Download - The Age of Jackson and Tennessee’s Legendary Leaders andrew jackson final.pdf · andrew Jackson, david crockett, James K. polk, sam houston, and sequoyah are some ... The Age of

Tennessee’s Legendary Leaders

Lesson Plan 4 – 5The Age of Jackson and

f o r g r a d e st e a c h e r ’ s

An Educational Outreach Program of the

Tennessee State Museum

t e n n e s s e e ’ s t r a v e L i n g t r e a s u r e s

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p a g e 1a n e d u c a t i o n a l o u t r e a c h p r o g r a m o f t h e t e n n e s s e e s t a t e m u s e u m

G o a l

to learn about tennesseans who led the state and in some cases the country after the

frontier era of tennessee history.

C o N T E N T

through an exciting classroom campaign and mock election, students will use hands-on

materials and books to explore the lives and careers of andrew Jackson, James K. polk,

david crockett, sequoyah, and sam houston as well as the pivotal period in american

history in which they lived.

o B J E C T I V E S

•to inform students of basic biographical information about the lives of david crockett,

andrew Jackson, James K. polk, sequoyah, and sam houston

•to familiarize students with the democratic process

•to decipher history through multiple perspectives

•to investigate tennessee history through both broad and specific contexts

I N T r o d u C T I o N

andrew Jackson, david crockett, James K. polk, sam houston, and sequoyah are some

of the most famous names in tennessee history. all of these men left an indelible mark

on the state and also, the country as a whole. this lesson encourages students to look

at their lives—their accomplishments and failings. historians try not to make personal

judgments, but rather to look dispassionately at the lives of important people. With this

lesson, hopefully, students will also come to better understand that history is not black

and white. it is understood differently depending on one’s perspective.

T E N N E S S E E ’ S T r a V E l I N G T r E a S u r E S

IntroductionThe Age of Jackson and Tennessee’s Legendary Leaders

a N d r E w J a C k S o N

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t h e a g e o f J a c K s o n a n d t e n n e s s e e ’ s l e g e n d a r y l e a d e r sp a g e 2

h I S T o r y l E S S o N T r E a S u r E T r u N k I N V E N T o r y

ContentsTreasure Trunk

P a G E 3

Vote! Elect your Favorite Famous Tennessean

in this lesson, your students will explore the lives

of some of tennessee’s most famous leaders. your

students will split into groups and take on the persona

of each leader. use the contents listed here to have a

“dress up” day in your class. they will read about their

assigned leader, then dress up like him, and debate why

their leader is the most important.

five large portraits to be hung in your classroom

crockett’s coonskin cap

Jackson’s grey top hat

polk’s black top hat

sam houston’s hat

sequoyah’s turban

sequoyah’s syllabury

davy crockett: A Life on the FrontierGetting to Know the Presidents: andrew Jackson

Getting to Know the Presidents: James K. polk

sam houston: Standing Firmsequoyah: The Man Who Gave His People Writing

1l e s s o n



I N T r o d u C T I o N

With this trunk, students will learn about their lives, triumphs, and

shortcomings and then, make a final decision by presenting one

with the title of “favorite famous tennessean.” this trunk will

use the democratic process of an election to underscore the

fact that, at heart, all of these men believed in a democratic

government and the right of citizens to be heard. students

will use this trunk to investigate the lives of these men and to

gain additional perspectives of their history and the history of

tennessee. at its core, this lesson is designed to be a fun and

engaging way to introduce students to these icons of tennessee.

G o a l S

to investigate the legacies of several famous tennesseans from the 19th

century through the lens of the democratic process.

o B J E C T I V E S

•to inform students of basic biographical information about the lives of david

crockett, andrew Jackson, James K. polk, sequoyah, and sam houston

•to familiarize students with the democratic process

•to decipher history through multiple perspectives

•to investigate tennessee history through both broad and specific contexts

a S S E S S M E N T

students should grasp a basic understanding of the lives of these five men, their con-

nections both personal and political, and the basic process of elections. students will

utilize reading comprehension, speech, and writing skills to complete assignments, and

they will be constantly assessed on their level of participation, both in a large class setting and as a member of a small group.

