Fluent Essays

HIS 200 Project 2 Guidelines and Rubric Overview History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has done and thus what man is. —R. G. Collingwood Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However, studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change. For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History class, if that event is something you wish to investigate further through this assessment. In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally. Project 2 addresses the following course outcomes:  Illustrate the impact of historical thinking on personal and professional experiences  Select appropriate and relevant primary and secondary sources in investigating foundational historic events  Communicate effectively to specific audiences in examining fundamental aspects of human history  Utilize historical evidence in drawing conclusions about the impact of historic events on American society  Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives 1 Prompt Your historical analysis essay should answer the following prompt: Analyze the historical event you selected, using your writing plan as the basis for your analysis. The following critical elements will be assessed in a 4- to 6-page word processing document. I. Introduction: In this section of your essay, you will introduce your readers to the historical event you selected. Specifically, you should: A. Provide a brief overview of your historical event. For instance, what background information or context does the reader of your essay need? B. Based on your research question, develop a thesis statement that states your claim about the historical event you selected. Your thesis statement should be clear, specific, and arguable, as it will give direction to the rest of your essay. II. Body: You will use this section of your essay to provide further detail about your historical event while supporting the claim you made in your thesis statement. Make sure to cite your sources. Specifically, you should: A. Describe the causes of the historical event. In other words, what were the underlying factors that led to the historical event? Were there any immediate causes that precipitated the event? B. Illustrate the course of your historical event. In other words, tell the story or narrative of your event. Who were the important participants? What did they do? Why? How do the perspectives of the key participants differ? C. Describe the immediate and long-term consequences of the historical event for American society. In other words, how did the event impact American society? D. Discuss the historical evidence that supports your conclusions about the impact of the event on American society. Support your response with specific examples from your sources. III. Conclusion: In this section of your essay, you will discuss the impact of historical thinking. Specifically, you should: A. Explain why this historical event is important to you personally. In other words, why did you select this event to research? B. Illustrate how your research of the historical event impacted the way you thought about the event. In other words, how did thinking like a historian change the lens through which you viewed the event? Support your response with specific examples. C. Explain how a historian would pursue further study of your thesis statement. In other words, if a historian were to continue researching your thesis statement, what would be the future directions or next steps? IV. Provide a reference list that includes all of the primary and secondary sources you used to investigate your historical event and support your thesis statement. Ensure that your list is formatted according to current APA guidelines (or another format, with instructor permission). V. Communicate your message in a way that is tailored to your specific audience. For instance, you could consider your vocabulary, your audience’s potential current knowledge of historical events, or lack thereof, and what is specifically important to the audience. 2 Project 2 Rubric Guidelines for Submission: Your historical analysis essay should adhere to the following formatting requirements: 4–6 pages, double-spaced, using 12-point Times New Roman font and one-inch margins. You should use current APA-style guidelines (or another format approved by your instructor) for your citations and reference list. Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Introduction: Overview Meets “Proficient” criteria, and response expertly balances necessary detail with brevity (100\%) Provides brief overview of historical event (85\%) Provides brief overview of historical event, but with gaps in detail or clarity (55\%) Does not provide brief overview of historical event (0\%) 8.6 Introduction: Thesis Statement Meets “Proficient” criteria, and response demonstrates keen insight into historical event (100\%) Develops clear, specific, and arguable thesis statement that states claim about historical event based on research question (85\%) Develops thesis statement that states claim about historical event, but thesis statement is not based on research question or lacks clarity or specificity or is not arguable (55\%) Does not develop thesis statement that states claim about historical event (0\%) 8.6 Body: Causes Meets “Proficient” criteria, and response demonstrates insight into key approaches to studying history (100\%) Describes the causes of historical event, citing source(s) (85\%) Describes the causes