Students learn how the elections of 1824 and 1828 reshaped American politics and democracy by investigating the impact of divided votes, the “corrupt bargain,” expanded voter participation, organized campaigns, the rise of new political parties, and the emergence of negative campaigning.
Students read an introduction explaining how questions about leadership and participation shaped U.S. politics in the early 1800s and review key vocabulary related to campaigns, parties, and democracy. They examine an image about voter registration and respond to a word cloud prompt by sharing brief words or phrases that describe the qualities people want in a leader.
Teacher MovesClarify the distinction between democracy (the system of government in which power comes from the people) and politics (the processes and behaviors within that system, such as campaigning and party competition). Explain how political parties in the early 1800s differ from modern parties, noting how Democratic-Republicans eventually split into Democrats and National Republicans/Whigs and that party platforms later shifted. As students share word cloud responses, prompt them to justify why certain leadership qualities matter and connect these traits to citizens’ needs, setting up later analysis of leadership, politics, and democracy in the Age of Jackson.
Students view a political cartoon and a map of the 1824 presidential election results, then use a See–Think–Wonder chart to record observations, inferences, and questions about regional voting patterns and what they reveal about the nation. They then watch The Corrupt Bargain and read Reactions to the Election of 1824 to learn how the election exposed divisions, raised concerns about fairness, and contributed to new political parties, and they answer multiple-choice questions to demonstrate understanding of these impacts.
Teacher MovesGuide students in analyzing the election map by drawing attention to how support for candidates was regionally divided rather than focusing only on who won each state. After the quiz, review key ideas about the “corrupt bargain,” public distrust, and the emergence of new parties. Use open-ended questions to help students explain why many Americans felt their voices were ignored and how that frustration reshaped politics and democracy. Invite predictions about how these tensions might influence the next presidential election.
Students examine an image of Andrew Jackson and read The Election of 1828 to understand how the election reflected growing tensions and shifts in democratic participation. They respond to a discussion wall prompt explaining connections between the results of the 1824 election and the events of 1828, then 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 democracy.
Teacher MovesPrompt students to explain why the outcome of 1824 still mattered in 1828, emphasizing how dissatisfaction carried over and shaped voter behavior. As students work with the drag-and-drop activity, focus them on what changed in 1828—expanded participation, more organized party competition, and more public campaigning. Ask questions such as who gained a voice in politics and how these changes show that elections involved both leaders and ordinary citizens. If time allows, connect these developments to modern elections, highlighting continuities in campaign strategies and voter outreach.
Students read about how the 1828 election used printed materials and songs to influence public opinion and revisit the idea of broadsides as political tools. They analyze 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 Little Wat Ye Wha’s-a-Comin’ while following along with the lyrics and add words from the campaign song to a second word cloud. Finally, they respond on a discussion wall to explain why the 1828 election was a turning point for American politics and democracy.
Teacher MovesRemind students of their prior learning about broadsides as large printed sheets used to spread news and opinions. After each word cloud, ask students to explain how the broadside and the song are examples of mudslinging, probing why particular words or phrases were chosen and how they were intended to shape public opinion. Lead a synthesis discussion about what Adams’s supporters hoped to achieve by using these materials—especially creating fear and distrust of Jackson while presenting Adams as the safer choice. Use the final discussion question to help students connect campaign tactics, emotional appeals, and broader voter engagement to the idea that the 1828 election transformed the nature of political competition and democratic participation.
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.
©2026 Exploros. All rights reserved.