andrew jackson 8th grade essay

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• Nebraska Department of Education

Education Standards

Nebraska's social studies standards.

Learning Domain: Civics

Standard: Analyze the structure and roles of the United States government in meeting the needs of the citizens governed, managing conflict, and establishing order and security.

Standard: Evaluate how various United States government decisions impact people, place, and history.

Standard: Describe how important government principles are shown in American government.

Standard: Analyze the development and significance of political parties in the United States.

Standard: Describe how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United States.

Learning Domain: History

Standard: Evaluate the impact of people, events, and ideas, including various cultures and ethnic groups, on the United States.

Standard: Evaluate the impact of historical events in the United States using symbols, maps, documents, and artifacts.

Standard: Compare and interpret evidence from multiple perspectives and sources to better understand the complexities of US history.

Jackson Empower Learner Template

Persuasion rubric, q1: andrew jackson report card, q2.source a: chunking indian removal, q2. source a: transcript indian removal act, q3: national bank excerpts, staging: ha - jackson (bias), andrew jackson: hero or villain.

This inquiry focuses on the defining themes of Andrew Jackson’s presidency. Students will discuss Jacksonian Democracy, the War on the National Bank, and policy toward Native Americans. The questions, tasks, and sources in this inquiry ask students to explore primary sources from multiple perspectives to analyze whether Jackson was the hero or villain of the common man. 

Resource created by Abigail Huggins with Doniphan-Trumbull Public School as part of the Nebraska Social Studies Special Project 2022 - Inquiry Design Model (IDM).

Inquiry Question

Was andrew jackson the hero of the common man, supporting questions.

• Did Jackson improve peoples’ lives?
• Did Jackson worsen peoples’ lives?
• Did Jackson’s positive impacts outweigh the bad? Or, did the bad outweigh the good?

Overview & Description

Students will define who the common man is. For purposes of this unit, students will be guided to define the common man as one of average income, often not a landowner, with an average job that requires hard work. In a rural Nebraska school, students may make many connections to their own lives.

Inquiry Description

This inquiry focuses on the defining themes of Andrew Jackson’s presidency. Students will discuss Jacksonian Democracy, the War on the National Bank, and policy toward Native Americans. The questions, tasks, and sources in this inquiry ask students to explore primary sources from multiple perspectives to analyze whether Jackson was the hero or villain of the common man.

Nebraska Standards (2019):

• SS 8.1.1.b Analyze the structure and roles of the United States government in meeting the needs of the citizens governed, managing conflict, and establishing order and security. 
• SS 8.1.1.d Evaluate how various United States government decisions impact people, place, and history.
• SS 8.1.1.e Describe how important government principles are shown in American government. 
• SS 8.1.1.f Analyze the development and significance of political parties in the United States.
• SS 8.1.2.d Describe how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United States. 
• SS 8.2.4.a Research the origins and development of the economic system, banks, and financial institutions in the United States.
• SS 8.4.1.a Evaluate the impact of people, events, and ideas, including various cultures and ethnic groups, on the United States. 
• SS 8.4.1.b Evaluate the impact of historical events in the United States using symbols, maps, documents, and artifacts. 
• SS 8.4.2 Use multiple perspectives to evaluate the historical, social, and cultural context of past and current events.

Staging the Compelling Question

Students will be presented with one of two descriptions of Andrew Jackson’s presidency. Students are tasked with answering six questions that demonstrate how biased language can affect our view of a person, event, or time period. While these documents briefly touch on the overarching issues of Jackson’s presidency (such as his background, involvement in the War of 1812, expansion of democracy, challenge of the National Bank, Indian removal, etc.), they do not fully develop his stance or actions taken on them, but set the scene and introduce students to the importance of bias in primary and secondary sources. This task would likely be complete in 10-15 minutes at the start of the first day of this inquiry.

See attached doc: HA - Jackson (Bias)

Students can complete the Empower Learner Activity before and after engaging in the unit.

See attached doc: Jackson Empowered Learner

Supporting Question #1

How did jackson improve peoples’ lives.

Andrew Jackson changed political, economic, and social policy in a number of ways throughout his presidency. In this section, students will gain a brief overview of the president’s background and term and especially focus on Jacksonian Democracy and the expansion of voting rights for all white men. The formative performance task is to create a 3-way T-chart that organizes these changes (see below). To accompany this chart, students will also be given a “report card” to fill out on Andrew Jackson as we work through the unit to have another visual representation that will aid them in their summative performance task.

