1825John Quincy Adams winspresidency in House election

1828Andrew Jacksonelected president

1830Webster and Haynedebate

1832South Carolinathreatens to secede

Main IdeaThe United States’s political systemchanged under Andrew Jackson.

Key Termsfavorite son, majority, plurality, mudslinging, landslide, suffrage,bureaucracy, spoils system, caucus,nominating convention, tariff, nullify, secede

Reading StrategyAs you read Section 1, create a chartlike the one below and in the boxesdescribe the political parties in 1828.

Read to Learn• why the nation’s sixth president

was chosen by the House.• what political changes came under

President Jackson.

Section ThemeContinuity and Change James Monroe’s decision not to seek a thirdterm was followed by two hotly contested presidential elections.

Jacksonian Democracy

The presidential campaign of 1828 was one of the most vicious in American history.Supporters of John Quincy Adams in Philadelphia distributed a pamphlet titled “SomeAccount of Some of the Bloody Deeds of General Jackson.” One illustration in the pam-phlet showed a ferocious-looking Andrew Jackson plunging his sword through the bodyof a helpless civilian. Meanwhile Jackson’s supporters falsely accused John QuincyAdams of kidnapping a young American girl and selling her to the ruler of Russia.

The Election of 1824From 1816 to 1824, the United States had only one political party, the Jeffer-

sonian Republicans. Within the party, however, differences arose among variousgroups that had their own views and interests. In 1824 James Monroe was fin-ishing his second term as president but declined to run for a third term. Fourcandidates from the Republican Party competed for the presidency.

Jackson sewing box

334 CHAPTER 11 The Jackson Era

Candidate Views

DemocraticRepublicans

NationalRepublicans

Preview of Events

Guide to Reading

✦ 1825 ✦ 1835✦ 1830

The four candidates’ opinions differed on therole of the federal government. They also spokefor different parts of the country. The RepublicanParty nominated William H. Crawford, a formercongressman from Georgia. However, Craw-ford’s poor health weakened him as a candidate.

The other three Republicans in the presiden-tial race were favorite son candidates, meaningthey received the backing of their home statesrather than that of the national party. Two ofthese candidates—Andrew Jackson and HenryClay—came from the West. Clay, of Kentucky,was Speaker of the House of Representatives.He fought for his program of internal improve-ments, high tariffs, and a stronger national bank.

General Andrew Jackson of Tennessee wasnot a Washington politician, but he was a hero ofthe War of 1812. Raised in poverty, he claimed tospeak for the Americans who had been left outof politics.

John Quincy Adams of Massachusetts, son offormer president John Adams, received supportfrom merchants of the Northeast.

Striking a BargainIn the election Jackson received the largest

number of popular votes. However, no candidatereceived a majority, or more than half, of the elec-toral votes. Jackson won 99 electoral votes, whichgave him a plurality, or largest single share.Under the terms of the Twelfth Amendment tothe Constitution, when no candidate receives amajority of electoral votes, the House of Repre-sentatives selects the president.

335CHAPTER 11 The Jackson Era

While the House was preparing to vote on thenext president, Henry Clay met with Adams.Clay agreed to use his influence as Speaker of theHouse to defeat Jackson. In return Clay may havehoped to gain the position of secretary of state.

With Clay’s help Adams was elected presi-dent in the House. Adams quickly named Clayas secretary of state, traditionally the stepping-stone to the presidency. Jackson’s followersaccused the two men of making a “corrupt bar-gain” and stealing the election.

The Adams PresidencyIn Washington, D.C., the “corrupt bargain”

had cast a shadow over Adams’s presidency.Outside the capital Adams’s policies ran againstpopular opinion. Adams wanted a strongernavy and government funds for scientific expe-ditions. Adams also wanted the federal govern-ment to direct economic growth.

Such ideas horrified those who desired amore limited role for the federal government,and Congress turned down many of Adams’sproposals. This was especially true after the con-gressional elections of 1826, when enemies ofAdams controlled both the House and Senate.

Describing Why were Adams andClay accused of making a “corrupt bargain”?

The Election of 1828By the election of 1828, the party had divided

into two separate parties: the Democratic-Republicans, who supported Jackson, and theNational Republicans, who supported Adams.Jackson’s Democratic-Republicans, or Demo-crats, favored states’ rights and mistrustedJackson campaign

poster

Candidate ElectoralVotePopular

VoteHouseVote

Jackson 99 153,544 7

Adams 84 108,740

46,618

47,136

4

Clay

13

Crawford 41

37

Election of 1824

The presidential election of 1824was decided in the House of Representatives.

