PowerPoint with Embedded Video Clips and Teacher Notes:

• Throughout the PowerPoints bolded phrases are there to help students determine

what to write in their graphic organizer.

• Ask the students to recall what different regions had developed in America at this point

and what they can remember from previous lessons (use their notes) regarding the

differences between these regions. Answers will vary.

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• Explain that tariffs are the government’s attempt to raise tax money, but some will claim

that it is also an attempt by government to favor certain industries or parts of a nation.

Even though Jackson wanted to pay of the federal debt, it might hurt the economy to

have a high tax.

• Explain that the sectionalism in the North and South was becoming more pronounced

and would contribute to opinions leading into the American Civil War.

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Video Clip - Will work without internet access (Length is 01:10)

• Use to explain how tariffs lead to a call for nullification.

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• Highlight why the north supported the tariffs

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Highlight why the south was against the tariffs

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• Highlight why the west generally supported the tariffs

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• Explain that this event further split the interests of the North and the South and

increased sectionalism. Andrew Jackson did not agree with the idea that a law could be

nullified and publicly asserted the authority of the federal government in the

Nullification Crisis. Calhoun did not back down from his position which made them two

enemies from then on. To keep South Carolina from actually trying to secede from the

Union, the federal government backed down and lowered the tariff but neither side was

done with the debate.

• Highlight that South Carolina still believed the tariff was too high and it took Henry Clay

(The Great Compromiser) to come up with a plan to prevent bloodshed and rebellion. In

the end, the debate only served to further split the nation into North and South.

• Explain what nullification was and that Southerners, mainly South Carolina, argued the

nation could not force a tariff on states that did not want it. If the gov. could place Tariffs

on states, what could an anti-slavery president do? VP Calhoun, publishes a document

that states nullification is allowed under the Constitution.

• Explain that many people in both the north and the south believed that Jackson had

acted too harsh and that is why they depicted him as king.

• Ask the students if they can see what Jackson is standing on? Answer: The Constitution

and the US Bank

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Video Clip - Will work without internet access (Length is 04:50)

• Use to explain the fight between Andrew Jackson and the National Bank

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• Explain that a veto is a constitutional right to reject a decision or proposal made by a congress. Congress can overturn a veto with a 2/3rd vote.

• Explain that in Jackson’s opinion the National Bank of the US was far too powerful. The Bank’s president (Nicholas Biddle) controlled the money supply of the entire nation. The Bank lent money to members of Congress too and so Biddle claimed he could influence Congressional decisions. Jackson also felt that the Bank was partial to wealthy clients and hurt the average person with its policies. When Biddle asked Congress to renew the Bank’s charter (operating license) Congress agreed but Jackson vetoed the bill. Jackson explained that even though the Supreme Court had upheld the constitutionality of the Bank in McCullough v. Maryland, he believed it was still unconstitutional. Congress passed the bill anyway with a 2/3 majority but many people were upset because Jackson was, again, ignoring a decision by the Supreme Court and to them, that meant he was a tyrant and not following the law. Despite that, Jackson was able to win re-election in 1832 and he took that as a sign that the people supported his war on the Bank. During his 2nd term, Jackson began having all federal money deposited into state banks rather than the federal one. The National Bank’s president responded by making it harder for people to borrow money but Jackson ended up putting the Bank out of business by using his “pet” state banks to hold the nation’s money. Jackson had won his war on the National Bank of the United States but future problems with the economy would be the result.

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Have students refer to the resource in their book (insert page numbers later)

• Have the students complete the Andrew Jackson DBQ Lesson 12 with Annotation -

Student Edition. Remind the students to use the Jackson DBQ Essay Outline and explain

that they will turn in a complete essay using their documents and having other students

complete a peer review of their work.

• Have each student complete their own Document Analysis Worksheet using one of the

documents. The students may work in groups to help each other complete the

worksheet, but they all have to complete their own worksheet.

• Have the students annotate their other documents, keeping their essay outline in mind.

• Have the students write and complete their essay.

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