See attached ppt: Andrew Jackson Report Card

Featured Source A: Library of Congress - Andrew Jackson Collection

Pursuing the Presidency: 1822-1837  |  Andrew Jackson Timeline, 1767-1845  |  Articles and Essays  |  Andrew Jackson Papers  |  Digital Collections  |  Library of Congress (loc.gov)

This source discusses Jackson’s actions concerning government corruption, fixing the budget, removing the Indians, the National Bank, and nullification and secession. Students will indicate in the margins of this text whether each section discusses a positive or negative political (+P or -P), social (+S or -S), or economic (+E or -E) change that occurred under Jackson’s presidency as we read the document together.

Upon completion of the reading, students will work with partners or small table groups to confirm their understanding and discuss any sections of the reading they are unsure about.

Following this, students are tasked with creating a 3-way T-chart that highlights each of these three categories Political, Social and Economic.  Students must then paraphrase each change discussed in the reading in a succinct manner in their own words on the graphic organizer.

• Positive Political: popular support, preservation of the Union, equality between executive and legislative branches
• Negative Political: Spoils system and inept replacements, nullification crisis
• Positive Social: Westward expansion, expansion of democracy
• Negative Social: Removal of Natives from their lands
• Positive Economic: Vetoes bills that are costly and benefit only one region, increased revenue, pay off the national debt, 2nd National Bank benefitted the government, reforming national currency
• Negative Economic: Death of the National Bank (too much foreign investment, too much power compared to individuals), road to Panic of 1837

Featured Source B: Property Qualifications for Voting (Jefferson v. Jackson)

Property qualifications for suffrage, 1800 - Norman B. Leventhal Map & Education Center

Property qualifications for suffrage, 1830 - Norman B. Leventhal Map & Education Center

This source includes maps that indicate varying levels of voting qualifications, first in 1800, then in 1830. Prior to examining the maps as a whole, students will focus only on the key/legend to define terms and gain an understanding of what each color represents (defining terms such as universal suffrage and determining the difference between property and taxpayer qualifications). Students will then be asked to make predictions, drawing on past knowledge to predict what each map will look like before viewing it. Then, students will examine each of the two maps separately noting the changes and answering the following guiding questions:

• How many states had property qualifications for voting in 1800?
• How many states had property qualifications for voting in 1830?
• How many states had universal white male suffrage in 1830?
• What caused the expansion of voting rights from 1800 to 1830? Why is this significant?

Supporting Question #2

How did jackson worsen peoples’ lives.

Continuing examination of Andrew Jackson’s policy changes will reveal the many controversial changes, as well. In this section, students will primarily focus on the Indian Removal Act, and subsequently, the Trail of Tears. The formative performance task is to annotate Jackson’s Message to Congress on the Indian Removal Act first individually, then in small groups through a chunking exercise with guided questions (see below). Upon completion of this, they will be able to add the negative effects Jackson had to their 3-way T-chart, also taking into consideration the accounts from the Trail.

Featured Source A: Jackson’s Message to Congress on the Indian Removal Act

President Andrew Jackson's Message to Congress "On Indian Removal" | National Archives NextGen Catalog

See attached doc: Transcript for student use

Close Reading: Students will read through this source and annotate, specifically pulling anything they do not understand. After this, students will work together in small groups to read sections of the document and discuss meanings of words/phrases, rewrite the passage in a concise manner in language that makes more sense to them, and answer guided questions to confirm understanding. Finally, students will return to independent work and answer questions, citing evidence from the text. See below for chunking break-down. Students are welcome to add any positive/negative political, social, or economic changes to their T-chart, as well.

See attached doc: Chunking Indian Removal

Featured Source B: Trail of Tears Narrative

http://www.bringinghistoryhome.org/assets/bringinghistoryhome/(3)%20indianremoval.pdf

Students will examine one of the two accounts, making sure to note author, time, purpose, and the like. While reading, students will be asked to focus on what removal was like for the natives, as well as what role the environment played in the journey, adding to the hardship. Upon completion of an individual reading, students will work with a partner who did the same reading and discuss their findings before pairing up with a reader of the opposite document to compare the observations of a Cherokee messenger and a traveler who happened upon a group of forcefully removed Cherokee.