G E T T I N G r E a d y T o l E a r N

ask students to list a few of their favorite americans, and write their names on the board. also, ask them to name some qualities that

make these people their favorite. point out the fact that every person named has both good and bad qualities. even the most popular

people in history have made big mistakes and major accomplishments.

explain to students that today we will be electing a “favorite famous tennessean” of the early 19th century from a group of five fa-

mous men. ask students how they think we will make the choice. (they will most likely say by voting.)

Continued next page

l E S S o N d u r a T I o N

2 – 4 SESSIoNSF o r G r a d E S

4 – 5

Vote! Elect Your Favorite Famous TennesseanLesson 1

?Guiding Questions

What is a leader? What does it take to be a great leader and who

were some of tennessee’s greatest leaders?

CurrICuluM S Ta Nda rdS

see page 8 for the state and national

curriculum standards for this lesson.

l E S SoN 1 rE SourCE S

the handouts and worksheets are

located as a pdf on the cd and as a hard

copy in the back of the book under the

lesson 1 tab.



lesson 1 continued

explain that today we will have an election and learn about democracy. democracy is a

type of government in which every citizen can participate with the majority making the

decisions. in these lessons, the classroom will become a democracy, and every student

will be allowed to vote for their favorite tennessean. it is very important that the in-

structor encourage enthusiasm and participation, remembering that campaigns during

this time in history were boisterous, exciting events.

P r o C E d u r E S – P a r T 1

1. introduce the candidates, david crockett, sam houston, James K. polk, andrew

Jackson, and sequoyah, and post banners included in the trunk in separate loca-

tions throughout the room.

2. explain that these men were famous tennesseans during the early 1800s, roughly

from 1820-1860.

3. ask the students if they notice anything interesting about the banners. they may

notice that there are no women and only one minority included. Briefly point out

that at this time in history women and most minorities did not have the right to vote

and actually, had few basic rights. they will also recognize a few of the names and

possibly, the fact that two are former presidents.

4. have students give examples of reasons someone might earn the title of “favorite

famous tennessean.” Would someone need to do good things, be brave, a leader,

or intelligent? What are important qualities for the class to think about when they

are voting?

5. now, split the class into five groups. each student should be assigned to a learning

station located underneath the banner of their candidate. Biographies should be

placed at these stations.

6. While at these stations, students will read a short book. each student in the group

should take turns reading aloud from the text. teachers can also make copies of

portions of the text. as they read, they should take notes using the graphic orga-

nizer (attachment a). make sure to monitor student comprehension and answer

questions when necessary.

Vote! Elect Your Favorite Famous Tennessean

S E Q u o y a h

J a M E S k . P o l k



7. then, give each group the trunk contents that correspond to their individual. each

object will have a label to explain its significance. allow students to examine the

trunk contents and discuss what they have read. have them write down and discuss

ideas to be used in their campaign speeches. as a class, share these ideas. have

students offer positives and negatives for candidates and write these on the board.

8. next, ask students return to their seats. students should begin to write a persuasive

speech about why their tennessean should be elected. pass out the helpful hints

handout. make a point of reminding students that all of these individuals knew each

other during their lifetimes, but they all had differing views on the issues of the

times. next, remind students to list accomplishments in their speeches, but they

should also refer to the handout to make arguments against the other candidates.

they should work on this assignment for the remainder of the class.


1. Begin with a review of yesterday’s notes from their individual’s biography, and allow

students to complete their speeches. ask the students to return to their groups and

give them the opportunity to peer read the speeches. allow students a few minutes

to exchange speeches with a partner in the group.

