Students learn how political participation expanded in the Age of Jackson, how parties and elections reshaped democracy, why many groups remained excluded, and how those excluded influenced politics even without voting rights.
Students learn how political participation expanded in the Age of Jackson, how parties and elections reshaped democracy, why many groups remained excluded, and how those excluded influenced politics even without voting rights.
Students read a brief introduction explaining Andrew Jackson’s presidency and how it reveals changes in U.S. democracy. They examine a table showing shifts in voting and political participation over time, then complete a two-column “Know / Need to Know” graphic organizer to record what they already understand about voting and participation in this period and what additional information they need to explain the changes in the chart.
Teacher MovesIntroduce the overall focus and objectives of the experience, emphasizing that students will explore who gained and who remained excluded from political participation during the Age of Jackson. As students work on the Know/Need to Know chart, prompt them to recall prior knowledge about voting before Jackson’s presidency and to notice that some white men gained suffrage while many groups stayed excluded. Encourage questions about why participation changed quickly, how it related to Jackson’s presidency, why turnout declined in 1832, and why certain groups were barred from voting. Use student responses to surface key themes that will guide the rest of the lesson.
Students read Political Participation in the Age of Jackson and watch the video The Rise of Mass Politics: Jacksonian Democracy to learn how campaigns, parties, and public life made politics more visible and participatory. They then complete a four-box sequencing organizer describing four different ways political participation changed during the Age of Jackson and how these developments relate to one another. Next, they revisit the statement “Elections became less about quiet voting and more about visible participation” and post to a class wall explaining this idea in their own words.
Teacher MovesFrame the scene by explaining that students will examine how political participation expanded beyond voting and became a public, social experience. After students complete the sequencing organizer, review the order together, highlighting how expanded suffrage, rising turnout, stronger political parties, and new campaign practices built on one another to transform American democracy. In discussing the statement about “visible participation,” draw out examples such as rallies, parades, campaign songs, newspapers, and party events, and connect these to the growth of political parties. Guide students to recognize that participation included many forms of engagement and that even people excluded from voting could still influence politics.
Students read a short passage describing Andrew Jackson’s populist message, his reputation as the “common man’s president,” and the growth of mass political participation during his presidency. Drawing on evidence from this experience and earlier unit lessons, they post a response to a class wall that makes a clear claim about how well Jackson’s image as the common man’s president matched his actions, supporting their position with at least two specific examples.
Teacher MovesRemind students that historical reputations can be complex and encourage them to use evidence from across the unit to support their claims. After students post, facilitate a discussion in which they share and compare their arguments. For students who see Jackson’s image as accurate, surface evidence such as his appeal to ordinary white men, his plainspoken style, and his stated goal of serving the majority against elites. For students who see a mismatch, highlight examples like Indian Removal, his strong use of presidential power, and policies that helped some groups while harming others. Close by asking how we should judge leaders who claim to represent ordinary people but take actions with uneven impacts, and, if desired, show the TED-Ed video History vs. Andrew Jackson to compare its arguments with students’ own claims.
Students watch Maria Stewart: Crash Course Black American History #14 to explore how an African American woman, excluded from formal politics, still participated in and shaped political debates during the Age of Jackson. They contribute a word to a class word cloud capturing their impression of Maria Stewart’s efforts to participate in politics. Then they read Stewart’s quote, “If no one will promote or respect us, let us promote and respect ourselves…” and respond on a class wall explaining the meaning of the quote and how it connects to political participation in the Age of Jackson.
Teacher MovesExplain that this scene extends the lesson by focusing on political participation beyond voting, using Maria Stewart as a case study. After the word cloud is generated, highlight notable words and ask students to explain why they chose them, prompting them to connect their choices to specific details from the video. During discussion of the quote, select a range of student responses and ask follow-up questions that push students to link Stewart’s message to broader themes of participation, self-advocacy, exclusion, and inclusion in the Age of Jackson. Conclude by asking what Stewart’s story adds to their understanding of political participation during this era.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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