Supporting Question #3

Did jackson’s positive impacts outweigh the bad or did the bad outweigh the good.

By this point, students have considered the expansion of voting rights as well as the harsh mistreatment of Southern Natives. Now, they are asked to evaluate the impact of Jackson’s actions and compare the good with the bad to determine if Jackson is the hero or the villain of the common man. At this point the “report card” handout is especially helpful. Students are also, at the same time, asked to take into consideration public opinion, expressed through political cartoons of the time and the third, and final, defining theme of Jackson’s presidency: the war on the National Bank.

The formative performance task is to complete the “report card” and produce a brief argument on whether President Jackson was the hero or the villain of the common man. Students may do so by writing a paragraph, creating an infographic, or presenting their findings in any way that also incorporates specific information from their findings.

Featured Source A: Political Cartoon Analysis

• Jackson portrayed as a tyrant
• Henry Clay sewing Jackson’s mouth shut
• Cabinet “rats” scurrying off

Jigsaw: Students will analyze one of the following political cartoons on their own. In their analysis, they will focus on answering the questions:

• What are the key people and objects in the cartoon? What do you think each represents or symbolizes?
• What issue or event does the cartoon deal with?
• What is happening in the cartoon?
• What is the message? Is it positive or negative?
• What groups would agree/disagree with the cartoon’s message?

Students will then meet with their expert groups, those that analyzed the same cartoon as them, and work together to construct as detailed an answer as possible for each question to truly become the “expert” on that cartoon. Following this, students will break from their expert groups and meet back with their home groups, where each person has analyzed a different cartoon and collaborate to explain and understand one another’s to gain a more complete picture of public opinion on Jackson.

Featured Source B: The National Bank

https://billofrightsinstitute.org/essays/andrew-jacksons-veto-of-the-national-bank

As found in: Jackson, Andrew. “Veto Message” in Jackson vs. Biddle’s Bank: The Struggle Over the Second Bank of the United States. Second ed. Edited by George Rogers Taylor, 27. Lexington, MA: D.C. Heath and Company, 1972.

For student use: ​​ See attached doc: National Bank Excerpts

All students will read the first small excerpt on the challenges Jackson faced with the National Bank. Upon first read-through, students will draw out words and phrases that are unfamiliar or unclear to them. As a class, these will be defined and clarified. To the right of the excerpt, students are provided with a space to rephrase and sum up the ideas of the short piece of text. For the first excerpt, students may work with a partner to identify the main ideas and summarize their findings. From there, students will read one excerpt, continuing the pattern of pulling out words and phrases that are unclear, which will be redefined as a class at the conclusion of each reading. Students will be given time to rephrase each paragraph in a manner that makes sense to them. Finally, when all readings have been worked through and rephrased for student understanding, students are tasked with labeling each excerpt as a positive or negative action of Jackson’s. Students will then compare their findings with others in a small group setting.

Summative Performance Task

At this point, students have examined the three defining themes of Jackson’s presidency and have seen the effects these have had on American citizens. Upon reflection of their findings, in conjunction with their “report card” of Jackson’s strengths and weaknesses, students will demonstrate their understanding in an evidence-based argument that responds to the compelling question.

First individually, then in small groups, analyze Jackson’s effect on the common people. Was he really a president for the common man? On your own, write a brief response, citing specific examples to support your claims.

See attached pdf: Persuasion Rubric

To extend this inquiry, students will be asked to consider multiple viewpoints, just as they have done with primary sources.

• Students will take the opposite side of their argument from the summative performance task and support an opposing claim, citing evidence for support.
• Create a $20 bill that highlights the defining themes of Jackson’s presidency and write a position statement to address whether or not Andrew Jackson should remain on the $20 bill. Give specific examples (represented on $20 bill) to support your claims.

Taking Informed Action

Redesign the $20 bill: Students will define what represents the common man and redesign the $20 bill, suggesting a replacement for Jackson if change were to take place. Is there someone that is a better fit in representing the common man? Students will support their claims and give specific examples of that persons’ qualifications.

