UCLA Center X Teacher Education Program

Learning Segment Lesson Plan Template

Unit Title: Manifest Destiny Learning Segment: Andrew
Jackson: Hero or Villain?
PLANNING FOR THE LEARNING SEGMENT
Key Content Standard(s)- Content, Common Core & ELD: List the complete text of only the
relevant parts of each standard. TPE 1

Learning Objective: What do you want students to know and be able to do at the end of this lesson?
TPE 1
Students will understand why Andrew Jackson remains such controversial figure.
Students will see how the term We the People included more people now, but still
excluded Native Americans, African-Americans, Slaves, and Women.
Students will empathize with those forced to leave their homes and the horror of the
Trail of Tears.
Students will be able to write a letter to a politician, from the perspective of a
concerned citizen.

Assessments- Formal and Informal: How will you assess if and what students are learning? TPE 2

Summative Assessment: Manifest Destiny Booklet

Processing Assignment: Letter to Andrew Jackson, attempting to convince him to reverse
his policy OR Letter to the mayor of New Orleans to remove statue of Andrew Jackson OR a
Letter to Rep. Steve King who has opposed the removal of Andrew Jackson on the $20 bill.

Receptive Modality: Fingers- Is Andrew Jackson lying?

Thumbs Up, Thumbs Down

Modifications, Accommodations, Scaffolding- How will you adjust your instruction and
assessments to meet the diverse needs of students (esp. language learners and/or special needs)?
TPE 4 and 7

Pre-Filled Notes for Students with IEPs

Translated Material.
Graphic Organizers for Notes
Visuals in PowerPoint
Video to show visual representation of the Trail of Tears

Prerequisite Skills and Knowledge and Experiential Backgrounds. TPE 8

How will you access and activate students prior knowledge and connect to students lived
experiences?
The processing assignment for this unit is a letter to a politician, students will recall that this is
one of their First Amendment rights.
Students have become very interested with Donald Trump since the start of the school year and
a lot of students have become knowledgeable of his current policies, this will allow them to see
the parallels between Jackson and Trump, two populist presidents.

Academic Language
Vocabulary:
Unit-Specific General Academic
Indian Removal Act Empathize
Spoils System Civil Servant
Nullification
Manifest Destiny
 UCLA Center X Teacher Education Program

Suffrage
Jacksonian Democracy
populism

Other text structures, organizational, stylistic, or grammatical features that will be explicitly taught:

Daily Lesson Plans

Day 1 of 5
Instructional Learning Strategies to Support Student Learning. TPEs1,4,5,6,9,10
How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning,
2)identify learning outcomes 3)present material, guide practice, and build independent learning, 4)monitor student learning during
instruction, 5) build metacognitive understanding.
List what the students will be doing and what the teacher will be doing.
Lesson
Resources/
Time Students Teacher Moves
Materials
TPE4
Students will respond to the Ask students to write silently for LCD
EngagementOpening/

following question in their 7 min. Projector

journals.
Think-Pair-Share (8 min) Computer
Read Section 14.1
15 min

Talk Moves Journal

Describe the election of 1828?
What was said about Andrew So, what you are saying is
Jackson? Who won? Do you agree/disagree/

Students will complete Teacher will pass out Vocab Vocab

Vocabulary Squares worksheet. Square Worksheets. Square
Teacher Definitions will be shown Worksheet
via PowerPoint. Teacher will go over Teacher
Teacher Def-Student Def- Definitions, and ask students to LCD
Example-Illustration complete Student Definition, Projector
min

Example, and Illustration.

Populism Computer
35

Nullification Add words to vocab wall after

Spoils System students have finished
Jacksonian Democracy
Civil Servant
Trail of Tears

5 min Students will take index cards Teacher will pass out index Index
and complete exit slip: cards. Cards.

Do you have any questions, Teacher will show exit slip

comments, or concerns about question on PowerPoint.
Closing

the class so far?

Teacher will excuse tables by
Students will clean up, get who is ready.
ready, and wait to be excused.
Teacher will collect exit slips as
Students will turn in exit slips as students leave.
they exit the class.

