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
  • Was There an Industrial Revolution? New Workplace, New Technology, New Consumers

    Image Courtesy of American Memory.

    In this lesson, students explore the First Industrial Revolution in early nineteenth-century America. Through simulation activities and the examination of primary historical materials, students learn how changes in the workplace and less expensive goods led to the transformation of American life.

  • Listening to History

    The Statue of Liberty

    This lesson plan is designed to help students tap oral history by conducting interviews with family members.

  • 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 1: James Madison: Madison Was There

    James Madison.

    Why is James Madison such an important figure? Why is he known as the "Father of the Constitution"? How involved was James Madison in the most important events in America from 1775 to 1817? The answers to these questions provide context for understanding the importance of James Madison's opinions on constitutional issues.

  • Lesson 2: The First American Party System: A Documentary Timeline of Important Events (1787–1800)

    Thomas Jefferson, Democratic-Republican, and Alexander Hamilton, Federalist 2

    In this lesson, students examine the critical factors leading to the development of the Federalists and Democratic-Republicans and look at the timeline of key events and issues caused the differences in opinion.

  • Lesson 1: The First American Party System: U.S. Political Parties: The Principle of Legitimate Opposition

    Thomas Jefferson, Democratic-Republican, and Alexander Hamilton, Federalist 4

    Before the birth of opposition political parties, divisions among U.S. leaders developed over the ratification of the Constitution.

  • William Penn's Peaceable Kingdom

    William Penn, Founder of the English colony of Pennsylvania

    By juxtaposing the different promotional tracts of William Penn and David Pastorius, students will understand the ethnic diversity of Pennsylvania along with the “pull” factors of migration in the 17th century English colonies.

  • Taking Up Arms and the Challenge of Slavery in the Revolutionary Era

    A  Map of 100 miles round Boston, 1775.

    Was the American Revolution inevitable? This lesson is designed to help students understand the transition to armed resistance and the contradiction in the Americans’ rhetoric about slavery through the examination of a series of documents. While it is designed to be conducted over a several-day period, teachers with time constraints can choose to utilize only one of the documents to illustrate the patriots’ responses to the actions of the British.

  • The Native Americans' Role in the American Revolution: Choosing Sides

    Joseph Brant or Thayendanegea, Mohawk chief

    Native American groups had to choose the loyalist or patriot cause—or somehow maintain a neutral stance during the Revolutionary War. Students will analyze maps, treaties, congressional records, first-hand accounts, and correspondence to determine the different roles assumed by Native Americans in the American Revolution and understand why the various groups formed the alliances they did.