A Presidential Portrait: Andrew Jackson ( lesson plan )

Students will examine the role of perception in interpretation of primary sources in Ralph Earl’s portrait of Andrew Jackson. In small groups, students will research periods in Jackson’s life and use gathered information to create their own portraits of Jackson that communicate facts about actual events filtered through the point of view of someone affected by Jackson.

Artwork Related to this Lesson

Andrew Jackson (1767-1845) , by Ralph Eleaser Whiteside Earl

Although Rembrandt Peale’s portrait of George Washington (also in the Museum’s collection) helped...

Student Learning Objectives

• Students will discuss a work of art and conduct group research to learn about the life and impact of Andrew Jackson within the context of three time periods: the Revolutionary War, the Constitutional period, and the early 19th century.
• Students will discuss a work of art and conduct group research to interpret various historical perspectives through primary and secondary sources.
• Students will develop and use cooperative learning skills to create a group portrait that uses artistic point of view to portray the life and influence of Andrew Jackson.

Assessments

Lesson resources, related content.

1. Show students Ralph E. W. Earl’s portrait of Andrew Jackson . Discuss the role of primary sources of written and visual forms in understanding history. Have students describe Jackson’s personality characteristics based on evidence found in the portrait. Solicit questions raised by the portrait, and consider the following.

• How do portraits convey a sense of identity?
• What is the popular perception of Andrew Jackson—now and when he was president?
• What adjectives would you use to describe Andrew Jackson? (civilized or wild, serious or easygoing?)
• What details does Earl use to create your impression of Jackson? (mourning clothes, pose, books and papers)
• Who painted the portrait, and what was his relationship to Jackson? (Ralph E. W. Earl, a family friend who lived at the White House with Jackson and married into the family; he painted many portraits of Jackson.)
• How could the artist’s relationship with Jackson or perception of him influence the way he depicts the president? (flattery, emphasis of the ideal over the real)
• Is a portrait a faithful document? Why or why not?
• Discuss Andrew Jackson’s life and presidency, and have students evaluate how the popular conception of “Old Hickory” may be at odds with the man presented in the portrait. (Where does the nickname “Old Hickory” come from, and how does it reflect perceptions of Jackson? How does the portrait play into this perception or contradict it?)

2. Break the class into smaller groups to research the following periods in the life of Andrew Jackson and to evaluate how these periods reflect events and issues in North Carolina history. Consider how different people might have perceived Andrew Jackson.

• American Revolution
• Tennessee pioneer days
• War of 1812
• 1824 and 1828 presidential campaigns
• Presidency: exploration of policies that affected North Carolina

3. Keeping students in their small groups, have them collaborate on a portrait of Andrew Jackson that reflects their assigned time. Ask them to select an artistic persona for their depiction that highlights a specific point of view, or perception, of Jackson. For example, their artistic point of view could be that of a soldier who served under Jackson in the War of 1812 or that of a Cherokee Indian affected by the Indian Removal Act. In addition, have students consider Jackson’s age, his clothing, and his environment to depict Jackson accurately at this period. Groups should include significant objects that symbolize events or issues in Jackson’s life. Portraits can be drawn or created using computer programs such as Adobe Photoshop. Groups should complete the Andrew Jackson Portrait Worksheet as a written complement to their portrait.

4. Bring students back together as a class. Have groups show their portraits of Andrew Jackson to the class without giving preliminary explanation. The rest of the class will look for visual clues in the portrait to interpret the work and will pose questions to the group. Guide the discussion by providing conversation subjects and questions covering the style of the depiction, artist point of view, and portrait details (such as those used in Step 1). Give students the Andrew Jackson Portrait Worksheet to use as a guide for discussion. The presenting group will confirm or deny interpretation through the answers they give to questions.

5. Display the portraits in chronological order to create a class timeline of Andrew Jackson’s life. Use the portraits as a basis for discussing his life as a whole and how he affected North Carolina and United States history. Students may compare their portraits of Jackson to others created during his lifetime to further explore the role of perception in understanding primary and secondary sources.