of historical event, but with gaps in detail, accuracy, clarity, or citation (55\%) Does not describe the causes of historical event (0\%) 8.6 Body: Course Meets “Proficient” criteria, and response demonstrates insight into key approaches to studying history (100\%) Illustrates course of historical event, citing source(s) (85\%) Illustrates course of historical event, but with gaps in detail, accuracy, clarity, or citation (55\%) Does not illustrate course of historical event (0\%) 8.6 Body: Consequences Meets “Proficient” criteria, and response demonstrates insight into relationship between historical event and American society (100\%) Describes immediate and long- term consequences of historical event for American society, citing source(s) (85\%) Describes immediate and long- term consequences of historical event for American society, but with gaps in detail, accuracy, clarity, or citation (55\%) Does not describe immediate and long-term consequences of historical event for American society (0\%) 8.6 Body: Evidence Meets “Proficient” criteria, and response demonstrates strong understanding of how to use historical evidence in drawing conclusions about the impact of historic events on American society (100\%) Discusses historical evidence that supports conclusions about impact of event on American society, citing source(s) and providing specific examples (85\%) Discusses historical evidence that supports conclusions about impact of event on American society, but with gaps in detail, support, or citation (55\%) Does not discuss historical evidence that supports conclusions about impact of event on American society (0\%) 8.6 3 Conclusion: Personally Meets “Proficient” criteria, and explanation demonstrates keen insight into impact of history on personal experiences (100\%) Explains why historical event is important personally (85\%) Explains why historical event is important personally, but with gaps in clarity or detail (55\%) Does not explain why historical event is important personally (0\%) 8.6 Conclusion: Research Meets “Proficient” criteria, and response demonstrates insight into relationship between event and historical thinking (100\%) Illustrates how research of historical event impacted thinking about event, supporting response with specific examples (85\%) Illustrates how research of historical event impacted thinking about event, but response has gaps in clarity, detail, or support (55\%) Does not illustrate how research of historical event impacted thinking about event (0\%) 8.6 Conclusion: Historian Meets “Proficient” criteria, and response demonstrates understanding of historical thinking (100\%) Explains how a historian would pursue further study of thesis statement (85\%) Explains how a historian would pursue further study of thesis statement but with gaps in clarity, detail, or logic (55\%) Does not explain how a historian would pursue further study of thesis statement (0\%) 8.6 Reference List Provides reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement, formatting list according to current APA guidelines (100\%) Provides reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement, but list has gaps in adherence to current APA formatting guidelines (55\%) Does not provide reference list that includes all primary and secondary sources used to investigate historical event and support thesis statement (0\%) 8.6 Message Meets “Proficient” criteria, and presentation demonstrates understanding of effectively communicating with specific audiences (100\%) Communicates message effectively in a way that is tailored to specific audience (85\%) Communicates message to audience, but communication is not effective or is not tailored to specific audience (55\%) Does not communicate message to audience (0\%) 8.6 Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format (100\%) Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85\%) Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55\%) Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0\%) 5.4 Total 100\% 4 HIS 200 Project 2 Guidelines and Rubric Overview Prompt Project 2 Rubric Accessibility Report Filename: HIS 200 Project 2 Guidelines and Rubric.pdf Report created by: Organization: [Enter personal and organization information through the Preferences > Identity dialog.] Summary The checker found no problems in this document. Needs manual check: 2 Passed manually: 0 Failed manually: 0 Skipped: 1 Passed: 29 Failed: 0 Detailed Report Document Rule Name Status Description Accessibility permission flag Passed Accessibility permission flag must be set Image-only PDF Passed Document is not image-only PDF Tagged PDF Passed Document is tagged PDF Logical Reading Order Needs manual check Document structure provides a logical reading order Primary language Passed Text language is specified Title Passed Document title is showing in title bar Bookmarks Passed Bookmarks are present in large documents Color contrast Needs manual check Document has appropriate color contrast Page Content Rule Name Status Description Tagged content Passed All page content is tagged Tagged annotations Passed All annotations are tagged Tab order Passed Tab order is consistent with structure order Character encoding Passed Reliable character encoding is provided Tagged multimedia Passed All multimedia objects are tagged Screen flicker Passed Page will not cause screen flicker Scripts Passed No inaccessible scripts Timed responses Passed Page does not require timed responses Navigation links