Students learn how Andrew Jackson’s rise to power reshaped U.S. politics, inspiring claims to support the “common man,” sparking the Democratic and Whig parties, and raising questions about how his early presidency upheld or contradicted populist promises.
Students read an introduction to Andrew Jackson’s rise during a time of political change and review the lesson objectives. They examine an image of Jackson’s first inauguration and respond to a shared discussion prompt explaining what people in 1828 might have hoped to gain by electing him president.
Teacher MovesPreview the lesson focus and vocabulary, and organize students into small groups for later work. As students share their responses, guide conversation toward the kinds of hopes Americans had for Jackson’s presidency, why they might have wanted those changes from a leader, and predictions about how Jackson might try to fulfill his promises.
Students read The Rise of Andrew Jackson: President of the Common Man to analyze how Jackson’s life story, leadership qualities, and ideas about government shaped public views of his presidency. Using a graphic organizer, they gather supporting examples and details for three argumentative statements about how people saw Jackson. Then, students read The Democrats and the Whigs to consider how the emergence of these parties reflected changing views of Jackson’s leadership and promises.
Teacher MovesExplain the purpose of the scene and model how to find evidence for an argumentative statement before students complete the organizer. As students share examples, press them to connect specific details—such as Jackson’s childhood, military career, or ideas about government—to the broader claims about his reputation and appeal to ordinary Americans. Ask follow-up questions like how these examples help explain why many Americans trusted Jackson to represent them and what changes they might have expected in government. When discussing the parties, highlight that Jackson’s rise produced both strong support and strong opposition, leading to a new two-party system centered on debates over his populist platform.
Working in small groups, students read and evaluate Timeline: Andrew Jackson’s Early Presidency to determine how well Jackson’s early actions matched his promises to the people. They then draw a timeline, selecting four significant actions and placing each on the left if they believe it upheld his promises or on the right if it did not, visually categorizing his decisions.
Teacher MovesBefore the activity, form small groups and review the meaning of “petition” to support comprehension of events in the timeline. As groups share their timelines, focus on students’ reasoning rather than the specific placement of events. Use probing questions to surface nuance—for example, how the spoils system or Kitchen Cabinet could be seen as either expanding opportunity or rewarding allies, and how Jackson’s responses to different groups reflected limits of his populism. Encourage students to explain what their placements suggest about Jackson’s consistency in upholding his promises.
Students examine the political cartoon “In Memoriam — Our Civil Service as it Was” and use a See-Think-Wonder chart to record observations, interpretations, and questions about how the image comments on Jackson-era policies, especially the spoils system. After reading brief historical context about the cartoon’s publication during later debates over civil service reform, they respond to a discussion prompt about what the image and its timing suggest regarding how some people remembered Jackson’s early policies.
Teacher MovesFrame this scene as an optional extension that explores Jackson’s longer-term legacy. While reviewing student charts, direct attention to key symbols and the word “spoils” on the statue’s base, prompting students to connect these details to Jackson’s spoils system. After students answer the discussion question, highlight exemplar responses and guide conversation toward how Jackson’s policies continued to spark debate decades later, contrasting his defense of the spoils system as expanding opportunity with critics’ view of it as corruption that harmed government service.
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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