2. in each group, one student should be selected or volunteer to read their speech

during the campaign. this student will wear a signature item that is associated

with the candidate, such as a coon skin cap for davy crockett. they will also be the

spokesperson for the group.

3. other group members will help with the final speech. they can make additions from

their own speeches or make general suggestions.

4. next, the groups should create a campaign slogan on why they should be consid-

ered the class’s favorite tennessean. this slogan should reflect the candidate’s life

and draw from the previous day’s readings. some examples are:

“tippecanoe and tyler too” -election of William henry harrison and John tyler 1840

“54, 40, or fight”- election of James K. polk referring to taking the oregon

territory in 1844

“grant us another term” -election of ulysses s. grant in 1872

“hoo but hoover” -election of herbert hoover in 1928

Continued next page

five Bannerschildren’s Bookscrockett coonskin caphouston’s plantation hatsequoyah’s turban Jackson’s gray top hapolk’s Black top hat

l E S S o N 1 T r u N k M a T E r I a l S

S a M h o u S T o N



5. as the speeches are being revised, the group can also begin to construct posters or

banners to support their candidate. these can be placed around the room. remind

students to refer to helpful hints handout.

6. during each speech, group members can hold trunk items for the class to see

7. again, remind students that during the speeches they are simply playing a part, like

a play, and the election is to decide, based on history, which historical figure should

win the title of “favorite famous tennessean.” it is also important to emphasize

to students the fact that all five of these men were human, just like they are. they

accomplished great things, but they also made mistakes.

8. allow students time to finish their speeches and posters. then, announce the cam-

paigns are beginning by moving desks into a circle. instructors also have the option

of providing a “stump,” a physical platform for the candidate’s speech. emphasize

that this is the way campaigns were conducted at this time in history. there were no

televisions or radios; candidates had to speak directly to voters to win their votes.

9. reinforce to students the characteristics of a good audience. part of each student’s

assessment will be their ability to participate and be a good listener.

10. allow each candidate to speak. candidates should be presented alphabetically.

11. after each candidate, students can ask the groups questions about their speech and

their candidate. (refer to resources tab for question suggestions.)

12. after the speeches, remind students that they should consider all of the speeches,

not simply vote for the candidate to whom they were assigned. they should

consider the speeches and the lives of these men and then, make their decision.

next, allow each student to cast their ballot. a decorated shoe box will suffice as a

ballot box.

13. this will serve as the “primary.” explain to students that in america, democracy

allows each citizen the right to vote. explain that during these men’s lives, not every

american could vote. today, if you are 18 years old and a citizen, you are able to vote

and participate in america’s democratic process. through this process, many people

run for office. however, there is more than one election. much like real elections, in

your classroom election the two men who receive the most votes will participate in a

run-off election. the instructor may be the deciding vote in case of a tie.

lesson 1 continued

Vote! Elect Your Favorite Famous Tennessean

d a V I d C r o C k E T T




1. announce the two candidates who received the most votes.

2. Write both names on the board. have the class offer reasons why one should/should

not win, and write these reasons under the names.

3. much like the day before, students will complete their ballot and vote.

4. the instructor can count the ballots in front of the students, making a tally under

the names of the two men. then, announce the winner and move his banner to the

center of the classroom.

C o N C l u S I o N

have the students write a short reflection on the experience. this should be a few

paragraphs and used to assess each student’s questions or additional information that

should be covered in future sessions.

•What did they like or not like about the election? do they have any questions about the

democratic process? did they like their historical candidate or simply, feel obligated to

vote for him because they were in his group? Was it a hard or easy decision?

E X T E N S I o N

if the instructor wishes, he/she can allot additional time for discussion about the

individuals’ personal lives, issues they faced during their lifetimes (i.e. trail of tears,

alamo, texas independence), or the campaign experience in general. several of these

men participated in actual campaigns throughout their lives. depending on who wins the

election, instructors can elaborate on the individual’s real life success/disappointment

in campaigns (i.e. Jackson’s election of 1824 disappointment or crockett’s unsuccessful

1833 reelection).



