Lesson Plans: Grades 9-12
Curriculum Unit

The 1828 Campaign of Andrew Jackson and the Growth of Party Politics (4 Lessons)

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The Unit

Overview

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.

Guiding Questions

  • How did changes in the electorate affect the election of 1828?
  • How were party politics reflected in the campaign of 1828?
  • What was the source of Andrew Jackson's popularity?
  • What was the importance of Andrew Jackson's popularity?
  • What were the positions of the fledgling Democratic Party and its opposition?

Learning Objectives

  • Give examples to indicate how the franchise was extended in the first half of the 19th century.
  • Discuss possible effects of the extension of the franchise on the election of 1828.
  • Make a connection between changes in voting participation and the election of 1828.
  • Describe regional factors evidenced by the voting results in the election of 1828.
  • Analyze campaign materials from 1828.

Preparation Instructions

  • 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.
  • This unit is one of a series of complementary EDSITEment lessons on the early growth of political parties in the United States. Some student knowledge of the events and issues covered in the following complementary lessons is essential to a complete understanding of the presidential election of 1828.
    • The Growth of Political Parties covers such issues and events as the negative attitude among the Founders toward political parties, as reflected in Washington's Farewell Address; the differences in philosophy and policy between followers of Thomas Jefferson and James Madison (who favored a less active federal government and eventually formed the Democratic-Republican Party) and the followers of Alexander Hamilton (who espoused a more powerful and active federal government and eventually formed the Federalist Party).
    • Certain Crimes Against the United States: The Sedition Act deals with—among other issues and events—foreign affairs during the Federalist presidency of John Adams, and the political differences that contributed to the creation of the Sedition Act, which led, in turn, to the demise of the Federalist Party.
    • The Election Is in the House: The Presidential Election of 1824 touches on events in the presidential campaign of 1824, in which every candidate belonged to the Democratic-Republican Party, throwing the election into the House of Representatives, and thus setting the stage for the election of 1828. The lesson also discusses the Electoral College and the procedure to be used when an election is thrown into the House of Representatives.
  • The first three lessons in this unit look at different aspects of the changes in the electorate that were occurring in the first half of the 19th century. With that background, students are better prepared to study the election campaign of 1828 in the final lesson. It is also important for students to have some knowledge of the controversial election of 1824. For relatively brief yet comprehensive background on the election of 1824 and the election of 1828 and its aftermath, read the following one-page articles from Digital History, a project of the Gilder Lehrman Institute of American History, a link from the EDSITEment-reviewed resource History Matters:

If time permits, some students would benefit from the background gained through reading the essays as well.

The Lessons

The Basics

Grade Level

9-12

Subject Areas
  • History and Social Studies > People > African American
  • History and Social Studies > U.S. > AP US History
  • History and Social Studies > U.S. > Expansion and Reform (1801-1861)
  • History and Social Studies > People > Native American
  • History and Social Studies > People > Other
  • History and Social Studies > Themes > Politics and Citizenship
  • History and Social Studies > Themes > Reform
  • History and Social Studies > Themes > U.S. Constitution
Skills
  • Compare and contrast
  • Critical thinking
  • Historical analysis
  • Making inferences and drawing conclusions
  • Using primary sources
  • Visual analysis
  • John Marshall, Marbury v. Madison, and Judicial Review—How the Court Became Supreme

    Chief Justice John Marshall (r.) and Associate Justice Joseph Story

    If James Madison was the "father" of the Constitution" John Marshall was the "father of the Supreme Court"—almost single-handedly clarifying its powers. This new lesson is designed to help students understand Marshall's brilliant strategy in issuing his decision on Marbury v. Madison, the significance of the concept of judicial review, and the language of this watershed case.

  • The Federalist Debates: Balancing Power Between State and Federal Governments

    Alexander Hamilton (l.) and Thomas Jefferson (r.)

    This lesson focuses on the debates among the U.S. Founders surrounding the distribution of power between states and the federal government. Students learn about the pros and cons of state sovereignty vs. federalism and have the opportunity to argue different sides of the issue.

  • A Landmark Lesson: The United States Capitol Building

    U.S. Capitol dome

    Presented with a variety of archival documents, your students can answer that question: What makes the Capitol symbolic? Working in small groups, the students will uncover and share the Capitol's story.

  • Lesson 2: The "To Do List" of the Continental Congress

    How was the role of “President” defined in the Articles of Confederation? What were the weaknesses in the Articles of Confederation regarding the role of the President?

  • Lesson 2. The Debate in the United States over the League of Nations: Disagreement Over the League

    Woodrow Wilson for League of Nations

    American foreign policy debate over U.S. entry into the League of Nations-collective security versus national sovereignty, idealism versus pragmatism, the responsibilities of powerful nations, the use of force to accomplish idealistic goals, the idea of America. Understanding the debate over the League and the consequences of its failure provides insight into international affairs in the years since Great War. In this lesson, students read the words and listen to the voices of some central participants in the debate over the League of Nations.

  • Lesson 2: People and Places in the North and South

    Anti-slavery poster form the 1850s

    Students develop a foundation on which to understand the basic disagreements between North and South.

  • Lesson 3: George Washington: The Precedent President

    Gilbert Stuart portrait of George Washington

    George Washington became President—reluctantly—at a critical time in the history of the United States. The Confederation had threatened to unravel; the weak central government (which included a weak executive with the sole responsibility of presiding over meetings of Congress and no special power to initiate laws beyond that of any member of Congress, enforce laws, or check acts of Congress) created by the Articles of Confederation had failed.

  • Lesson 1: The President Under the Articles of Confederation

    Gilbert Stuart portrait of George Washington

    At the time the Founders were shaping the future of a new country, John Adams suggested the President should be addressed as “His Excellency.” Happily, others recognized that such a title was inappropriate. Though the proper form of address represents only a small detail, defining everything about the Presidency was central to the idea of America that was a work-in-progress when the nation was young.

  • Lesson 3: George Washington on the Sedition Act

    George Washington.

    What arguments were offered in support of the Sedition Act? Washington's favorable attitude toward the Sedition Act illustrates that reasonable men in 1798 could support what most modern Americans would regard as an unjust law.