language that
they are more comfortable with.
This is a group activity, students are allowed to openly work
with their peers, discuss what they are feeling inside the bags. I
will have a premade record sheet for all students to record their
observations.
IF needed I will have a worksheet for students to match pictures
to their form.

49. If students are not familiar with the words of the objects, there
is a space to draw what they think it is.
Students will have a simple exit slip to fill out stating 2 objects
for solid and 2 for liquid.
If students do not know the word they can draw a picture
II. Instruction
The 5Es
Probing Questions
Engage
I open the lesson with a short statement, “Everything is made of
matter”. I then pass out to all students a plastic cup with a few
ice cubes in it. Students will begin the lesson by playing with
ice. I will then get student volunteers to tell me the properties
of the ice (cold, hard, smooth, white/clear etc.). I will then ask
the students to hold the ice tightly in a closed fist or between
both hands. I will then ask for students to tell me what is
happening to the ice cube (its melting, got smaller, turned to
water).
I will then go over the properties of solids and liquids.
What is in your cups? What can you tell me about that object?
Can anyone tell me the matter which ice is classified as? How
about water?
Explore
The students will be divided into 6 different groups. Students
will rotate through a selection of 6 mystery bags. Each bag will
have a few (2-3) items inside that might be challenging to
guess. They will feel the object through the top of the paper bag
without looking inside. Students will discuss with their group
and come up with both an individual and a group answer sheet
with what their thoughts are on what the objects are and

50. whether they are solid or liquid.
Tell me what does the objects in your bag feel like? Are they
hard or soft? Are they wet? Are they cold? Do they feel rough
or smooth?
Explain
Activity: Students, the groups will present their finding of the
mystery bags, after the students complete their individual sheets
(which has a section for the students to draw a picture of the
object).
Tell me what does the objects in your bag feel like? Are they
hard or soft? Are they wet? Are they cold? Do they feel rough
or smooth?
Elaborate
Activity: Students will make a collage out of pictures that they
find in magazines, newspapers, sales fliers, or even online.
Students can use construction paper and make a collage of
solids and liquids OR they can make a slide on the computer OR
they can even give a verbal report of their findings on liquids
and solids.
Closure: We will end the lesson by
We will play a game of thumbs up thumbs down. I will use flash
cards or images on the smart board, I will show an image and
say thumbs up for solid, thumbs up for liquid, thumbs down if
neither.
Evaluate
Formative Assessment: I will use the students collage
presentation as their assessments
© 2016. Grand Canyon University. All Rights Reserved.

51. Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsELM-360ELM-360-O500Benchmark -
Science/Health Mini-Unit Plan300.0CriteriaPercentage1: No
Submission (0.00%)2: Insufficient (65.00%)3: Approaching
(75.00%)4: Acceptable (85.00%)5: Target
(100.00%)CommentsPoints EarnedCriteria100.0%Science and
Health Content InTASC: 1(b), 7(a) ACEI 2.2 COE D2 C2.2
15.0%Not addressed.Lesson plans are incomplete and do not
create a unit, or are complete but do not have aligned learning
targets, activities, and assessments that creatively and
comprehensively teach one or more fundamental concepts of
physical, life, or earth/space sciences and a state health
standard.Lesson plans are complete and form a unit. They have
learning targets, activities, and assessments that teach one or
more fundamental concepts of physical, life, or earth/space
sciences and a state health standard, but are lacking
alignment.Lesson plans are complete and form a solid unit.
They have learning targets, activities, and assessments that
align to one or more fundamental concepts of physical, life, or
earth/space sciences and a state health standard.Lesson plans
are complete and form a clear, cohesive unit. They have clear,
well-aligned learning targets, activities, and assessments that
creatively and comprehensively teach one or more fundamental
concepts of physical, life, or earth/space sciences and a state
health standard. Teaching Strategies ACEI 3.3; InTASC 3(g),
7(k), 8(f), 8(g), 8(l) COE D3 C3.3 15.0%Not addressed.Lesson
plans do not use a variety of creative, age-appropriate, teaching
strategies and technologies. There is no demonstration of
students' development of critical thinking and problem
solving.Lesson plans use a variety of teaching strategies and
technologies that inconsistently encourage elementary students
to develop critical thinking and problem solving.Lesson plans
use a variety of teaching strategies and technologies that
frequently encourage elementar y students to develop critical
thinking and problem solving.Lesson plans use a variety of
creative, age-appropriate, teaching strategies and technologies