Written by Jill Taylor, NCMA Educator

• Group research, the portrait, and the worksheet may be used to assess students’ understanding of one of the periods in the life of Andrew Jackson.
• The group portrait should be recognizable and include symbols relevant to the subject, time period, and point of view that students select.
• The worksheet answers should show evidence of the group’s planning and decision-making process within the context of their research.
• Class discussion and the worksheet will be used to evaluate the effectiveness of portraits in communicating information about people, history, and significant events.
• Students’ questions and responses to the Earl portrait and the student-created portraits will demonstrate their ability to interpret source material.
• The worksheet explanations will be compared to the portraits to evaluate the effectiveness of the work in portraying information and a point of view.

portraitidentityprimary source

art supplies (paper, marker, etc.) or computer imaging program

Andrew Jackson Portrait Worksheet (available for download below)

Andrew Jackson Biography

Andrew Jackson Historic Site

Andrew Jackson Portrait Worksheet

Ralph Eleaser Whiteside Earl ( artist )

The son of portraitist Ralph Earl, Ralph E.W. Earl probably received his initial instruction from his father....

Andrew Jackson (1767-1845) by Ralph Eleaser Whiteside Earl ( work of art )

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Andrew Jackson: Facts and Worksheets

This post contains my referral links.  View my disclosure policy  here .

Welcome to this  10-Day Series of Presidents of the United States !  From  April 15 – April 26 , I’ll publish a set of worksheets and printables to accompany a small unit study on US Presidents.  Make sure to download them all!  Click on the link to find a complete list of  free US Presidents worksheets  in this series.

Andrew Jackson – Fascinating Facts

Andrew Jackson is our nation’s seventh President, and the fourth president we’ll study in this 10 Day Series.

• Andrew Jackson was the first president to come from a poor family .  All of the presidents before him had come from money.  Most people liked him for being common , as they were also.
• Jackson’s nickname was “Old Hickory.”   Hickory wood is one of the toughest, hardest kinds of woods.  Jackson was injured multiple times and suffered from many diseases, which earned him the nickname.
• Jackson lived wildly in his younger days, and even until his early years in practicing law.
• When Jackson campaigned for president the second time, he wrote songs and sayings, drew signs, made buttons, and even handed out hickory canes!  No one had ever done these things before and people responded well to his tactics.
• Jackson loved to fight in duels!  He once was shot near the heart, and the bullet was never removed.  It stayed in his chest the rest of his life.
• President Jackson dearly loved his wife Rachel.  After she died, he wore a locket with her picture around his neck everywhere he went. 

Andrew Jackson Worksheets and Printables

This set of Andrew Jackson printables are a great addition to any unit study on US Presidents or early US History.  In this worksheet set, you’ll find: 

• Andrew Jackson: Fill-in-the-Blank – Place the correct word from the word bank in the sentence
• Description of Andrew Jackson – Use adjectives to describe President Jackson
• Copywork Quote: “Any man worth his salt will stick up for what he believes is right, but it takes a slightly better man to acknowledge instantly and without reservation that he is in error.” -Jackson

Click the image below to download free Andrew Jackson Worksheets:

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When was Andrew Jackson Born? Analyzing the Historical Records and their Impact on American History

This essay about Andrew Jackson explores his birth and early life, emphasizing their impact on his presidency and American history. It discusses the complexities of his identity, the influence of his frontier upbringing, and his role during significant national changes. The essay also assesses how Jackson’s life reflects broader American cultural and historical shifts during the 18th and 19th centuries.

How it works

Andrew Jackson, the seventh President of the United States, is a figure whose life and legacy are deeply interwoven with the fabric of American history. Born on March 15, 1767, in the Waxhaws region straddling North and South Carolina, Jackson’s early years were marked by the hardships of frontier life and the turmoil of the Revolutionary War, which left him orphaned.

Jackson’s birth date, derived from historical records, plays a pivotal role not just in understanding the man, but also in analyzing the cultural and historical dynamics of the late 18th century American South.

The exact location of his birth remains a subject of debate—whether in North or South Carolina—a reflection of the fluid and often contested nature of borders in early American frontier lands. This debate subtly underscores the complexities of American identity in a young nation, marked by regional affiliations that often superseded national unity.

The era of Jackson’s birth was fraught with conflict and transformation. The American colonies were on the brink of a revolutionary struggle for independence from British rule, a conflict that would deeply influence Jackson’s life and career. Living through the Revolutionary War as a young courier and later a captive of British forces, Jackson’s early experiences with brutal conflict and personal loss forged a resilient and fiercely determined character. These traits would define his political and military career, highlighting a common theme in the histories of significant figures: the profound impact of early life experiences on their paths to prominence.

