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Lesson Plans

The American Nation: A History of the United States ©2000

by John A. Garraty and Mark C. Carnes

Focus Lesson 6

Chapter 9: "Jacksonian Democracy"


AP* Course Description

  • Age of Jackson, 1828–1848
    • Democracy and the "common man"
      • Expansion of suffrage
    • Second party system
      • Democratic Party
      • Whig Party
    • Internal improvements and states' rights and the Maysville Road veto
    • The Nullification Crisis
      • Tariff issue
      • The Union: Calhoun and Jackson
    • The Bank War: Jackson and Biddle
    • Martin Van Buren
      • Independent treasury system
      • Panic of 1837

Key Components

  • Instructor's Manual: pp. 84–94
  • Study Guide, Vol. I: pp. 134–147
  • Test Bank: pp. 142–158

Key Web Sites

Given the changing nature of the Internet, you may wish to preview these sites. Check the Online Companion Web site for updated links to U.S. history sites.

Key Words and Terms

  • common man
  • disestablishment
  • spoils system
  • Webster-Hayne debate
  • Worcester v. Georgia
  • Nullification Crisis
  • "pet" banks
  • Panic of 1837
  • Andrew Jackson
  • Denmark Vesey
  • Nicholas Biddle
  • Whigs
  • Jacksonian democracy
  • equality of opportunity
  • rotation
  • Maysville Road veto
  • Trail of Tears
  • Bank War
  • Specie Circular
  • Independent Treasury Act
  • John C. Calhoun
  • Nat Turner
  • Jacksonian Democrats
  • Martin Van Buren

Suggested Pacing

Allow one week for this chapter.

Test Strategy

Another type of essay found on the AP* U.S. history exam is the persuasive essay, sometimes referred to as the argument essay. In a persuasive essay, the writer attempts to defend an opinion or to convince others to accept his/her position on an issue. The thesis statement presents the opinion or the position, and the body of the essay presents the support—logical reasons, examples, facts, and details. The tone must be authoritative, logical, and reasonable. The Test Bank presents a number of suggestions for essays; it might be useful to duplicate some of them and have students determine which call for persuasive essays.

Key Concepts

  • Sectional tensions
    As the country prospered, sectional divisions became apparent in the period after Jefferson's administration. The regions were divided along economic and thus political lines. Have students begin a list of the events that contributed to sectional tensions. Assist students in seeing the connection between the Kentucky and Virginia Resolves, the Hartford Convention, internal improvements, and the nullification crisis in South Carolina.

  • Enlargement of the franchise and the development of a permanent two-party system
    Jacksonian Democracy and the rise of the "common man" is an important theme in U.S. history, yet the term "common man" is both an accurate and an inaccurate label for the phenomenon. While much is made of the enlargement of the franchise during the "Age of Jackson," many were still unable to vote—women, free and enslaved African Americans, and Native Americans. However, it is important to note the influence of frontier expansion on a more egalitarian view of people. Since more people were able to vote, political parties became more important. The permanent two-party system owes its existence in large part to this period.

Summing Up Student Understanding

Assign a semester project at this time. It can be a research paper, an essay, a debate, or a book review. The following is an example of a book review assignment.

BIOGRAPHY BOOK REVIEW


Select a biography of someone who is of interest to you from the period of exploration through Reconstruction. A book review requires that you interpret, critically analyze, and evaluate the contents of the book, including accuracy, point of view, style, and interest. Examples of book reviews can be found in the entertainment or arts section of the Sunday edition of the newspaper.

A book review is composed of four basic parts.
  1. A brief summary of the book's contents
  2. Identification of the method of treatment, e.g., thematic or chronological, popular or scholarly writing style
  3. Critical analysis, which includes a statement of the author's biases and position, and how well and by what means the author supported his or her position
  4. The reader's personal reflections, e.g., what impact the book had on you the reader, and how it confirmed or changed your thinking about the subject
ASSIGNMENT
  1. You need to show me the book you want to read by _____________.
  2. Your book review should include:
    • title
    • author
    • publisher and copyright year
    • the four basic parts listed above
    and should be no less than two typed pages, double-spaced, and no more than three typed pages, double-spaced.
  3. The book review is due ___________.

ADDITIONAL RESOURCES

You might also find these additional readings useful in developing students' background knowledge or for DBQ activities:

  • American Issues: Vol. I to 1877, edited by Unger and Tomes—Chapters 8 and 10
  • The Power of Words: Vol. I to 1877, edited by Breen—Chapter 11

 
 
 
 

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