TennesseeGrade 4Social Studies4.1.03 recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations. 4.1.04 understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to ten-nessee.

a. identify the similarities and differences within and among se-lected racial, ethnic, and religious groups in tennessee. b. identify customs, celebrations, and traditions of various cul-tures groups in early tennessee. c. summarize the contributions of people of various racial, ethnic, and religious groups in the development of early tennessee.

4.1.spi.5. identify various racial and ethnic groups in tennessee at the founding of statehood (i.e. cherokee, creek, shawnee, english, scottish, french, american born pioneers). 4.1.spi.5. identify various racial and ethnic groups in tennessee at the founding of statehood (i.e. cherokee, creek, shawnee, english, scottish, french, american born pioneers). 4.5.10 recognize american territorial expansions and its effects on relations with european powers and native americans.

b. identify the factors that led to territorial expansion and its ef-fects. c. identify the contributions of early pioneers such as daniel Boone to the development of colonial america.

4.5.12 identify major events, people, and patterns in tennessee. b. identify the impact of various issues and events on life in ten-nessee such as urbanization. c. identify the accomplishments of notable tennessee individuals such as sam houston, andrew Jackson and James polk.

4.5.spi.2. identify major tennessee political leaders (i.e., andrew Jackson, sam houston, James polk, sequoyia, david crockett, nancy Ward). 4.6.01 recognize the impact of individual and group decisions.

a. analyze a particular event to identify reasons individuals might respond to it in different ways. b. Work independently and cooperatively to accomplish goals. c. identify leadership qualities of leaders of the past.

4.6.02 understand how groups can impact change at the local, state, and national level.

a. explain how group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture. b. identify and describe examples of tension between a group’s belief system and the government’s policies and laws.

reading 4.1.01 continue to develop oral language and listening skills.

a. listen attentively by facing the speaker, asking questions, and paraphrasing what is said. b. use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback). g. create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, science projects).

4.1.07 employ pre-reading strategies to facilitate comprehension. a. set a purpose for reading (e.g., to understand, to enjoy, to solve problems, to locate specific information/facts). f. relate text to prior personal and historical experiences, current events, as well as previously read print and non-print media.

4.1.08 use active comprehension strategies to derive meaning while reading and to check for understanding after reading.

a. derive meaning while reading by 1. formulating clarifying questions. 5. expressing reactions and personal opinions to a selection. 6. making inferences.

b. check for understanding after reading by 4. discussing similarities and differences in events and characters using evidence cited in two or three text(s).

language arts 0401.1.1 demonstrate knowledge of standard english usage, me-chanics, and spelling.0401.1.2 demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. 0401.2.1 continue to develop oral language skills necessary for com-munication. 0401.2.2 continue to develop listening skills necessary for commu-nication. 0401.3.1 Write for a variety of purposes and to a variety of audi-ences. 0401.3.3 Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing. 0401.4.2 collect, organize, and determine the reliability of re-searched information. 0401.5.2 use logic to make inferences and draw conclusions in a variety of oral and written contexts.

State and National Curriculum Standards



Grade 5Social Studies5.4.01 discuss the structure and purposes of governance.

a. describe important individual rights including freedom of religion, speech, and press and the rights to assemble and petition the government. b. describe important due process rights including trial by jury and the right to an attorney. c. identify and compare leadership qualities of national leaders, past and present. d. recognize that a variety of formal and informal actors influence and shape public policy.

5.5.04 understand the acquisition of territory to the united states. a. describe how armed conflict, purchases, treaties, and land settlement resulted in further american expansion. b. assess the resistance of various groups to united states expansion. c. describe the people, lifestyles, and liberties in the american West.