Day 2 of 5
Instructional Learning Strategies to Support Student Learning. TPEs1,4,5,6,9,10
 UCLA Center X Teacher Education Program
How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning,
2)identify learning outcomes 3)present material, guide practice, and build independent learning, 4)monitor student learning during
instruction, 5) build metacognitive understanding.
List what the students will be doing and what the teacher will be doing.
Time Students
Students will respond to the
following questions in their
journal.
tEngagemenOpening/
Read Pg. 192: The Indian
Removal Act.
What is the Indian Removal Act?
15 Min
What did it say? What actually
happened?
Please respond with at least 4
sentences.
15 Students will take Graphic
min Organizers: Andrew Jacksons
steps to the Presidency and T
Chart showing his break from
traditional presidencies.
Students will fill in missing
Instructional Activities
sections during the
Presentation.
Lesson
Resources/
Teacher Moves
Materials
TPE4
Teacher will ask students to LCD
write silently for 7 min. Projector
Receptive Modality: Ask Computer
students if they need more time,
use fingers for how many Journals
minutes they need (Choice of 1
or 2)
Think-Pair-Share (5 min)
Talk Moves:
So___________, says.
What do you think?
What did you write_________?
So, what you are saying is..
Teacher will pass out graphic Graphic
organizers. Organizers
Teacher will give short
presentation on Andrew LCD
Jacksons background and his Projector
rise to the Presidency
Teacher will discuss Computer.
Universal White Male
Suffrage
Populism
Anti-Establishment
Teacher will show how Jackson
championed for poor Whites,
but at the expense of Native
Americans
Teacher will then show a T Chart
displaying the tendencies of
Past Presidents and how
Andrew Jackson deviated
 UCLA Center X Teacher Education Program

5 min Students will look at T-Chart
displaying characteristics of
Andrew Jacksons presidency.
Students will Think-Pair-Share
on what similarities they see
with Donald Trump
Teacher will show T Chart LCD
displaying characteristics of Projector
Andrew Jacksons presidency and
show comparison to Donald Computer
Trump after students have
completed the Think-Pair-Share.

15 Students will take worksheets
min for video
Students will watch the National
Historic Trails documentary of
the Trail of Tears
Students will answer questions
on the worksheet as they watch
the video.
Teacher will pass out worksheets LCD
Projector
Teacher will put video on.
Computer
Teacher will pause after first
question to make sure that
students have completed the
first question.

Students will turn in worksheets

after video is complete.

5 min NO EXIT SLIP TODAY Teacher will collect worksheets. Index Cards

Students will clean up, pack Excuse students by who is ready.

Closing

their materials, and get ready to

leave.

Students will leave once

excused.

Day 3 of 5
Instructional Learning Strategies to Support Student Learning. TPEs1,4,5,6,9,10
How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning,
2)identify learning outcomes 3)present material, guide practice, and build independent learning, 4)monitor student learning during
instruction, 5) build metacognitive understanding.

List what the students will be doing and what the teacher will be doing.
Lesson
Resources/
Time Students Teacher Moves
Materials
TPE4
 UCLA Center X Teacher Education Program

Students will answer these Teacher will give students 1 min Journals
questions in their journal in to write down the questions.
response to the image shown. LCD
Once ready, teacher will project Projector
Who do you see? What are they image of Andrew Jackson on
doing? What is the artist trying projector. Computer
to say?
tEngagemenOpening/

Teacher will first ask students to

Students will look at image, and put their pencils down and just
then begin writing what they see look at the image for 30
15 min

seconds, and then begin to write

Students will first share with (5 min)
their partners what they say, and
then participate in magic paper Think-Pair-Share (5min)
once called.
Magic Paper

Talk Moves
So, you are saying.
Do you agree/disagree.
So, _________ sees.what about
you________?
30 min Students will take primary Teacher will pass out Document Accounts
sources from Teacher, accounts A/guiding questions. from the
from the Trail of Tears Trail of
Teacher will circulate around the Tears
Students will first skim the class, careful to praise-prompt-
Instructional Activities

reading by themselves, then leave Worksheets

read together as a group.
Repeat for Document B and C LCD
Students will work together to Projector
answer the questions for
Document A Computer

Students will repeat for

Document B and Document C

Students will have ten minutes

per document
 UCLA Center X Teacher Education Program

5 min Students will have a whole class Teacher will facilitate a whole LCD
discussion on the experiences of class discussion. Projector
those on the Trail of Tears.
What was the Trail of Tears like? Computer
Talk Moves

Teacher will show statistics of

the Trail of Tears.

Teacher will show video of Trail

of Tears

5 min Exit Slip: Is Andrew Jackson Teacher will pass out index Index Cards
really helping all of the cards.
common people in the United
Closing

States? If not, who is being hurt Teacher will excuse students by

by his actions? who is ready

Collect exit slips as students

leave.

Day 4 of 5
Instructional Learning Strategies to Support Student Learning. TPEs1,4,5,6,9,10
How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning,
2)identify learning outcomes 3)present material, guide practice, and build independent learning, 4)monitor student learning during
instruction, 5) build metacognitive understanding.