52. that skillfully demonstrate progression of knowledge and
encourage elementary students development of critical thinking
and problem solving.Student Engagement ACEI 3.4; InTASC
3(b), 3(c), 3(i), 3(j), 8(n) COE D3 C3.4 15.0%Not
addressed.Instructional strategies do not create opportunities for
students active engagement in their learning and are not
supportive to the learning environment.Instructional strategies
generally create opportunities for students active engagement in
their learning and promote a supportive learning environment
but are overly simplistic.Instructional strategies create
opportunities for students active engagement in their learning
and promote a supportive learning environment.Instructional
strategies skillfully create opportunities for students active
engagement in their learning and promote a supportive learning
environment.Digital Resources ACEI 3.5; InTASC 3(f), 3(h),
3(m), 8(m) COE D3 C3.5 10.0%Not addressed.Digital
resources do not promote effective verbal, nonverbal, and media
communication techniques and do not create opportunities for
collaboration in the elementary classroom.Digital resources
involve appropriate verbal, nonverbal, and media
communication techniques. They create some opportunities for
collaboration, in the elementary classroom.Digital resources
promote effective verbal, nonverbal, and media communication
techniques while creating opportunities for active inquiry,
collaboration, and supportive interaction in the elementary
classroom.Digital resources skillfully promote effective verbal,
nonverbal, and media communication techniques while creating
opportunities for active inquiry, collaboration, and supportive
interaction in the elementary classroom.Assessment ACEI 4.0;
InTASC 6(a), 6(g), 6(j), 6(k), 6(l), 7(d); 7(l) COE D4 C4.1
15.0%Not addressed.Planned assessments do not clearly
measure the stated learning targets, do not provide meaningful
feedback to teachers or students, do not measure all four DOK
levels, and/or seem opposed to the form and function of the
lesson plans.Planned formal and informal assessments are
generally aligned to the stated learning targets and standards.

53. Formative assessments are generally designed to provide data
on student performance for monitoring and adjusting, and
provide students some feedback so they can evaluate and adjust
their own learning. Summative assessment simplistically
measures four DOK levels and is somewhat cohesive in form
and function for the unit.Planned formal and informal
assessments are aligned to the stated learning targets and
standards. Formative assessments are designed to provide data
on student performance for monitoring and adjusting, and
provide students feedback so they can evaluate and adjust their
own learning. Summative assessment measures all four DOK
levels and is cohesive in form and function for the unit.Planned
formal and informal assessments are well aligned to the stated
learning targets and standards. Formative assessments are
carefully designed to provide data on student performance for
monitoring and adjusting, and provide students feedback so they
can evaluate and adjust their own learning. Summative
assessment measures all four DOK levels and is cohesive in
form and function for the unit.Differentiation ACEI 3.2;
InTASC 2(a), 2(h), 8(a) COE D3 C3.2 15.0%Not
addressed.Lesson plans instruction, instructional supports and
assessments ignore students learning needs as identified on the
Class Profile.Lesson plans include simplistic, but appropriate,
differentiated instruction, instructional supports and
assessments. They address some of the student needs
represented on the Class Profile.Lesson plans include sound
differentiated instructional activities, supports and assessments
that are clearly designed to meet the needs of students
represented on the Class Profile.Lesson plans have creative,
well-developed differentiated instructional activities, supports
and assessments that are clearly designed to meet the needs of
specific individuals and/or groups with similar needs, consistent
with the Class Profile.Unit Plan Rationale ACEI 3.1; InTASC
7(a), 7(b), 7(g) COE D3 C3.1 10.0%Not addressed.Rationale
inadequately summarizes instructional choices and/or does not
identify student needs at the center of the design. Rationale

54. summarizes a simplistic, but adequate reasoning for
instructional choices, the use of the 5E model, and meeting
needs of the students. Rationale describes sound reasoning for
instructional choices, the use of the 5E model, and how the
lessons were designed to meet student needs. Rationale
comprehensively summarizes instructional choices, the use of
the 5E model, and how the lessons were designed to fully
engage students in the content and meet their instructional and
motivational needs .Mechanics of Writing (includes spelling,
punctuation, grammar, language use)5.0%Not
addressed.Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) and/or
word choice are present. Sentence structure is correct but not
varied.Some mechanical errors or typos are present, but are not
overly distracting to the reader. Correct and varied sentence
structure and audience-appropriate language are employed.Prose
is largely free of mechanical errors, although a few may be
present. The writer uses a variety of effective sentence
structures and figures of speech. Writer is clearly in command
of standard, written, academic English.Total Weightage100%
Benchmark Instructions - Science/Health Mini-Unit Plan
INSTRUCTIONS
For this benchmark, you will create a unit plan containing three
individual lesson plans designed for the students outlined in the
“Class Profile.” Choose a grade level for the students, then
select an NGSS from the physical, life, or earth/space sciences,
as well as a health/nutrition standard from your state, for the 3-
lesson unit. You may adapt any previous assignments in the
creation of this mini-unit plan, as long as the three lessons form
a planned, cohesive unit. Use the 5E lesson plan template for
each of the three lesson plans.
In your unit, design the three lesson plans so that they:
1. Use a variety of teaching strategies and technologies that