Analyzing Information Whichcandidate received the most electoral votes?

strong central government. Many Democratswere individualists from the frontier, immi-grants, or laborers in the big cities.

The National Republicans wanted a strongcentral government. They supported federalmeasures, such as road building and the Bank ofthe United States, that would shape the nation’seconomy. Many were merchants or farmers.

During the campaign both parties resorted tomudslinging, attempts to ruin their opponent’sreputation with insults. The Democratic-Republi-cans accused Adams of betraying the people. Theyput out a handbill calling the election a contest“between an honest patriotism, on the one side,and an unholy, selfish ambition, on the other.”

The National Republicans fought back. Theycreated a vicious campaign song to play upembarrassing incidents in Jackson’s life. Oneinvolved Jackson’s order in the War of 1812 toexecute several soldiers who had deserted.

Mudslinging was not the only new elementintroduced in the 1828 campaign. Election slo-gans, rallies, buttons, and events such as barbe-cues were also used to arouse enthusiasm. All ofthese new features became a permanent part ofAmerican political life.

Jackson TriumphsIn the election of 1828, Jackson received most

of the votes cast by voters of the new frontierstates. He also received many votes in the South,where his support for states’ rights was popular.John C. Calhoun of South Carolina, who hadserved as Adams’s vice president, switched par-ties to run with Jackson. Calhoun also champi-oned states’ rights. Jackson won the election in alandslide, an overwhelming victory, with 56 per-cent of the popular vote and 178 electoral votes.

Summarizing How did Jackson try to get the support of people in the election of 1828?

Jackson as PresidentAndrew Jackson was everything most Ameri-

cans admired—a patriot, a self-made man, and awar hero. On March 4, 1829, thousands of farm-ers, laborers, and other ordinary Americanscrowded into the nation’s capital to hear Jack-

son’s Inaugural Address. After Jackson’s speecha crowd joined him at a White House reception.They filled the elegant rooms of the mansion,trampling on the carpets with muddy shoes,spilling food on sofas and chairs. They werethere to shake the hand of the general whoseemed just like them.

“Old Hickory”Like many of his supporters, Andrew Jackson

had been born in a log cabin. His parents, poorfarmers, died before he was 15. As a teenagerJackson fought with the Patriots in the AmericanRevolution. Before he was 30, he was elected toCongress from Tennessee.

Jackson gained fame during the War of 1812.He defeated the Creek Nation in the Battle ofHorseshoe Bend and defeated the British at theBattle of New Orleans. His troops called him“Old Hickory” because he was as tough as ahickory stick.

Small farmers, craft workers, and others whofelt left out of the expanding American econ-omy loved Jackson. They felt that his rise froma log cabin to the White House demonstratedthe American success story. His popularitywith the common man changed politics inWashington, D.C.

CitizenshipNew Voters

President Andrew Jackson promised “equalprotection and equal benefits” for all Ameri-cans—at least for all white American men. Dur-ing his first term, a spirit of equality spreadthrough American politics.

In the nation’s early years, most states had lim-ited suffrage, or the right to vote, for men whoowned property or paid taxes. By 1815 manystates had loosened or soon would loosen theproperty requirements for voting. In the 1820sdemocracy expanded as people who had notbeen allowed to vote voted for the first time.Between 1824 and 1828, the percentage of whitemales voting in presidential elections increasedfrom 26.9 to 57.6 percent. For the first time, whitemale sharecroppers, factory workers, and manyothers were brought into the political process.

336 CHAPTER 11 The Jackson Era

337CHAPTER 11 The Jackson Era

The expansion of suffrage continued, and in1840 more than 80 percent of white malesvoted in the presidential election. However,women still could not vote, and African Amer-icans and Native Americans had few rights ofany kind.

Another development in the broadening ofdemocracy involved presidential electors. By1828, 22 of the 24 states changed their constitu-tions to allow the people, rather than the statelegislatures, to choose presidential electors.

The Spoils SystemDemocrats carried the spirit of democracy

into government. They wanted to open up gov-ernment jobs to people from all walks of life.They were disturbed that the federal govern-ment had become a bureaucracy, a system inwhich nonelected officials carry out laws.Democrats argued that ordinary citizens couldhandle any government job.