Passed Navigation links are not repetitive Forms Rule Name Status Description Tagged form fields Passed All form fields are tagged Field descriptions Passed All form fields have description Alternate Text Rule Name Status Description Figures alternate text Passed Figures require alternate text Nested alternate text Passed Alternate text that will never be read Associated with content Passed Alternate text must be associated with some content Hides annotation Passed Alternate text should not hide annotation Other elements alternate text Passed Other elements that require alternate text Tables Rule Name Status Description Rows Passed TR must be a child of Table, THead, TBody, or TFoot TH and TD Passed TH and TD must be children of TR Headers Passed Tables should have headers Regularity Passed Tables must contain the same number of columns in each row and rows in each column Summary Skipped Tables must have a summary Lists Rule Name Status Description List items Passed LI must be a child of L Lbl and LBody Passed Lbl and LBody must be children of LI Headings Rule Name Status Description Appropriate nesting Passed Appropriate nesting Back to Top Jacksonian Era Historical Analysis Essay Progress Check 3 History 200 Applied History SNHU Terrell Mcghee 8/15/2021 Jacksonian Era A desire to have the ordinary American have influence in the political process was the main idea behind the Jacksonian democracy. This controversial movement claimed to work towards achieving democracy for the common man. Participants of this historical event included democrats, American citizens and any political stakeholder. President Andrew Jackson strengthened the executive arm of the government at the expense of Congress while seeking to expand public participation in administration. Elected judges were ordered to re-write the constitution to reflect the new values that came with his regime. The Jacksonian era brought significant reforms in the economic, political, and education sectors, all of which aimed to make lives better for ordinary Americans. Still, the changes that came along with the revolution in the era did not effectively eradicate the problems that Americans faced. Causes and Consequences of the Historical Event The Jacksonian era was characterized by core principles that prioritized the affairs of communities above individual interests. President Jackson argued that all white men should be accorded voting rights irrespective of academic qualifications, social status, race, religion, and other minimum qualifications. By 1856, requirements for eligibility to vote, such as owning property and paying taxes, had been abolished (Engerman et al., 2005). Secondly, Jacksonians believed that Americans were destined to expand across North America, leading to the pushing of the Indian removal act. Thirdly, the regime championed a policy formulation that rewarded political participants with political office positions. This idea was encouraged to lobby for political participation by ordinary citizens and hold elected politicians accountable for the actions of their appointees. Besides, President Jackson demanded that civil servants be rotated at regular intervals to avoid corruption in public offices. This hiring system had one major shortcoming of hiring incompetent officers out of the emphasis on party loyalty. President Jackson encouraged a hands-on approach to the economy. He opposed the authorization of government bonds to monopoly banks such as the national bank on allegations that it was used to exploit the common man. Furthermore, rescuing America from national debt was a high priority in his administration as he endeavoured to revive and grow the economy. Massive developments were recorded in the American economy regarding infrastructure, technology, and the financial markets. As mentioned earlier, the Jacksonian era was faced with controversy and did not eradicate all of America’s problems. The next section of this paper looks at some of the failures associated with President Andrew Jackson’s administration. American Indians were forced to the west following the enactment of the Indian removal act (Bowes, 2014). This act had a profound and devastating impact on Americans living east of the Mississippi River. It allowed white Americans hungry for more land to expand to the west leading to death and destruction of property belonging to natives. This action is considered genocide by historians, for many Americans of Indian origin lost their homes, families, and lives. Secondly, the concept of “manifest destiny” allowed the white man to thrive at the expense of the black man. Democrats had divided opinions on the issue of slavery (Blair, 2019) since those who owned large pieces of land wanted to take advantage of the cheap labour that came with slavery. They ensured that the conversation did not take the media limelight to avoid damaging President Jackson’s administration reputation. Besides, Jackson was alleged to have amassed a lot of wealth by taking advantage of slave labour President Jackson is accused of overstepping his authority and disregarding court rulings. He acted unconstitutionally is several occasions even though his supporters felt that his actions were for the best interests of the country. They included withdrawing federal funds from the Bank of the United States, implementing the Indian removal act (Bowes, 2014)., and declaring martial law in New Orleans, among other illegal decisions. Additionally, he fired cabinet members who refused