Students learn about the election of 1824, with an emphasis on the corrupt bargain. Then they compare this election to the one four years later. Finally they compare the campaign of 1828 to campaigns of today.
Students learn about the election of 1824, with an emphasis on the corrupt bargain. Then they compare this election to the one four years later. Finally they compare the campaign of 1828 to campaigns of today.
Students read an introduction explaining how questions about leadership and expanding political participation shaped the early 1800s, and how the elections of 1824 and 1828 changed American politics and democracy. They view an image related to voting and consider that citizens must register to vote to choose their leaders. Students then respond to a word cloud prompt by sharing words that describe the qualities people want in a leader.
Teacher MovesClarify the difference between democracy (the system in which power comes from the people) and politics (the activities and behaviors within that system, such as campaigning and mudslinging). Explain how political parties in the early 1800s differ from modern parties, noting how Democratic-Republicans eventually split into Democrats and National Republicans/Whigs. When reviewing the word cloud, invite students to explain why they chose particular leadership qualities and connect those traits to leaders’ effectiveness and the needs of the people they represent, emphasizing reasoning over simple listing.
Students examine a political cartoon and a map of the 1824 presidential election results, then use a See–Think–Wonder chart to record observations, interpretations, and questions about regional voting patterns and what they suggest about the nation’s divisions. Next, they watch The Corrupt Bargain and read Reactions to the Election of 1824 to learn how the election exposed concerns about fairness, representation, and democracy. They then answer multiple-choice questions to show their understanding of the candidates, the “corrupt bargain,” and the political impacts of the 1824 election.
Teacher MovesAs students share their See–Think–Wonder responses, prompt them to look beyond which candidate won each state and to notice how support was divided across regions. Highlight how multiple candidates drew regional backing, revealing underlying tensions. After the quiz, review key ideas with the class and use open-ended questions to explore why many Americans felt their voices were ignored, how that distrust fueled the rise of new political parties, and how these developments signaled broader shifts in American democracy. Invite students to predict how these conflicts might shape the next presidential election.
Students view an image of Andrew Jackson and read background text explaining how the political atmosphere changed after 1824 and why the 1828 election became a turning point in ideas about leadership and participation. They read The Election of 1828, then respond to a discussion wall prompt explaining connections between the results of the 1824 election and the events of 1828. Finally, they complete a drag-and-drop activity matching details from the article to ways the 1828 election changed political participation and marked a turning point in American politics and democracy.
Teacher MovesWhen students share their connections between the two elections, press them to explain why dissatisfaction from 1824 still mattered in 1828 and how it shaped voter behavior. As they work with the drag-and-drop activity, guide them to focus on what changed in 1828—such as broader citizen participation, more public and competitive campaigns, and stronger party organization—and ask questions like “What does this change tell us about who had a voice in politics?” and “How do these examples show that elections were about the people as well as the leaders?” Synthesize learning by asking how the 1828 election marked a turning point in American democracy and, if time allows, connect these patterns to modern elections and campaign practices.
Students read about how the 1828 election became one of the most fiercely contested in U.S. history and how printed materials and songs were used to influence public opinion. They examine an image of a Coffin Broadside or read the Transcript of a Coffin Broadside, then contribute to a word cloud highlighting words that stand out. Next, they listen to the campaign song Little Wat Ye Wha’s-a-Comin’ while following along with the lyrics and add words that stand out to a second word cloud. Finally, they respond to a discussion wall prompt explaining why the 1828 election was a turning point for American politics and democracy.
Teacher MovesRemind students of their prior study of broadsides as large printed sheets used to spread news and opinions. After the broadside word cloud, ask students to explain how the broadside is an example of mudslinging and why particular words or phrases were chosen to shape public opinion. Repeat this process with the campaign song, having students identify how it uses emotional or personal attacks to influence voters. After both word clouds, guide a synthesis discussion about what Adams’s supporters hoped to achieve with the broadside and song—especially how they aimed to create fear and distrust of Jackson while presenting Adams as the safer choice. Use the final discussion question to help students connect these tactics to the broader themes of the lesson, emphasizing how the 1828 election changed the nature of political competition, expanded the role of ordinary citizens, and reshaped how American politics and democracy functioned.
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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