2. Grade 8: U.S. History Liberty Middle School 2 Learning Objective: Activate Prior Knowledge (Read with me) Recall from prior study that Alexander Hamilton believed that creating a national bank was important. Even though Hamilton’s rival, Jefferson, opposed the bank, Congress approved the creation of the Bank of the United States. The bank’s main purpose was to handle federal deposits (money) and debts and to loan money to businesspeople. Later, the Supreme Court upheld the ability of the government to create such a bank. Today, we will see how a later President, Andrew Jackson, ended the national bank and his reasons for doing so…. Students will be able to describe how Jackson’s fight with the National Bank affected democracy. Pair Share: When playing the board game, Monopoly, many players feel the most important role is that of banker. Why is this an important role? If the banker doesn’t treat the players fairly, what might their reaction be? Pair Share: What are we going to do today?

3. Grade 8: U.S. History Liberty Middle School 3 Concept Development: Jackson felt that the Bank of the United States 1 was unfair. Why? The Bank had a monopoly 2 on federal deposits. The Bank benefited rich, Eastern investors at the expense of common people like farmers and workers. The Bank wasn’t fair to the smaller state banks and stood in the way of investments in the West. Jackson distrusted the Bank’s president, Nicholas Biddle 3, who was everything Jackson was not—wealthy, well born, highly educated, and widely traveled. Pair Share: Read the 2 quotes on the screen and discuss with your partner. What is Jackson trying to say? KEY COMMON DEFINITIONS and IDEAS Bank of the United States- America’s central bank Monopoly- run by a single group with no competition Nicholas Biddle- rival of Jackson and President of the Bank of the United States. Pair Share: A’s tell B’s two ways Jackson thought the bank was unfair. B’s tell A’s two more ways Jackson thought the bank was unfair. Pair Share: In what way would fighting the bank show that Jackson stood up for the “common man?”

4. Grade 8: U.S. History Liberty Middle School 4 So, what did Jackson do about the bank? Read each paragraph below and record the main idea to form a story of what Jackson did. The bank’s charter 4, or contract, was due to come up for renewal in 1836. Jackson might have waited until after his reelection to “slay the monster.” But Henry Clay 5, who planned to run for president against Jackson in 1832, decided to force the issue. Clay pushed a bill through Congress that renewed the bank’s charter four years early. KEY COMMON DEFINITIONS and IDEAS 4. Charter- a document which allows something to exist 5. Henry Clay- Speaker of the House during Jackson’s Presidency who supported the bank. Jackson’s rival 6. Supreme Court’s decision about the Bank- supported the Bank of the United States but Jackson ignored it. Main Idea Paragraph 1Main Idea Paragraph 2Main Idea Paragraph 3 The bank’s charter was supposed to be renewed in 1836, but __________ ______ wanted to renew it early. Funny fact: Henry Clay wanted to show that Jackson was against business people in the election, but he forgot that there were more poor farmers than businesspeople.

5. Grade 8: U.S. History Liberty Middle School 5 So, what did Jackson do about the bank? Read each paragraph below and record the main idea to form a story of what Jackson did. Jackson vetoed the recharter bill. Even though the Supreme Court had held that the bank was constitutional 6, Jackson called the bank an unconstitutional monopoly that existed mainly to make the rich richer. The voters seemed to agree. In 1832, a large majority elected Jackson to a second term. KEY COMMON DEFINITIONS and IDEAS 4. Charter- a document which allows something to exist 5. Henry Clay- Speaker of the House during Jackson’s Presidency who supported the bank. Jackson’s rival 6. Supreme Court’s decision about the Bank- supported the Bank of the United States but Jackson ignored it. Main Idea Paragraph 1Main Idea Paragraph 2Main Idea Paragraph 3 The bank’s charter was supposed to be renewed in 1836, but __________ ______ wanted to renew it early. Jackson ___________ the recharter bill, even though the Supreme court said it was _________________. Pair Share: Why didn’t Jackson listen to the Supreme Court about the bank? Pair Share: Why did Jackson win a second term?