to execute his commands. As a leader with great plans for the country before assuming office during his first tenure, Jackson’s disregard for the constitution contradicts his solemn vow to the people of the United States to defend and uphold the constitution. It also goes against his reform slogan of allowing majority rule through a democratic process. President Jackson’s policies gradually expanded the voting rights of American citizens but also created system failures that divided the country. Jackson cast himself to the people and defended their interests in Congress. He was regarded as a hero for the common man, and his presidency was recognized for having brought great change to the United States. Citizens required platforms for growth and participation in goveranance. His government invested heavily in technology and infrastructure projects, reducing the time taken for people to move from one place to another. However, the regime ended up prioritizing the interests of the white man at the expense of minority ethnic groups such as African Americans and Indians. The minority rich created their wealth by exploiting these groups through forced labour and grabbing their land. Coming from a humble background and serving in the army, President Jackson was better positioned to understand the plight of the less privileged in society. He could have done better by the common man as promised in his campaigns. References Blair, W. A. (2019). Vagabond Voters and Racial Suffrage in Jacksonian-Era Pennsylvania. journal of the civil war era, 9(4), 569-587. Bowes, J. P. (2014). American Indian Removal beyond the Removal Act. Journal of the Native American and Indigenous Studies Association, 1(1), 65-87. Engerman, S. L., & Sokoloff, K. L. (2005). The evolution of suffrage institutions in the new world. The Journal of Economic History, 65(4), 891-921. Running Head: JACKSONIAN ERA 2 JACKSONIAN ERA 2 JACKSONIAN ERA 6-3 Historical Analysis Essay Progress Check 2 HIS-200-Applied History 21EW6 SNHU Terrell McGhee 8/7/2021 My historical event is Jacksonian Era which brought a lot of transformations to large numbers of people in the country. It is through this event whereby the rights of majority of the members of the public were protected and the people encouraged to carry out their tasks accordingly. On the other hand, the historical events helped the people by ensuring that the politics of the country were changed and the needed changes brought to the people (Isaev, 2021). Moreover, this historical event played important roles in ensuring that the rights to vote were granted to majority of the people from different social backgrounds. This changed the perception of the Americans hence encouraging them to perform their democratic rights in the expected manner. The main cause of the historical event is the continued violation of the people’s rights. However, this contributed positively to the society as majority of the members of the were provided the opportunity to vote in different leaders. New changes were required for the purposes of ensuring that the rights of the people were protected hence contributing to the success of the country. Before the historical event, majority of the people in the country required equality which brought in place transformations in the entire country. However, the members of the public required the right to won properties. Before the historical event, only the male in the country were required to own properties hence denying the women in the society different rights. As a result of the event, the lives of majority of the people were changed in the best way possible therefore leading to the success of the country. Finally, the event was again contributed by the need of democracy by the members of the people. The Americans needed to be given an opportunity to vote in new leaders for the purposes of ensuring that transformations are brought in the country. Again, the historical event again led to expansion of the country’s borders hence changing the systems in the country. It is through this whereby the economic systems in the country were developed. The development of the economic systems helped in ensuring that the poverty rates in the country were reduced. Different people in the society made use of the historical event to have an influence in the political processes of the country. However, this brought a lot of benefits to the white males as majority of them were enabled to perform different tasks accordingly (Ives, 2021). For the historical event to be effective, different participated in ensuring that different processes were effective. Some of the important participants in the Jacksonian Era are Andrew Jackson, Martin Van Buren, James K. Polk, Thomas Hart Benton and Stephen A. Douglas. The participants therefore ensured that different transformations were in place for the event to be effective. The participants again helped in ensuring that the members of the public were provided with the right rights which played important roles in the changes in the society. As a result of the reforms brought by the participants, the issues experienced by the members of the public were reduced and the people encouraged to live accordingly. Moreover, the reforms by the leaders were important in the reduction of the different social issues in the country. Some of the participants in the historical event ensured that the decisions made were effective therefore addressing the unnecessary risks. On the other hand, some of the