5.6.02 understand how groups can create change at the local, state, and national level.

c. analyze the role of individuals and groups in elections.


a. listen attentively by facing the speaker, asking questions, and paraphrasing what is said. b. use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback). c. understand, follow, and give oral multi-step directions that may include illustrations. d. formulate and respond to questions from teachers and other group members. g. create and deliver an oral presentation that includes an intro-duction and conclusion.

5.1.06 expand reading vocabulary d. determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources. h. select the correct word to complete an analogy. i. explore the impact of vocabulary in evaluating ideas, informa-tion, and experiences.

5.1.08 use active comprehension strategies to derive meaning while reading and check for understanding after reading.

a. derive meaning while reading by 1. formulating clarifying questions. 6. making inferences and recognizing unstated assumptions. 8. drawing conclusions based on evidence gained.

b. check for understanding after reading by 1. indicating sequence of events in fiction and nonfiction text. 2. selecting main idea and supporting details from text. 3. identifying the author’s purpose (e.g., to entertain, to inform, to explain, to persuade). 4. discussing similarities and differences in events and/or char-acters using evidence cited in three or more texts.

language arts 0501.1.1 demonstrate knowledge of standard english usage, me-chanics, and spelling. 0501.1.2 demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. 0501.2.1 continue to develop critical listening skills necessary for comprehension and task completion. 0501.2.2 continue to develop strategies for expressing thoughts and ideas clearly and effectively. 0501.2.3 explore the organizational structures of speeches. 0501.2.4 participate in teams for work and discussion. 0501.3.1 Write for a variety of purposes and to different audiences. 0501.3.3 Know and apply the steps of the writing process: prewrit-ing, drafting, revising, editing, evaluating, and publishing. 0501.4.1 conduct research to access and present information. 0501.4.2 collect, organize, determine reliability, and use information researched 0501.6.1 apply appropriate skills and strategies to comprehend informational texts (e.g., pre-reading strategies, comprehension strategies, graphic organizers, questioning text). 0501.6.3 explore the organizational structures of informational texts.



Grade 6 Social Studies 6.4.02 describe the purposes and structure of governments.

c. explain and apply concepts such as power, role, status, justice and influence to the examination of persistent issues and social problems. d. recognize the relationship between a place’s physical, politi-cal, and cultural characteristics and the type of government that emerges in that place.


a. model active listening in both formal and informal settings. b. Know and use rules for conversations. d. organize and share information, stories, experiences, ideas, and feelings with others in both formal and informal situations. f. deliver an oral presentation or recitation that conveys a clear point, using information from any content area and utilizing visual aids for contextual support.

6.1.04 use decoding strategies to read unfamiliar words. b. use context clues to determine unknown words and to discrimi-nate between multiple meaning words.

6.1.06 expand reading vocabulary. d. determine the meaning of unfamiliar words using context clues, dictionaries, electronic sources, glossaries, and other resources. f. continue to use appropriate synonyms, antonyms, homonyms, and multiple meaning words in reading, writing, and speaking.

6.1.07 employ pre-reading strategies to facilitate comprehension. a. continue to establish a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific ques-tions, to identify information/facts, to discover models of writing). c. use previously learned strategies to front load text (e.g., skim-ming and scanning). e. identify the importance and the significance of the reading selections to learning and life. f. explore significant words to be encountered in the text.

6.1.08 use active comprehension strategies to derive meaning while reading and to check for understanding after reading

a. derive meaning while reading by 1. continuing to formulate clarifying questions while reading. 4. engaging in reading between the lines (i.e. stating implied information). 6. continuing to relate text to prior personal experiences or opinions as well as previously read print and non-print texts. 9. exploring ways to interact with text (e.g., mark the text, use post-it notes, ask questions and make comments within the text).

b. derive meaning after reading by 1. indicating the sequence of events. 2. recognizing and stating the main idea/central element in a given reading selection noting details that support the main idea/central element. 7. determining whether a given statement is a fact or an opinion.