6. Grade 8: U.S. History Liberty Middle School 6 So, what did Jackson do about the bank? Read each paragraph below and record the main idea to form a story of what Jackson did. Rather than wait for the bank to die when its charter ran out, Jackson decided to starve it to death. In 1833, he ordered the secretary of the treasury to remove all federal deposits from the bank and put the money in state banks. KEY COMMON DEFINITIONS and IDEAS 4. Charter- a document which allows something to exist 5. Henry Clay- Speaker of the House during Jackson’s Presidency who supported the bank. Jackson’s rival 6. Supreme Court’s decision about the Bank- supported the Bank of the United States but Jackson ignored it. Main Idea Paragraph 1Main Idea Paragraph 2Main Idea Paragraph 3 The bank’s charter was supposed to be renewed in 1836, but __________ ______ wanted to renew it early. Jackson ___________ the recharter bill, even though the Supreme court said it was _________________. Then, Jackson….

7. Jacksonian Democracy EventPromotes Democracy Does Not Promote Democracy Evidence Jackson’s appeal to the common man in the election of 1828. The Spoils System Jackson vs. National Bank The Nullification Crisis The Indian Removal Act of 1830 Instructions: You will come back to this worksheet for each topic (LO) of this unit. This will help you to answer the proficient questions on the test. 1.Complete the concept development, read the text, and/or do the guided practice for that topic. 2.Circle evidence to show that the topic either promotes 1 or does not promote democracy. (Or both?) 3.Complete the chart. 1 promotes: supports or advances that idea Guided Practice: Jackson believed that defeating the Bank was a victory for “economic democracy”. DO YOU AGREE? Fill out your graphic organizer and list evidence from what we have learned to support your opinion.

8. Grade 8: U.S. History Liberty Middle School 8 Skill Development: "Well done General, Major Jack Downing, Adams, Clay, well done all. I dislike dissentions beyond every thing, for it often compels a man to play a double part, were it only for his own safety. Policy, policy is my motto, but intrigues I cannot countenance." "Biddle thou Monster Avaunt!! avaount I say! or by the Great Eternal I'll cleave thee to the earth, aye thee and thy four and twenty satellites. Matty if thou art true...come on. if thou art false, may the venomous monster turn his dire fang upon thee..." "Now now you nasty varmint, be you imperishable? I swan General that are beats all I reckon, that's the horrible wiper what vomits venemous heads I guess..." What is it? Political cartoons appear on the editorial pages of newspapers. They may be funny, but their purpose is to carry a message or opinion. Cartoonists use characters and symbols – animals, people, or objects – to communicate their point. Interpreting a political cartoon means figuring out the cartoonist’s message. How to do it. Identify the symbols and characters in the cartoon. What does each one stand for? Are there labels or captions to give you clues? Are the characters and symbols simplified or exaggerated to make a point? What details are emphasized? What action is taking place in the cartoon? Fit these pieces of information together to determine the message of the cartoon. Try it. Interpret this political cartoon by answering the questions below. Characters: left-Jackson middle-Biddle right- V.P. Van Buren heads- 24 state directors of the bank Pair Share: What are the characters and symbols in the cartoon, and what does each one represent? Pair Share: How do the words help you identify the cartoonist’s intention? Pair Share: What action is taking place in the cartoon? Pair Share: What opinion is the cartoonist expressing?

9. Relevance/Advanced Topic: Today, we do not have a Bank of the United States, but we do have the Federal Reserve. To prepare for the advanced portion of the test, research more about the Federal Reserve. Why was it created? What would Jackson have said? REFERENCE ARTICLE: Then the national bank, today the Federal Reserve. http://en.wikipedia.org/wiki/Federal_Reserve_B ank

10. Grade 8: U.S. History Liberty Middle School 10 Exit Ticket/Closure Use your notes to complete the following. 1 Define the national bank, and what were some problems with it? ________________________________________________________________