By 1828, the United States had changed greatly, though it was still a young country. Instead of 13 states, there were 24, and enough territory to make quite a few more. What was the source of Andrew Jackson's popularity?
Did changes in state constitutions tend to affect the voting population? In this lesson, students discuss the general trend in the first half of the 19th century to extend the right to vote to more white males.
John Quincy Adams defeated Andrew Jackson in 1824 by garnering more electoral votes through the House of Representatives, even though Jackson originally received more popular and electoral votes.
Credit: Courtesy of American Memory at the Library of Congress.
The presidential election of 1824 represents a watershed in American politics. The collapse of the Federalist Party and the illness of the "official candidate" of the Democratic-Republicans led to a slate of candidates who were all Democratic-Republicans. This led to the end of the Congressional Caucus system for nominating candidates, and eventually, the development of a new two-party system in the United States. In the election, Andrew Jackson won a plurality of both the popular and electoral vote. But John Quincy Adams became president. Four crucial elements of our election system were highlighted in the election of 1824: the nomination of candidates, the popular election of electors, the Electoral College, and the election of the president in the House when no candidate receives a majority in the Electoral College.
In this unit, students will read an account of the election from the Journal of the House of Representatives, analyze archival campaign materials, and use an interactive online activity to develop a better understanding of the election of 1824 and its significance.
This succinct but valuable lesson offers three basic steps for analyzing primary sources:
Our political problem now is “Can we, as a nation, continue together permanently—forever—half slave, and half free?” The problem is too mighty for me. May God, in his mercy, superintend the solution.
—Abraham Lincoln to George Robertson, August 15, 1855
In this unit, students will trace the development of sectionalism in the United States as it was driven by the growing dependence upon, and defense of, black slavery in the southern states. Initially seen as contrary to freedom but tolerated in order to produce the U.S. Constitution, by the 1830s the "peculiar institution" found advocates who saw it as a "positive good." Its expansion into Missouri, southern outrage over federal tariffs, and westward expansion into new territory produced a volatile and persistent debate over slavery that increasingly threatened to divide the American union. By 1860, the nation found an old Democratic Party split over the right to extend slavery into federal territory, and a new Republican Party nominating an anti-slavery, though not abolitionist, president. When Abraham Lincoln's election produced no national consensus to settle the matter of slavery's future, a southern "secession" sealed the fate of the Union.
What characterized the debates over American slavery and the power of the federal government for the first half of the 19th century? How did regional economies and political events produce a widening split between free and slaveholding states in antebellum America? Who were the key figures and what were their arguments regarding the legitimacy of slavery and the proper role of the national government in resolving its future in the American republic? This unit of study will equip students to answer these questions through the use of interactive maps, primary texts, and comparative biographies.
Upon completing the lessons in this unit, students should be able to do the following:
Review each lesson plan. Locate and bookmark suggested materials and other useful websites. Download and print out documents you will use and duplicate copies as necessary for student viewing.
Download the blackline masters for this lesson, available here as a PDF. Print out and make an appropriate number of copies of any handouts you plan to use in class.
Each activity in this unit of study is designed for use as a stand-alone lesson, comprising three forty-five minute class periods. Taken all together, the lessons provide an overview of the causes of sectionalism that led to the American Civil War. Since available time and curriculum needs vary by classroom, the following guidelines for use are provided:
Another approach you can use is to skim each lesson plan to see what specific activities each offers and choose only those that suit specific course objectives and content. Each lesson plan indicates how best to streamline that lesson's content and will suggest essential versus more rigorous treatment of a given subject.
Changes in voting qualifications and participation, the election of Andrew Jackson, and the formation of the Democratic Party—due largely to the organizational skills of Martin Van Buren—all contributed to making the election of 1828 and Jackson's presidency a watershed in the evolution of the American political system. The campaign of 1828 was a crucial event in a period that saw the development of a two-party system akin to our modern system, presidential electioneering bearing a closer resemblance to modern political campaigning, and the strengthening of the power of the executive branch.
In this unit, students analyze changes in voter participation and regional power, and review archival campaign documents reflecting the dawn of politics as we know it during the critical years from 1824 to 1832.
If time permits, some students would benefit from the background gained through reading the essays as well.
This unit explores the political thought of Abraham Lincoln on the subject of American union. For him, the union was not just a structure to govern the national interests of American states; it also represented a consensus about the future of freedom in America—a future where slavery would eventually be eliminated and liberty protected as the birthright of every human being. Students will examine Lincoln's three most famous speeches—the Gettysburg Address and the First and Second Inaugural Addresses—in addition to a little known fragment on the Constitution, union, and liberty to see what they say regarding the significance of union to the prospects for American self-government.