55. encourage the students’ development of critical thinking and
problem solving.
2. Use strategies that create opportunities for students’ active
engagement in their learning and promote a supportive learning
environment.
3. Incorporate the use of digital resources to promote effective
verbal, nonverbal, and media communication techniques while
creating opportunities for active inquiry, collaboration, and
supportive interaction in the elementary classroom.
4. Integrate formative and summative assessment techniques
that measure all four DOK levels, and provide students feedback
on their learning so that they can make adjustments; and
5. Use differentiated strategies to meet the needs of all students
in the “Class Profile.”
Along with the unit, submit a 250-500 word rationale describing
your reasoning for your instructional choices, your use of the
5E model, and how you connected the content to student
learning needs.
Llewellyn, D. J. (2013). Inquire within: Implementing inquiry-
and argument-based science standards in grades 3-8 (3rd ed.)
Class Profile
Student Name
ELL/
Proficiency Level
Socioeconomic Status
Race/ Ethnicity
Native Language
Gender
IEP/

56. 504
Other
Age
Reading Performance Level/Score*
Math Performance Level/Score*
Arturo
Yes - 4
Low
Mexican
Spanish
Male
No
Glasses
Grade level
One year below grade level/98
At grade level/151
Bertie
Yes - 5
Low
Vietnamese
Vietnamese
Female

57. No
None
Grade level
One year above grade level/210
At grade level/108
Beryl
No
Mid
White
English
Female
No
None
Grade level
Two years above grade level/268
At grade level/163

58. Brandie
Yes - 4
Low
Liberian
Liberian English
Female
No
None
Grade level
At grade level/178
One year below grade level/79
Dessie
Yes - 4
Mid
Russian
Russian
Female
No
None
Grade level

59. At grade level/113
One year below grade level/65
Diana
Yes - 4
Low
Mexican
Spanish
Female
No
None
Grade level
One year below grade level/79
At grade level/198

60. Donnie
No
Mid
African American
English
Female
Yes
Hearing Aids
Grade level
At grade level/150
At grade level/124
Eduardo
Yes - 5
Low
Puerto Riccan
Spanish
Male
No
Glasses
Grade level
One year below grade level/88
At grade level/101

61. Emma
No
Mid
White
English
Female
No
None
Grade level
At grade level/124
At grade level/135
Enrique
No
Low
Mexican
English

62. Male
ADHD
None
One year above grade level
One year below grade level/45
At grade level/163
Fatma
Yes - 5
Low
Mexican
Spanish
Female
No
Glasses
Grade level
One year below grade level/21
One year above grade level/289

63. Frances
No
Mid
Mexican
English
Female
No
Diabetic
Glasses
Grade level
At grade level/116
At grade level/114
Francesca
Yes - 5
Low
Mexican
Spanish
Female
No
None

64. Grade level
At grade level/162
At grade level/178
Fredrick
No
Low
White
English
Male
Learning Disabled
None
One year above grade level
Two years below grade level/285
Two years below grade level/15

65. Ines
Yes - 4
Low
Mexican
Spanish
Female
Learning Disabled
Glasses
Grade level
One year below grade level/50
One year below grade level/55
Jade
No
Mid
African American
English
Female
No
None
Grade level
At grade level/183
One year above grade level/224

66. Kent
No
High
White
English
Male
ADHD
Glasses
Grade level
At grade level/178
One year above grade level/208
Lolita
Yes – 5
Low
Navajo

67. Navajo
Female
No
None
Grade level
At grade level/110
At grade level/141
Maria
No
Mid
Mexican
Spanish
Female
No
NOTE: School does not have gifted program
Grade level
At grade level/139
Two years above grade level/296

68. Mason
Yes - 4
Low
Vietnamese
Vietnamese
Male
Yes
High Func-tioning Autism
Grade level
At grade level/154
At grade level/138
Nick
No
Low
White
English
Male
No
None

69. Grade level
One year above grade level/205
At grade level/180
Noah
No
Low
African American
English
Male
No
Glasses
Grade level
At grade level/193
At grade level/177

70. Sharlene
No
Mid
White
English
Female
No
None
Grade level
One year above grade level/110
At grade level/125
Sophia
Yes - 5
Mid
Guatamalan
Spanish
Female
No
None
Grade level
At grade level/129

71. At grade level/152
Stuart
No
Mid
White
English
Male
No
Allergic to peanuts
Grade level
One year above grade level/231
At grade level/116

72. Terrence
No
Mid
African American
English
Male
No
None
Grade level
At grade level/189
At grade level/192
Wade
No
Mid
White
English
Male
No
Glasses
Grade level
At grade level/179
One year above grade level/223

