Title: Andrew Jackson’s Spoils System Lesson Plan

Grade Level: High School (9th-12th grade)

Objective: - Understand the concept of the spoils system and its significance during Andrew Jackson’s presidency. - Analyze the impact of the spoils system on American politics and government. - Evaluate the pros and cons of the spoils system and its long-term effects.

Materials: - Whiteboard or blackboard - Markers or chalk - Handouts with excerpts from primary sources related to the spoils system - Copies of Andrew Jackson’s inaugural address (optional) - Internet access (optional)

Procedure:

1. Introduction (10 minutes):
   • Begin the lesson by asking students if they have ever heard of the term “spoils system” or “patronage.”
   • Discuss their prior knowledge and understanding of these terms, if any.
   • Explain that the spoils system refers to the practice of rewarding political supporters with government jobs and contracts.
   • Provide a brief overview of Andrew Jackson’s presidency and his role in popularizing the spoils system.
2. Historical Context (15 minutes):
   • Provide a brief background on the political climate during Jackson’s presidency, emphasizing the rise of political parties and the expansion of suffrage.
   • Discuss how the spoils system was a departure from previous practices, where government positions were often held by individuals based on merit or social status.
3. Primary Source Analysis (20 minutes):
   • Distribute handouts with excerpts from primary sources related to the spoils system.
   • In small groups or pairs, have students read and analyze the primary sources, focusing on the arguments for and against the spoils system.
   • Encourage students to identify key points, evidence, and the perspectives of different individuals or groups.
4. Class Discussion (15 minutes):
   • Facilitate a whole-class discussion based on the primary source analysis.
   • Ask students to share their findings, opinions, and questions about the spoils system.
   • Encourage critical thinking and respectful debate among students.
5. Pros and Cons (15 minutes):
   • Divide the class into two groups: one representing the pros of the spoils system and the other representing the cons.
   • In their respective groups, have students brainstorm and discuss the advantages and disadvantages of the spoils system.
   • Each group should prepare a short presentation summarizing their arguments.
6. Presentations and Debate (20 minutes):
   • Allow each group to present their arguments, alternating between the pros and cons.
   • Encourage students to listen actively and respectfully to the opposing group’s arguments.
   • Facilitate a class debate, where students can challenge or support the arguments presented.
7. Reflection and Conclusion (10 minutes):
   • Ask students to reflect on the impact of the spoils system on American politics and government.
   • Discuss whether the spoils system is still relevant today and if any reforms have been made.
   • Conclude the lesson by summarizing the main points discussed and their significance in understanding Andrew Jackson’s presidency.

Extension Activities: - Have students research and compare the spoils system with other political systems, such as merit-based appointments or civil service reforms. - Assign students to write an essay analyzing the long-term effects of the spoils system on American politics and government. - Organize a mock election or role-play activity where students can experience the spoils system firsthand and discuss its implications.