6.1.09 refine study skills and develop methods of research to en-hance learning.

h. retrieve, organize, and represent information to demonstrate effectively knowledge acquired. i. develop notes that include important concepts, summaries, and identification of reference sources.

6.1.10 develop skills to facilitate reading in the content areas. a. develop and maintain vocabulary specific to content areas and to current events. c. continue to apply comprehension skills and strategies to infor-mational text in the content areas.

language arts 0601.1.1 demonstrate control of standard english through the use of grammar and mechanics (punctuation, capitalization, and spelling). 0601.1.2 employ a variety of strategies and resources to determine the definition, pronunciation, and usage of words and phrases. 0601.1.3 understand and use a variety of sentence structures. 0601.2.1 demonstrate critical listening skills essential for compre-hension, evaluation, problem solving, and task completion. 0601.2.4 identify the thesis and main points of a speech. 0601.2.5 identify the organizational structure of a speech. 0601.3.2 employ various prewriting strategies. 0601.3.4 refine strategies for editing and revising written work. 0601.4.1 define and narrow a problem or research topic. 0601.4.3 make distinctions about the credibility, reliability, consis-tency, strengths, and limitations of resources, including information gathered from websites. 0601.5.1 use logic to make inferences and draw conclusions in a variety of oral and written contexts. 0601.5.4 analyze written and oral communication for persuasive devices. 0601.6.1 comprehend and summarize the main ideas and supporting details of informational texts. 0601.6.3 read, interpret, and analyze text features that support informational texts.

State and National Curriculum Standards



National Curriculum Standards, k-4 2B the student understands how communities in north america varied long ago. 3c the student understands the various other groups from regions throughout the world who came into his or her own state or region over the long-ago and recent past. 3d the student understands the interactions among all these groups throughout the history of his or her state. 3e the student understands ideas that were significant in the devel-opment of the state and that helped forge its unique identity. 4a.4 analyze how over the last 200 years individuals and groups in american society have struggled to achieve the liberties and equality promised in the principles of american democracy. 4c the student understands historic figures who have exemplified values and principles of american democracy. 5a.2 gather data in order to describe the forced relocation of native americans and how their lives, rights, and territories were affected by european colonization and the expansion of the united states, including examples such as spanish colonization in the southwest, tecumseh’s resistance to indian removal, cherokee trail of tears, Black hawk’s War, and the movement of the nez perce.

National Curriculum Standards, 5-12 e4.1a the student understands the international background and consequences of the louisiana purchase, the War of 1812, and the monroe doctrine. e4.1B the student understands federal and state indian policy and the strategies for survival forged by native americans. e4.1c the student understands the ideology of manifest destiny, the nation’s expansion to the northwest, and the mexican-american War. e4.3a the student understands the changing character of american political life in “the age of the common man.”


LE

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RESOURCES

L E S S O N p L a N R E S O U R C E S

1. Helpful Hints Handout (5)

2. Getting to Know a Famous Tennessean!

3. Favorite Famous Tennessean Ballot

Lesson 1 Vote! Elect Your Favorite Famous Tennessean

tsm andrew jackson tabs.indd 1 1/5/11 12:44 PM

Tennessee’s Legendary LeadersT h E A g E o F J A C k S o N A N d T E N N E S S E E ’ S T r A V E L i N g T r E A S u r E S

A n E du c At i o n A l o u t r E A ch P rogr Am o f t h E t E nn E s s E E s tAt E mus Eum • © 2 0 10

helpful hints for andrew Jackson Team page 1 of 5

what you think about…

Sam houston

•he is a close friend. you have the same ideas about politics and government. Both of you are democrats.

•you fought together in the War of 1812. sam is a true soldier, brave and tough. When you were president and sam was in the house of representatives in Washington, d.c., he would support you.

•houston has always been good friends with the cherokees. he disagreed with you that they should be forced to move west. you think that houston was thinking with his heart, not his head.

•you think that americans have the right to settle any land that they want. america is the land of opportunity.


