A Day in the Life of Andrew Jackson On-site Activities

A Day in the Life of Andrew Jackson -On-site Activity/Interpreter Led

Grade Level: 3
Content Area: History
Time to Complete: On-site 45 minutes
Title of Lesson: A Day in the Life of Andrew Jackson

South Carolina State Standards Addressed:

3.1.2	The learner will demonstrate an understanding of the way individuals, families and communities live and work together now and in the past. The student should be able to identify historical resources in the local community.
3.2.7	The student should be able to describe the key events and effects of the Revolutionary War on South Carolina and the local community.
3.6	The learner will demonstrate an understanding of government, its origins and functions, including civic life, politics and government.
3.10.2	The learner will demonstrate an understanding of the world in spatial terms. The student should be able to use maps, globes, graphs, diagrams, and photographs to analyze the location and spatial distribution of physical and cultural features in South Carolina.
3.10.8	Describe how the physical and human characteristics of places and regions change over time.

Lesson Description:
This program will allow students to examine the boyhood of Andrew Jackson the 7th President of the United States and interpret his life in the Waxhaws.

Focus Questions For Students:

1.	Can you name some chores that Andrew Jackson might have been his responsibility when he was a boy?
2.	What chores do you do that are similar to Andrew Jackson?

Culminating Assessment:

See Post-site activities

Materials/Resources Included:

quart jars	reproduction red-ware plate (1)
whipping cream	molding plane (1)
reproduction cotton cards (2)	reproduction musket ball (1)
cotton	reproduction butter mold (1)
reproduction drop spindle (1)	quilt (1)
split oak basket (1)	dried herbs
Girl's colonial outfit (1)	cast iron kettle (1)
Boy's colonial outfit (1)	reproduction candleholder (1)
iron (1)	reproduction shuttle (1)

Teacher Preparation:

1.	Read lesson and activities completely and contact Andrew Jackson State Park with any concerns or modifications.
2.	Implement pre-site activities several days before scheduled program.
	Plan adequate time for post-site activities in order to reinforce topics discussed in program.

Procedures:

A. Arrive at Park.

Use restrooms located near picnic shelter #1. Park Interpreter will meet you in the parking lot and lead class to the museum.

B. Guided tour of museum

Interpreter will focus on self-sufficiency skills of colonial settlers and Andrew Jackson's experiences in the Waxhaws. Students will participate and answer questions.

1.	kitchen - students will make butter, smell herbs, feel dried string beans
a.	Who was Andrew Jackson?
b.	When was Andrew Jackson born?
c.	What chores did Andrew Jackson have to do as a young boy?
d.	What chores do you do today that are similar?
2.	loom - students feel fleece and flax, try carding and using a drop spindle
3.	American Revolution
a.	What is the significance of the 4th of July?
b.	Why was the American Revolution fought?
c.	What happened to Andrew Jackson and his family during the American Revolution?

C. Show and Tell (Meeting House)

1.	Divide students into small groups
2.	Give each group an "artifact" such as split oak basket, reproduction musket ball, an iron, moulding plane, colonial clothes, dried herbs, candleholder, bandage, reproduction pewter plate, cast iron kettle, etc.
3.	Allow groups time to look at the artifact and prepare answers to the following questions.
a.	Describe what the artifact is.
b.	Describe how it was used.
c.	Explain why this artifact would be important to young Andrew Jackson.
4.	Have each group present their artifact to the class.
a.	Do we use artifacts such as these today?
b.	How is colonial life different from your life today?

D. Question and Answer