73. Welington
Yes – 3
Low
Cuban
Spanish
Male
Learning Disabled
Glasses
Grade level
One year below grade level/82
Two years below grade level/24
Wendell

74. Yes - 2
Low
Somalian Refugee
Somali
Male
No
None
Grade level
One year below grade level/51
Two years below grade level/45
Yung
Yes - 4
Low
Burmese
Burmese
Male
No
None
One year below grade level
One year below grade level/98
Two years below grade level/65

75. *Scaled Scores Key: Above Grade Level = 200 +, At Grade
Level = 100-199, Below Grade Level = 0-99
© 2018. Grand Canyon University. All Rights Reserved.
GCU College of Education
5E LESSON PLAN TEMPLATE
Revised 1-5-2016
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Maria Thompson
I. Planning
Lesson Summary and Focus:
In a few sentences, summarize this lesson, identifying the
central focus based on the content/skills you are teachi ng.
Clarify where this lesson falls within a unit of study.
Instructional Materials, Equipment, and Technology:
List ALL materials, equipment, and technology the teacher and

76. students will use during the lesson. Add or attach copies of ALL
printed and online materials at the end of this template. Be sure
to address how you will teach the students to use the technology
in Section II. INSTRUCTION.
Classroom and Student Factors:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, non-
labeled challenged students), and the effect of those factors on
planning, teaching, and assessing students to facilitate learning
for all students.
National / State Learning Standards:
Identify the relevant grade level standards, including the strand,
cluster, and standards by number and its text.
Specific Learning Targets/Objectives:
Specify exactly what the students will be able to do after the
standards-based lesson.
Lesson Focus Question:
Write a question which is aligned to the learning target and
which demonstrates the overall “big idea” students should learn
through this lesson.
Academic Language:
Key Vocabulary:
Include thecontent-specific terms you need to teach and their
meanings according to this lesson.
Instruction and Development:
Include instructional strategies for teaching the selected
academic vocabulary terms, as well as vocabulary development
activities to allow students to practice and apply the terms.
Summative Assessment:
Include details of any summative assessment as applicable.
Explain how the summative assessment measures the learning

77. targets/objectives.
Differentiation Strategies
Instruction
Activities
Assessment
Describe instructional differentiation strategies to be used
throughout the lesson to enhance instruction and make the
content comprehensible for all students.
Describe instructional differentiation strategies to be used
throughout the lesson to scaffold learning and engage all
students.
Describe differentiation strategies for formative and summative
assessments to allow all students to demonstrate what they
know or have learned.
II. Instruction
The 5Es
Probing Questions
Engage
Designed to help students understand the learning task and
make connections to past and present learning experiences. It
should stimulate interest and prompt students to identify their
own questions about the topic. Typical activities in this stage
include posing a question, defining a problem, or demonstrating
a discrepant event, then using small group discussions to
stimulate and share ideas. Instructors help students connect
previous knowledge to the new concepts introduced in the unit.
Develop a few questions which help students access prior
knowledge and get them thinking about the big idea of the
lesson.
Explore
Students have the opportunity to get directly involved with key
concepts through guided exploration of information. They begin
identifying patterns and make connections to other disciplines.
Frequently, students will diverge from the slated activity to

78. explore their own questions, continually building on their
knowledge base. In this stage, instructors observe and listen to
students as they interact with each other and the information
provided. Probing questions help students clarify their
understanding and redirect their investigations when necessary.
Develop a few probing questions which help students move
towards mastery of the learning target and promote critical
thinking and inquiry-based learning.
Explain
Activity: Students are introduced more formally to the lesson’s
concepts. Through readings and discussions, students gain
understanding of the major concepts and can verify answers to
questions or problems posed earlier. In addition, more abstract
concepts not easily explored in earlier activities are introduced
and explained. As students formulate new ideas, appropriate
vocabulary can be introduced.
Develop a few questions for class discussion which help
students work through misconceptions, gain a deeper
understanding of the content, and move students toward mastery
of the learning target.
Elaborate
Activity: Students expand on what they have learned and apply
their newfound knowledge to a different situation. They test
ideas more thoroughly and explore additional relationships.
Closure: Providing closure to the lesson and verifying student
understanding is critical at this point.
Develop a few questions, aligned to the learning target, which
allow students to apply new knowledge in a different context.
Include the focus question here.
Evaluate
Formative Assessment: The instructor continually observes
students’ learning to monitor their progress using questioning
techniques and discussions. More formal evaluation - traditional
assessments in the form of quizzes and alternative assessments
such as concept maps, summary projects or reports - can be

79. conducted at this stage. The assessment should be aligned with
the content of the learning experience.
© 2016. Grand Canyon University. All Rights Reserved.