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Common Man: Early Years in Politics, 1821-1827
Student Assignment
Before this lesson, have students complete the Student Reading and view the Video Clip from The History Channel documentary, Boone and Crockett: The Hunter Heroes, in the corresponding Students Section of this Web site.
Classroom Activity
In the state legislature and in Congress, Crockett represented pioneer families and squatters, the common folk of west Tennessee. The term "squatters" applied to the poor settlers who claimed undeveloped tracts of state or federal land and improved them by building simple log homes and planting crops. Since they could not afford the price of the deed, the squatters did not own the property they settled on. Regardless, Tennessee did not grant men who did not already own property the right to buy land until 1834.
Have students debate the two arguments for and against squatters' rights. Ask students to work with their debate teams to develop an argument supporting their assigned position. View and print the corresponding Classroom Worksheet.
Supporting squatters' rights:
"Although squatters did not technically own the land, they made it more valuable by clearing trees, building log homes, planting and cultivating crops, making primitive paths, and raising livestock. In the end, they made the land more valuable for resale. As a result of their efforts, they provided employment and promoted the western economy."
Opposing squatters' rights:
"Private property ownership is a basic right in the United States. Individuals who can afford to buy property and improve upon it should have a preference over those who cannot. Furthermore, people who spend their own money on land take more care of it. As a result of their efforts, they also provided employment and promoted the western economy."
Discussion
Politics is sometimes known as the "art of compromise." After the debate, discuss a compromise between both points of view on squatters' rights.
Email the Experts
After this lesson, ask students to submit questions that they would like to ask the experts. Their questions might be about a specific event, legend, or artifact. Before, during, or immediately after the live Webcast, Email the Experts the most thoughtful or most frequently asked questions.
Extended Activities
1. As a campaigner, Crockett was "a master storyteller and entertainer." Have students identify a reason why or why not these skills would attract frontier voters in the 19th century. How effective would this campaign style be today? Ask students to prepare a short oral presentation on the topic.
2. Between 1821-35, Crockett either ran for or served in elected offices. Have students create a timeline of important events in U. S. history that occurred during Crockett's political career, including the presidential elections of 1824, 1828 and 1832.
3. Have students create a list of reasons why both David Crockett and Andrew Jackson were considered "common men." How did this image influence their popularity in 18th-century America?
4. A number of modern political terms originated during the Jacksonian Era that are still used today. Have students research and identify the origins and the modern meanings of the following terms:
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A) "stumping" (or "on the stump")
B) "plank"
C) "platform"
D) "mudslinging"
Standards TEKS for Social Studies:
6th Grade: 2A; 2B; 14A; 21B-E; 22A-E; 23 A-B
7th Grade: 21 B-E; 22 A-E; 23A-B
8th Grade: 5F; 22A; 23A-B; 30B-E; 31A-D; 32A-B
National Standards for U.S. History:
Historical Thinking 1A, E-G; 2E; 3A, B, G-I; 4B, D; 5A-G for Era 4, Standards 2E and 3A
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