President Jackson fired many federal workersand replaced them with his supporters. The dis-charged employees protested vehemently. Theycharged that Jackson was acting like a tyrant,hiring and firing people at will. Jacksonresponded that a new set of federal employeeswould be good for democracy.

One Jackson supporter explained it anotherway: “To the victors belong the spoils.” In otherwords, because the Jacksonians had won theelection, they had the right to the spoils—benefits of victory—such as handing out gov-ernment jobs to supporters. The practice ofreplacing government employees with the win-ning candidate’s supporters became known asthe spoils system.

Electoral ChangesJackson’s supporters worked to make the

political system more democratic as well. Theyabandoned the unpopular caucus system. In thissystem major political candidates were chosen bycommittees made up of members of Congress.The caucuses were replaced by nominating con-ventions in which delegates from the statesselected the party’s presidential candidate.

The Democrats held their first national partyconvention in 1832 in Baltimore, Maryland. Theconvention drew delegates from each state inthe Union. The delegates decided to nominatethe candidate who could gather two-thirds ofthe vote, and Jackson won the nomination. This system allowed many people to participatein the selection of political candidates.

Describing What is a caucus system?

B Nicholas BiddleA Andrew Jackson C Henry Clay D John C. Calhoun

A

D

C

B

A Political Card Game Andrew Jacksonplays a card game with his political ene-mies. Why did Jackson’s opponentscriticize the spoils system?

Analyzing Political Cartoons

Economics

The Tariff DebateAmericans from different parts of the country

disagreed strongly on some issues. One suchissue was the tariff, a fee paid by merchantswho imported goods. While president, Jacksonfaced a tariff crisis that tested the national gov-ernment’s powers.

In 1828 Congress passed a very high tariff on manufactured goods from Europe. Manu-facturers in the United States—mostly in the Northeast—welcomed the tariff. Becausetariffs made European goods more expensive,American consumers were more likely to buyAmerican-made goods.

Southerners, however, hated the new tariff.They called it the Tariff of Abominations—something hateful. These critics argued that,while tariffs forced consumers to buy Americangoods, tariffs also meant higher prices.

The South ProtestsSouthern politicians and plantation owners

were ready to act. Vice President John C. Calhounargued that a state or group of states had the right

$

to nullify, or cancel, a federal law it consideredagainst state interests. Some Southerners calledfor the Southern states to secede, or break away,from the United States and form their own gov-ernment. When Calhoun explored this idea,troubling questions arose. The United States hadbeen a nation for nearly 50 years. What if a statedisagreed with the federal government? Did astate have the right to go its own way?

Calhoun drew from the ideas that Madisonand Jefferson wrote in the Virginia and Ken-tucky Resolutions of 1798–1799. Calhoun arguedthat since the federal government was a cre-ation of the states, the states themselves are thefinal authority of the constitutionality of federallaws. The alternative to state sovereignty, Cal-houn pointed out, is to allow the Supreme Courtor Congress to tell the people what our Consti-tution means and what orders we must obey.

The Webster–Hayne DebateIn January 1830, Senator Daniel Webster deliv-

ered a stinging attack on nullification. Websterstood on the floor of the Senate to challenge aspeech given by Robert Hayne, a young senatorfrom South Carolina. Hayne had defended theidea that the states had a right to nullify acts ofthe federal government, and even to secede.

In his response, Webster defended the Consti-tution and the Union. He argued that nullificationcould only mean the end of the Union. Websterclosed with the ringing statement, “Liberty andUnion, now and forever, one and inseparable!”

Jackson Takes a StandNobody knew exactly where President Jack-

son stood on the issue of nullification. ManySoutherners hoped that Jackson might side withthem. In April 1830 supporters of states’ rightsinvited the president to speak at a dinner. The

338 CHAPTER 11 The Jackson Era

King Andrew Some people called Andrew Jack-son “a man of the people.” Others called him apower-hungry ruler. What symbols does thecartoonist use to suggest items of royalty?

Analyzing Political Cartoons

guests, including Calhoun, waited anxiously forJackson to speak. Finally, the president rose tohis feet and spoke directly to Calhoun.

“Our federal union . . . must be preserved!”The states’ rights supporters were shocked and

disappointed, but Calhoun answered the presi-dent’s challenge. He raised his glass and said,

“The Union—next to our liberty, most dear.”He meant that the fate of the Union must takesecond place to a state’s liberty to overrule theConstitution if its interests were threatened.

