Announcements: 10 days, extra help, AP Pre-Registration April 29, 2014 Students will be able to compare and contrast the development of democracy during the Jeffersonian and Jacksonian periods Warm-Up: On a piece of loose leaf, define democracy and list the qualities a democratic country may have. How well does the U.S. fit your definition of a democracy? Announcements: 10 days, extra help, AP Pre-Registration Interest in FRQ packet with outlines?

-Democracy dates to the time of the ancient Greeks a government in which the people rule either directly or through elected representative -Democracy dates to the time of the ancient Greeks -The form of democracy a people practice may change over time -Different eras of government have defined democracy differently.

Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.

Jeffersonian v. Jacksonian a government in which the people rule either directly or through elected representative -Democracy dates to the time of the ancient Greeks -The form of democracy a people practice may change over time -Different eras of government have defined democracy differently.

Political Suffrage Jefferson—Property requirement was a test of character that a man of initiative should be able to meet. Jackson—Property requirements for voting had been erased. Office holding Jefferson—The educated elite should rule, but education for all could prepare poorer individuals for public office. Jackson—All men were qualified to hold office, and political positions should be rotated. Nomination of president Jefferson—Caucuses of political leaders chose candidates. Jackson—Nominating conventions chose candidates.

Economic Industrialization Jefferson—The consequences of industrialization were feared. Jackson—Industry was accepted as essential to the American economy. Charles River Bridge v. Warren Bridge decision Jefferson—Corporate charters were granted to favorites of state legislators and often implied monopoly rights to a business. Jackson—Roger Taney, chief justice of the Supreme Court, ruled in the Charles River Bridge decision that corporate charters should be available to all who chose to risk starting a business. Bank of United States Jefferson and Jackson—For different reasons, both disapproved of the Bank. Jefferson originally disagreed with a loose interpretation of the elastic clause, and Jackson saw the Bank as a monopoly of the rich.

Social Slavery Jefferson—A slave owner, he saw slavery as an evil that time would eradicate. Jackson—A slave owner, he seemed to have little interest in abolition. Women and Native Americans Jefferson and Jackson—Neither man saw women or Native Americans as equals; Jackson had a particularly negative attitude toward Native Americans. Education Jefferson—An educated man, he believed education was necessary for holding office and for preparing citizens for participation in a democracy. Jackson—He had little education and believed it was relatively unimportant. Social and Political Mobility Jefferson—He believed that education and ambition were keys to success; however, he was never able to build support for his proposed system of public education. Jackson—He ended the Bank and, with it, control over credit. The Charles River Bridge decision, handed down by Roger B. Taney, Jackson’s appointee as chief justice of the Supreme Court, opened opportunities for individuals to get corporate charters and thus rise on both the economic and social ladders. Jackson, a self-made man, believed his economic progress accounted for his own upward social mobility; others could follow his example.

Religious Separation of church and state Jefferson—Most state constitutions eliminated established churches after the Revolution. Jackson—Massachusetts, the last state to maintain an established church, ended the practice in 1834.

Part B Individually, complete the questions from part B. We will come together and review the answers as a group.

Share Out 1. By Jackson’s time, all states had eliminated all property requirements for elections; uneducated males were eligible to hold office; nominating conventions were beginning to replace caucuses for the nomination of presidential candidates; corporate charters were easier to obtain; the control of rich, moneyed interests lessened; most states had eliminated established churches. a. State constitutions eliminated property requirements for voting and ended the last established churches in the United States. b. Charles River Bridge v. Warren Bridge eased access to corporate charters. c. Political parties changed the nomination of presidential candidates from party caucuses to broader-based nominating conventions. d. Jackson ended the Bank of the United States and opened office holding to more individuals. 2. As the answer to question 2 shows, Jackson himself was responsible for fewer changes associated with that era than many assume. 3. Might stress voting and access to office as the greater accomplishments; others may believe that opportunities for rising capitalists proved to have the greater impact. 4. Neither concerned himself with the inequality of women, African Americans, or Native Americans. Neither accomplished universal education, a mainstay of democratic society. 5. While one can argue that society during the Age of Jackson was more democratic than it was in Jefferson’s time, practices that Americans today would consider intolerable continued with few voices in opposition. In our own time, we still struggle to achieve equality for minorities, handicapped persons, and older Americans. Equality in promotions and equal pay for equal work are other examples.