Although Lincoln did not attend high school or college, he possessed a logical and inquisitive mind that found clarity in working out legal and political problems on paper. One fragment he wrote after the 1860 presidential election addressed how the Constitution and union were informed by the ideals of the Declaration of Independence. Lincoln wrote that while America's prosperity was dependent upon the union of the states, "the primary cause" was the principle of "Liberty to all." He believed this central ideal of free government embraced all human beings, and concluded that the American revolution would not have succeeded if its goal was "a mere change of masters." For Lincoln, union meant a particular kind of government of the states, one whose equality principle "clears the path for all—gives hope to all—and, by consequence, enterprize, and industry to all."
As president of the United States, Lincoln used his First and Second Inaugural Addresses to explore the meaning of the American union in the face of a divided country. Upon assuming the presidency for the first time, he spoke at length about the nature of union, why secession was antithetical to self-government, and how the federal constitution imposed a duty upon him to defend the union of the states from rebellious citizens. When he was reelected four years later, and as the Civil War drew to a close, Lincoln transcended both Northern triumphalism and Southern defiance by offering a providential reading of the war and emancipation in hopes of reuniting the country.
In his most famous speech, delivered upon the dedication of a national cemetery at the battlefield in Gettysburg, Pennsylvania, Lincoln gave a brief but profound meditation on the meaning of the Civil War and American union. With the Emancipation Proclamation as a new and pivotal development of the federal war effort, Lincoln sought to explain why the war to preserve the Union had to become a war to secure the freedom of former slaves. The nation would need to experience "a new birth of freedom" so that "government of the people, by the people, for the people, shall not perish from the earth."
Upon completing this unit, students should have a better understanding of why Lincoln revered the union of the American states as "the last best, hope of earth."
If your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets.
Each lesson in this unit is designed to stand alone; taken together they present a robust portrait of how Lincoln viewed the American union. If there is not sufficient time to use all four lessons in the unit, either the first or third lesson convey Lincoln's understanding of the American union as a means to securing "Liberty to all"—with the first lesson focusing on the principled connection between the Declaration of Independence and the U.S. Constitution, and the third lesson addressing the practical connection between the Union war effort, the freedom of the newly emancipated slaves, and the preservation of American self-government. Adding the second lesson would show why Lincoln's understanding of the union and Constitution obliged the president to defend the nation from secession. Adding the fourth lesson would explore how Lincoln thought that only a common memory of the war as the chastening of God to both sides for the national (not Southern) sin of slavery could restore national unity.
Whether it be called the Civil War, the War between the States, the War of the Rebellion, or the War for Southern Independence, the events of the years 1861-1865 were the most traumatic in the nation's history. The secession of the southern states, and President Lincoln's decision to prevent them forcibly from leaving the Union, triggered a conflict that would see fighting on battlefields as far apart as Pennsylvania and Texas, Missouri and Florida, and would leave nearly a million Americans on both sides dead or wounded. Indeed, casualties in the Civil War exceeded those of every other war in which the United States has ever participated, combined.
But the sheer costs of the war were matched by its importance. It was fought over two basic questions-whether it was legal under the U.S. Constitution for a state to leave the constitution, and whether the practice of chattel slavery was consistent with the nation's founding principles. The Union victory established that the answer to both questions was no.
This curriculum unit will introduce students to several important questions pertaining to the war. In the first, they will examine original documents and statistics in an attempt to determine the strengths and weaknesses of each side at the start of the conflict. The second addresses the two turning points of the war-the concurrent battles of Gettysburg and Vicksburg-as well as the morality of the Union's use of "total war" tactics against the population of the South. Finally, in the third lesson students will examine a series of case studies in Abraham Lincoln's wartime leadership; by using primary sources they will be asked to assess whether, based on his performance during his first term of office, he deserved a second.
Review each lesson plan. Locate and bookmark suggested materials and links from EDSITEment-reviewed websites. Download and print out selected documents and duplicate copies as necessary for student viewing. Alternatively, excerpted versions of these documents are available as part of the downloadable PDF, such as this one for Lesson Plan One.
Download the Text Documents for each lesson, available as PDFs, such as this one for Lesson Plan One. This file contains excerpted versions of the documents used in the first and second activities, as well as questions for students to answer. Print out and make an appropriate number of copies of the handouts you plan to use in class.
If your students lack experience in dealing with primary sources, you might use one or more preliminary exercises to help them develop these skills. The Learning Page at the American Memory Project of the Library of Congress includes a set of such activities. Another useful resource is the Digital Classroom of the National Archives, which features a set of Document Analysis Worksheets. Finally, History Matters offers pages on "Making Sense of Maps" and "Making Sense of Oral History" which give helpful advice to teachers in getting their students to use such sources effectively.
Jack Roosevelt Robinson (1919-72), the first black man to "officially" play in the big leagues in the 20th century, possessed enormous physical talent and a fierce determination to succeed. In the course of a distinguished 10-year career beginning in 1947, Robinson led the Brooklyn Dodgers to six National League titles and one victorious World Series.