Calhoun realized that Jackson would notchange his views. Wishing to return to Congressto speak for Southern interests, Calhoun wonelection to the Senate in December 1832. Notlong after, he resigned the vice presidency.

The Nullification CrisisSouthern anger over the tariff continued to

build. The Union seemed on the verge of split-ting apart. In 1832 Congress passed a new, lowertariff, hoping that the protest in the South woulddie down. It did not.

South Carolina, Calhoun’s home state, hadled the fight against the so-called Tariff ofAbominations. Now South Carolina took the

Check for Understanding1. Key Terms Use each of these terms

in a complete sentence that will helpexplain its meaning: favorite son,majority, plurality, mudslinging,landslide, suffrage, spoils system,secede.

2. Reviewing Facts Why did the Houseof Representatives select the presidentin the 1824 presidential election?

Reviewing Themes3. Continuity and Change What elec-

tion practices used in the 1828 presi-dential campaign are still used today?

Critical Thinking4. Drawing Conclusions What was the

main reason President Adams wasnot popular with the Democratic-Republicans?

5. Organizing Information Re-createthe diagram below and describe thechanges that took place in the politi-cal system under Andrew Jackson.

Analyzing Visuals6. Analyzing Political Cartoons Look

at the cartoon on page 338. Whatsymbols are used to represent theUnited States? How does the cartoon-ist use labels? What does the car-toonist want readers to think ofPresident Jackson?

CHAPTER 11 The Jackson Era 339

Interviewing Prepare a list of fivequestions that you might haveasked President Jackson if you hadinterviewed him.

Changes

battle one step further. The state legislaturepassed the Nullification Act, declaring that itwould not pay the “illegal” tariffs of 1828 and1832. The South Carolina legislators threatenedto secede from the Union if the federal govern-ment tried to interfere with their actions.

To ease the crisis, Jackson supported a com-promise bill proposed by Henry Clay that wouldgradually lower the tariff over several years. Atthe same time, Jackson made sure that the Southwould accept Clay’s compromise. Early in 1833he persuaded Congress to pass the Force Bill,which allowed the president to use the UnitedStates military to enforce acts of Congress.

In response, South Carolina accepted the newtariff. However, to show that they had not beendefeated, state leaders voted to nullify the ForceAct. Calhoun and his followers claimed a vic-tory for nullification, which had, they insisted,forced the revision of the tariff. For the timebeing, the crisis between a state and the federalgovernment was over. Yet South Carolina andthe rest of the South would remember the lessonof the nullification crisis—that the federal gov-ernment would not allow a state to go its ownway without a fight.

Summarizing Why did South Carolina pass the Nullification Act?

Analyzing Primary SourcesWhy Learn This Skill?

Historians determine what happened in the past by combing through bits of evidence to reconstructevents. This evidence—both written and illus-trated—is called primary sources. Examining primary sources can help you understand history.

Learning the SkillPrimary sources are records of events made by the

people who witnessed them. They include letters,diaries, photographs and pictures, news articles, andlegal documents. To analyze primary sources, followthese steps:

• Identify when and where the document was written.

• Read the document for its content and try toanswer the five “W” questions: Who is it about?What is it about? When did it happen? Where didit happen? Why did it happen?

• Identify the author’s opinions.

Practicing the SkillThe primary source that follows comes fromSpeckled Snake, an elder of the Creek Nation, in1829. He was more than 100 years old at the time

he said these words. Read the quote, then answerthe questions that follow.

“Brothers! I have listened to many talksfrom our Great Father. When he first cameover the wide waters, he was but a little man.. . . But when the white man had warmed

himself before the Indians’ fireand filled himself with theirhominy, he became very large.With a step he bestrode themountains and his feet coveredthe plains and the valleys. Hishand grasped the eastern and thewestern sea, and his head restedon the moon. Then he becameour Great Father. Brothers, I havelistened to a great many talksfrom our Great Father. But they

always began and ended in this—‘Get a littlefurther; you are too near me.’”

1 What events are described?

2 Who was affected by these events?

3 What is the general feeling of the person whostated this opinion?

Applying the SkillAnalyzing Primary Sources Find a primarysource from your past—a photograph, a reportcard, an old newspaper clipping, or your first base-ball card. Bring this source to class and explainwhat it shows about that time in your life.

Glencoe’s Skillbuilder InteractiveWorkbook CD-ROM, Level 1, providesinstruction and practice in key social studies skills.

Study & WritingStudy & Writing

340 CHAPTER 11 The Jackson Era

Choctaw forced from their land