Jackson’s presidency, beginning in 1829, was itself a product of his larger-than-life persona, crafted through his military exploits during the War of 1812 and his reputation as a populist. His leadership style and decisions were profoundly influenced by his upbringing and the era of his birth. His role in events such as the Indian Removal Act of 1830 and his staunch opposition to the Bank of the United States were influenced by his frontier sensibilities and his skepticism of central authority, traits that traced back to the anti-British sentiments prevalent during his formative years.

Moreover, Jackson’s birth during a time of nascent American identity and his rise to power symbolize the so-called “Age of the Common Man.” His presidency heralded greater democracy for the white male populace, reflecting the shifting attitudes towards governance and representation that characterized the early 19th century. This period saw a redefinition of American politics, with an increasing emphasis on egalitarianism—at least for white men—partly propelled by the expanding frontier and the growing demand for a political voice by those typically excluded from power.

Analyzing the historical records of Jackson’s birth and early life offers crucial insights into the socio-political landscape of his era. These records not only help us trace the trajectory of his rise but also allow us to understand the cultural and historical currents that shaped the development of the United States. The very complexities and controversies of Jackson’s policies and their impacts on American society reflect the intertwined narratives of personal biography and national history.

In conclusion, the historical records concerning Andrew Jackson’s birth not only illuminate the origins of one of America’s most influential and controversial figures but also serve as a lens through which we can view the evolving American identity of the 18th and 19th centuries. Jackson’s legacy, marked by both celebrated and dark chapters, demonstrates how individual lives can both reflect and shape the course of national destiny. His story is a poignant reminder of the profound ways in which history’s tide shapes, and is shaped by, the figures who ride its waves.

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When Was Andrew Jackson Born? Analyzing the Historical Records and Their Impact on American History. (2024, May 21). Retrieved from https://papersowl.com/examples/when-was-andrew-jackson-born-analyzing-the-historical-records-and-their-impact-on-american-history/

"When Was Andrew Jackson Born? Analyzing the Historical Records and Their Impact on American History." PapersOwl.com , 21 May 2024, https://papersowl.com/examples/when-was-andrew-jackson-born-analyzing-the-historical-records-and-their-impact-on-american-history/

PapersOwl.com. (2024). When Was Andrew Jackson Born? Analyzing the Historical Records and Their Impact on American History . [Online]. Available at: https://papersowl.com/examples/when-was-andrew-jackson-born-analyzing-the-historical-records-and-their-impact-on-american-history/ [Accessed: 21 May. 2024]

"When Was Andrew Jackson Born? Analyzing the Historical Records and Their Impact on American History." PapersOwl.com, May 21, 2024. Accessed May 21, 2024. https://papersowl.com/examples/when-was-andrew-jackson-born-analyzing-the-historical-records-and-their-impact-on-american-history/

"When Was Andrew Jackson Born? Analyzing the Historical Records and Their Impact on American History," PapersOwl.com , 21-May-2024. [Online]. Available: https://papersowl.com/examples/when-was-andrew-jackson-born-analyzing-the-historical-records-and-their-impact-on-american-history/. [Accessed: 21-May-2024]

PapersOwl.com. (2024). When Was Andrew Jackson Born? Analyzing the Historical Records and Their Impact on American History . [Online]. Available at: https://papersowl.com/examples/when-was-andrew-jackson-born-analyzing-the-historical-records-and-their-impact-on-american-history/ [Accessed: 21-May-2024]

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Andrew Jackson and the Growth of American Democracy Lesson 14 Task Cards

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Also included in.

Description

This resource goes along with the 8th Grade TCi Social Studies Alive Textbook on The U.S. Through Industrialism. Enclosed you will find 24 multiple choice task cards.

The task cards cover key vocabulary and important concepts on Andrew Jackson and the Growth of American Democracy. These cards are best used with the student textbook, but can also be used alone as well. If using with the textbook, I suggest that you have students write the page numbers where they found the information.

Also included, you will find a student recording sheet and answer key.

These task cards are meant to be used after teaching Lesson 14 Andrew Jackson and the Growth of American Democracy. They can be used as review for Lesson 14, or they can be used as an alternate assessment.

Other Uses Include:

• Quiz/Quiz/Trade
• Partner/Group Activity
• Activity for Early Finishers
• Center Activity

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