BASIC PRODUCTIVITY TOOLS: SPREADSHEETS, WORD TEMPLATE, NARRATED POWERPOINT

Name: Matthew Dawson

Grade Level: 11th APUSH/HUSH
Content Area: Unit 3
Basic Productivity Tool Used: (Microsoft Excel, Google Spreadsheet, NCES Create-A-Graph, a
narrated PowerPoint saves as an .MWV, etc.) Sway
Standards Addressed: (Example: MCCK.CC.1 Count to 100 by ones and tens
See https://www.georgiastandards.org/Pages/Default.aspx)
SSUSH7 Investigate political, economic, and social developments during the Age of Jackson. a. Explain
Jacksonian Democracy, including expanding suffrage, the Nullification Crisis and states’ rights, and
the Indian Removal Act. b. Explain how the North, South, and West were linked through industrial
and economic expansion including Henry Clay and the American System. c. Explain the influence of
the Second Great Awakening on social reform movements, including temperance, public education,
and women’s efforts to gain suffrage. d. Explain how the significance of slavery grew in American
politics including slave rebellions and the rise of abolitionism.
Bloom’s Level of Critical Thinking:
x Remembering x Understanding x Applying x Analyzing x Evaluating
Creating
Description of how to implement in the class: Describe what students will be doing with
spreadsheets and chart/graphs and how the learning activity will help them learn. Overview should
be a minimum of 2 paragraphs.
This sway is used to learn about Henry Clay’s American system, and how it helped lead to the civil
war. Students over the course of the sway will be asked several discussion questions, such as “Why is
it surprising someone like Henry Clay would vouch for a 2nd national bank”, to which students will
have to think critically and draw connections to earlier content in order to rationale questions. By the
end of the sway, students should have a solid grasp on what the American System is.

The Teacher’s main goal for the sway is to point out how the American system led sectionism, or the
growing divide between the North and South. Students will be exposed to different components of
the American system that point to division, such as how foreign tariffs would hurt the south more so
than the north. By the end of the class, students should have a solid grasp on what the American
system is.

Level of Technology Implementation (LoTi): What LoTi best describes this learning experience
and Why
This Sway is LoTi level 3, considering students will be asked to think abstractly and use what
they know of the American system to point to how it contributed to the deepening divide
between the North and South.
Description of the sample spreadsheet and graph/chart provided *: Describe what viewers will
see and how this spreadsheet will be used in class as an example of what students will create or as a
template they will complete. If you are attaching an Excel file or an online spreadsheet/graphing
program such as Google Spreadsheet, you will also want to attach a .pdf so that those without the
software can access the file.
Students will use the graph I included to see how the American system benefited the north or
the south or both. This will help students remember how the American system led to a growth
in sectionism.

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BASIC PRODUCTIVITY TOOLS: SPREADSHEETS, WORD TEMPLATE, NARRATED POWERPOINT

Other comments about your proposed spreadsheet/graph/chart activity: Anything else you
want to say. If you are using/adapting another person’s lesson, cite the original source.