Sequoyah

•sequoyah does not agree with you. he is cherokee, which means he thinks you stole his people’s land. you disagree. you think the land was rightfully the property of american settlers.

•you think this is fair, because they were given land in exchange. you also think it was the best way for the cherokee to save their culture and have a place of their own.


James k. Polk

•polk is a friend. your nickname is “old hickory.” he believed in you and wanted to be like you so much that people call him “young hickory.”

•polk has followed in your footsteps, becoming a lawyer and president of the united states.


david Crockett

•you and davy crockett do not agree on indian removal or issues about land.

•you were once soldiers together. crockett was even under your command when you both fought against the creek indians.

•crockett doesn’t like you, because he thinks you have too much power. you think that a president has to be in control and make tough decisions. in this election for favorite famous tennessean, you know that someone who has been in a powerful position like the president should win.

andrew Jackson

•7th u.s. president

•old hickory”

•lawyer

•u.s. senator / military

governor of florida




helpful hints for david Crockett Team page 2 of 5

how you feel about…

James k. Polk

•polk is a strong supporter of andrew Jackson, but you think that Jackson was too powerful president. you also disagree with his decision on indian removal.

•you think polk wanted to be too much like Jackson and not his own man. you do what you think is right, not what makes you powerful and popular. you gave up your politi-cal career, because of people like polk and Jackson. you think this makes you a better candidate.


andrew Jackson

•you and Jackson do not get along. you have very different views on how the country should be run. Jackson says he is the president of regular, hard-working americans, but you think he is more concerned with being the most powerful man in america.

•you once fought beside each other in the War of 1812. you both also fought beside the cherokee. now, Jackson is betraying them. you don’t trust him.


Sam houston

•you and sam houston are friends. you fought beside each other in the War of 1812, and you know he is a strong, brave man. sam is a good leader. he also is very close to the cherokee, and you both believe that indian removal is wrong. While you have to-tally broken away from andrew Jackson, sam houston sometimes still listens to him.

•you gave your life at the alamo, the ultimate sacrifice. houston went on to lead texas to independence and become governor and president of the area, but you think you should win the election if it come down to the two of you. you gave all you had to texas, and this country. you love it with all your heart.


Sequoyah

•you like sequoyah. he is cherokee. you lived with the cherokee and have been close to them your entire life. you respect the fact that he created a written language for his people.

•you think you should win the election. even though you respect sequoyah, you think the fact that you gave your life for your country and served your country in political office makes you better candidate.

david Crockett

•“King of the Wild frontier”

•united states representative

•soldier

•died at the Battle of the alamo




helpful hints for James k. Polk Team page 3 of 5


andrew Jackson

•Jackson was one of your heroes. everyone called you “young hickory,” because Jack-son’s name was “old hickory.” you think he was a great president.

•But, you do think you were a better president. you accomplished so much during four years. you made sure texas became a state and expanded the u.s more than any other president. plus, you were also the governor of tennessee!

•Jackson made people mad because he wanted power. you only served four years as president, because you cared about making our country a better place, not just being a powerful politician.


david Crockett

•david crockett was once a friend and agreed with your and andrew Jackson’s ideas, but you both had different ideas about indian removal.

•you know that america’s size is part of the country’s strength. you wanted the u.s. to be an even greater country. you worked your entire life to make sure america and its citizens had the best. you deserve to win more than crockett, because you were will-ing to do whatever it took to make america a bigger, better nation, and david wasn’t.


Sam houston

•you and sam are friends. you both agreed that texas should become a state. you both like andrew Jackson.

•you have helped sam in the past and you both think alike, but you are much calmer than sam. you are very different people, even if you agree with him.

•you think you should win this contest over sam because he has never been president of the united states. you were president for four years. you are always a very edu-cated man. you graduated from the university of north carolina.