List what the students will be doing and what the teacher will be doing.
Lesson
Resources/
Time Students Teacher Moves
Materials
TPE4
Students will answer the Teacher will show journal LCD
tEngagemenOpening/

following journal question. question on board and ask Projector

students to write silently for 6
In your opinion, should Andrew min. Computer
15 min

Jackson be remembered as a
hero or a villain? Why or why Think-Pair-Share (4 min) Journal
not?
Talk moves:

So, youre saying

Does anyone disagree?
 UCLA Center X Teacher Education Program

Students will take notes of Teacher will show short Sample

current issues regarding Andrew
Jackson regarding the 20 dollar
bill and the debate over his
monument in New Orleans.
15 min
PowerPoint Presentation Letter
After, teacher will go through LCD
with students the breakdown of Projector

a letter to a politician. Teacher

Students will also review the
layout of a letter to a politician.
ACTIVATE PRIOR KNOWLEDGE:
Students will recall their first
amendment rights.
20 min Students will take planning
sheet from teacher for their
letter.
Students will choose which letter
they are writing:
TO ANDREW JACKSON to
reverse his Native
American removal policy
To the Mayor Mitch
Instructional Activities
will ask students to remind them Computer
of their first amendment rights.
Paragraph 1: Reason for writing
Paragraph 2; Why it matters
Paragraph 3: Thank you
Teacher will pass out the Planning
planning sheet/outline Sheets
Teacher will explain the sheet Journals
and put timer on board.
Teacher will circulate around the
class, and be careful to praise-
prompt-leave

Landrieu to remove the

statue of Andrew Jackson
from New Orleans
To Rep. Steve King, who
has opposed the removal
of Andrew Jackson from
the $20

Students will use their notes

from the primary sources,
statistic sheets, as well as the
textbook in order to fill out the
planning sheet

HW: Students will finish their

planning sheet at home if not
done

5 min Students will complete exit slip: Teacher will hand out index Index Cards
cards and show the exit slip
Which letter are you writing? question on the board.
Closing

Students will clean up, sit down, Teacher will excuse groups
and wait to be excused. based on who is ready.

Students will turn in exit slip as Teacher will collect exit slips as
they exit the class. students leave the class.

Instructional Learning Strategies to Support Student Learning. TPEs1,4,5,6,9,10

DAY 5 of 5
How will you 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning,
2)identify learning outcomes 3)present material, guide practice, and build independent learning, 4)monitor student learning during
instruction, 5) build metacognitive understanding.

List what the students will be doing and what the teacher will be doing.
Lesson
Resources/
Time Students Teacher Moves
Materials
TPE4
 UCLA Center X Teacher Education Program

Students will respond to one of Teacher will show journal LCD

tEngagemenOpening/

the following question: question on board and ask Projector

students to write silently for 7
Evaluate Andrew Jacksons min Computer
15 min

presidency, who did it benefit?

Who did it hurt? How? Think-Pair-Share Journal

Talk moves:

Why do you say that?

Students will take out their
planning sheets and begin to
write their letter on the sheet
provided.
Students will turn this in by the
end of class.
35 min
What I am hearing is.
Teacher will pass out worksheets Planning
for students to write their letter. Sheets
Teacher will post sentence Letter
frames on the board, as well as a Format
timer. Sheets

Teacher will circulate around the

class, and be careful to praise-
prompt-leave

If students finish early:

community circle- How should
Andrew Jackson be remembered?

5 min Students will complete exit slip:
What did you like about this
learning segment? What didnt
Closing
Teacher will hand out index Index Cards
cards and show the exit slip
question on the board.

you like? Any suggestions? Teacher will excuse groups

based on who is ready.
Students will clean up, sit down,
and wait to be excused. Teacher will collect exit slips as
students leave the class.
Students will turn in exit slip as
they exit the class.

Core Practices Implemented in this Learning Segment

Core Practice 1: Designing Cognitively Demanding Tasks and Content

____x_Backwards Design of Social Justice-Oriented Curriculum
__x___High-Level Tasks
Core Practice 2: Engaging Students in Content Discourse
___x__Questioning Levels and Learning
___x__Think-Pair Share
___x__Talk Moves
Core Practice 3: Scaffolding and Differentiation for Equitable Access
____x_Word Bank/Wall
____x_Formative Assessments (esp Receptive)
____x_Activating Prior Knowledge
Core Practice 4: Developing and Maintaining a Classroom Ecology for Learning
___x__Opening and Closing Routines
___x__Community Circles