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Chapter 6: 1828-1844 Inquiry Organizer

📎 Inquiry Organizer Summary of chapter objectives and resources
📖 Chapter Introductory Essay In-depth overview of significant events in the time period
🔎 Narratives Shorter essays on a dramatic story or individual
📍 Decision Points Narratives that describe a pivotal decision in history
💬 Point-Counterpoints Differing sides of an argument presented by scholars or historical figures
✒️ Primary Sources Firsthand accounts from the time period
📝 Lessons Instructions and handouts to engage students in the classroom
✏️ Unit Essay Activity Culminating essay based on AP LEQs to assess chapter objectives
Unit 3: Chapter 6 (1828-1844)
Compelling Question:Was the democratization of politics during the Jacksonian era a shift from Founding era political theory?
Chapter Objectives:

  • Students will explore the expansion of democracy in the Jacksonian era and its limits.
  • Students will explore the sources of unity and conflict in American politics and society during the Jackson presidency, westward expansion, antebellum reform.
  • Students will compare the democratization of politics during the Jacksonian era with the ideals of the Founding era.
Supporting Question 1:
How did the Jacksonian era expand democracy in politics?

  • John Quincy Adams and the Gag RuleDecision Point
  • Art Analysis:The County Electionby George Caleb Bingham, 1852Primary Source
  • Sam Houston and Texas IndependenceNarrative
Supporting Question 2:
How did Jacksonian politics cause conflict in American society and politics?

  • The Nullification CrisisNarrative
  • John C. Calhoun,South Carolina Exposition and Protest, 1828Primary Source
  • The Trail of TearsNarrative
  • Native Americans in American ArtLesson
  • Responses to the Cherokee Removal Mini DBQLesson
  • Indian Removal Act, 1830, and Cherokee Chief John Ross’s Memorial and Protest to Congress, 1836Primary Source
  • Andrew Jackson’s Veto of the National BankDecision Point
  • Webster-Hayne Debates, 1830Primary Source
  • Andrew Jackson, Bank Veto Message, 1832Primary Source
  • John C. Calhoun, “Slavery as a Positive Good,” 1837Primary Source
Supporting Question 3:
How did Americans advocate for greater reform during the Jacksonian Era?

  • Nat Turner’s RebellionNarrative
  • The Mormon TrailNarrative
  • The Women’s Movement and the Seneca Falls ConventionLesson
  • William Lloyd Garrison’s War against SlaveryNarrative
  • David Walker, “An Appeal to the Coloured Citizens of the World,” 1829Primary Source
  • Frederick Douglass’s Path to FreedomNarrative
  • Frederick Douglass,Narrative of the Life of Frederick Douglass, 1845Primary Source
  • Elizabeth Cady Stanton and the Struggle for Women’s SuffrageNarrative
  • Sarah M. Grimké, Letters on the Equality of the Sexes and Condition of Women, 1837Primary Source
  • Dorothea Dix, Memorial to the Legislation of Massachusetts, 1843Primary Source
Supporting Question 4:
In what ways did the Jacksonian era reflect the ideals of the Founding?

  • Is the Concurrent Majority Theory Faithful to the Ideals of the Constitution?Point-Counterpoint
  • Alexis de Tocqueville,Democracy in America, 1835Primary Source
  • Unit 3 Civics Connection: Liberty and UnionLesson
Additional Resources:

  • Chapter 6 Introductory Essay: 1828-1844
  • The Lowell GirlsNarrative
  • John Quincy Adams and theAmistadNarrative
  • Ralph Waldo Emerson, “The American Scholar,” 1837Primary Source
  • Jedediah Burchard, Revivalist Sermon, 1835Primary Source
  • BRI Homework Help Video: The Rise of Mass Politics: Jacksonian Democracy
  • Unit 3 Essay Activity
Unit 3 Essay Activity:
Was the democratization of politics during the Jacksonian era a shift from Founding era political theory?
Option B: Evaluate the extent to which the democratization of politics during the Jacksonian Era was a change from Founding era political theory.
Through this inquiry, students will evaluate primary and secondary sources to compare the expansion of democracy in the Jacksonian period to the ideals of the American Founding, drawing on context and content from this as well as previous chapters. Ultimately, students will be able to practice a change-and-continuity Long Essay Question (LEQ) comparing how political ideals shifted and persevered in America from the Founding through the Jacksonian era. Assess students’ progress in understanding the compelling question for this chapter by assigning theUnit 3 Essay Activity.

Some components of this resource may contain terminology that is no longer used because the terms are recognized to be offensive or derogatory, and some components may contain images that would be considered offensive or derogatory today. These terms and images have been retained in their original usage in order to present them accurately in their historical context for student learning, including understanding why these are not acceptable today.