Sequoyah

•indian removal is a big issue between you and sequoyah. he is cherokee, and didn’t agree with you that the expansion of the united states and removal of the native americans was the best thing for america.

•you don’t think sequoyah understands. you think that by moving the cherokee people the government was actually protecting their culture, separating them from white men who would take their land no matter what.

James k. Polk

•1th u.s. president- four years

•governor of tennessee,

u.s. representative

•lawyer

•“young hickory”




helpful hints for Sam houston Team page 4 of 5


andrew Jackson

•you are friends with Jackson. he was your commanding officer, and you think he is brave, strong, and a true tennessean. Jackson has taught you about politics and helped you become an important person in tennessee and Washington. you even named one of your children andrew Jackson.

•But, you think Jackson had too much power. he moved the cherokee off their land in tennessee to oklahoma. you are a friend of the cherokee, and you think that is wrong.


James k. Polk

•you like polk. When he was president, he helped texas become independent from mexico and join the united states.

•you think that you should win the election instead of polk. you have been in the mili-tary, a senator, the governor of tennessee and texas, and you were the president of the republic of texas!


david Crockett

•you and davy are alike in many ways. you both fought for texas’s freedom. he died at the alamo, and you respect him as a soldier and as a brave tennessean.

•But, davy was always a little different than you. he doesn’t like andrew Jackson at all. you agree with davy that indian removal is wrong, but he is willing to quit politics over the issue.

•you think you should win instead of davy, because you were not only a brave soldier, you were a powerful politician. you served in four political offices. davy was only a representative.


Sequoyah

•sequoyah is cherokee, and you are a friend of the cherokees. you lived with them, and you support their claim on their land and homes.

•sequoyah fought with you and andrew Jackson at the Battle of horseshoe Bend in the War of 1812.

•you lived in tennessee for a long time, and sequoyah moved to several states. he has also never served the u.s. as a governor or senator like you have. you think this makes you a better candidate for the title of favorite famous tennessean.

Sam houston

•governor of tennessee and texas

•soldier/lawyer

•u.s. senator

•president of the republic of texas




helpful hints for Sequoyah Team page 5 of 5


andrew Jackson

•andrew Jackson is responsible for forcing your people, the cherokee, to leave the only home they had ever known, their land in tennessee and georgia.

•he gave your land, our home, to white people. it was yours! Jackson made the cherokee travel to oklahoma. many people died on the way. you do not like andrew Jackson; you think he was too powerful. andrew Jackson thought his way was right, and he didn’t consider your people when he made his decisions.

•you fought with andrew Jackson in the Battle of horseshoe bend. you thought he was a friend to our people, but in the end, power and land was more important.


Sam houston

•you fought with sam houston against the British, and you respect him. houston and the other men were in favor of expanding our country. But you weren’t. What legal right did polk, houston, and crockett have to fight to make texas its own country and then, state. it was part of mexico. you think the mexican people would see their “vic-tory” differently.

•houston lived with the cherokee, but when things became really difficult, like during the trail of tears, he went back to the white man.


James k. Polk

•polk’s nickname is “young hickory,” after andrew Jackson, “old hickory.” he sup-ported indian removal, and he invaded mexico to get part of texas. you don’t think polk is a friend to the cherokee.


david Crockett

•crockett is a friend to the cherokee. he was so mad that Jackson made the indians move that he decided to give up politics for good and go to texas.

•crockett is a slave owner, just like these other four white men. you think you should be the most favorite tennessean. even though these men are educated and success-ful, you created a written language for your people. you made it possible for them to communicate with the white man.

Sequoyah

•silversmith

•leader of the cherokee nation

•invented the cherokee syllabury

(written language)

•fought in the Battle of

horseshoe Bend




who are you reading about?

name:

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Getting to know a Famous Tennessean! page 1 of 1

date:

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name:

Favorite Famous Tennessean

my favorite tennessean is:

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date:

david crockett

sam houston

andrew Jackson

James K. polk

sequoyah


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