participants became opponents of the historical event hence affecting the manner in which different processes were carried out. Again, the reforms brought in the country led to some of the participants planning for a secession. However, some of the leaders opposed the secession plan due to the negative effects it was to bring in the country. The perspectives of the key participants differed in that some supported secession while others opposed it. Considering the historical event, there are different immediate and long-term consequences in the American society. The immediate consequences of the American society include; provision of voting rights to the people and provision of rights to the people to own properties. On the other hand, the long-term consequences of the historical event are the reduction of the poverty rates in the society and security of the people in the country. It is through the long-term consequences whereby the new generations were advantaged in the best way possible. Again, the Jacksonian Era benefited the American society by ensuring that majority of the members of the public were encouraged to create wealth. It is through that whereby they suffering of the people in the society was reduced. Finally, the historical evidence that supports my conclusion is that the poverty rates in the United States have ended up reducing in the best way possible. Again, the evidence of the success of the Jacksonian Era is the provision of the rights to vote to the members of the public. It is through that whereby the cases of inequalities and biases in the society have reduced hence encouraging the people to carry out their tasks accordingly (Rasmussen, 2021). References Isaev, S. (2021). Five Civilized Tribes within the Limits of the US, till the Removal Act of 1830 [Piat’tsivilizovannykh plemen v predelakh SShA do deportatsii 1830 g.]. Etnograficheskoe obozrenie, (3), 83-97. Ives, A. C. (2021). Milos Forman’s Taking Off: The Foreigner Seeks to Understand and Laughs. Mobilities. Rasmussen, D. C. (2021). 15. Grounds for Hope. In Fears of a Setting Sun (pp. 218-224). Princeton University Press. Terrell McGhee HIS 200: Applied History Southern New Hampshire University August 1, 2021 Revised Thesis The Jacksonian era was an era that brought great reforms in the economic, political, and education sector, all of which were aimed at making lives better for the common American. Still, the changes that came along with the revolution in the era did not prove effective in eradicating the problems that Americans faced. Introduction March 4, 1829, was the turning point when President Andrew Jackson was sworn in and marked the beginning of the Jacksonian era. It was an era that mainly impacted changing the lives of ordinary citizens by creating movements and legislation that changed how America operated and made lives better, economies more stable, and voting more democratic through ballots. President Jackson mainly had in mind the need to change the outcomes of the state of the people because of the situation he grew in and the factors that affected him as a child prompting to create change for the people than focusing on making a good political career for himself. President Jackson did not make all the changes as simple as one can imagine, but he faced great criticism and challenges from people who had opposing ideas. However, he had a strong personal moral and a good reservation for his ideas that made him a great leader who won the interests and hearts of the common Americans in a way it had never happened before. On the contrary, the Jacksonian era made great promises, which all did not hold. The commoner in the era did not benefit even if most of the law and even the cases rule in their favor. The state of racial inequality has been deeper than anyone can just overcome at once. Unless a greater party shares the motive, it can always prove to cause no satisfying results. It is high time for all Americans to understand the deep root cause of the problem and how it can be solved to improve lives (McCoy, 2017). Great lessons can be learned for the era. The Jacksonian era was an era that brought great reforms in the economic, political, and education sector, all of which were aimed at making lives better for the common American. Still, the changes that came along with the revolution in the era did not prove effective in eradicating the problems that Americans faced. References McCoy, M. B. (2017). “The High Price of Living”: The Lives of Insolvent Laborers in Jacksonian-Era Cumberland County, Pennsylvania, 1815–1842. Pennsylvania History, 84(2), 171-213. Jacksonian Era 4-3 Writing Plan Progress Submission HIS-200 Applied History SNHU Terrell McGhee 7/25/2021 Jacksonian Era The potential audience for the Jacksonian historical event includes native Americans, democrats, and anyone interested in American politics. The democrats rose into power by promising to protect the constitution, increase voting rights and ensure economic equality for all citizens. However, during the Jacksonian era, it is assumed that the actions of democrats failed to match their promises. They violated the constitution and deprived native Americans of their land. The native Americans would make a good audience to understand the atrocities committed against their ancestors by the people they had faith in and elected to office to better their lives. When the president succeded ordering Congress to approve the Indian removal act, native Americans challenged the order in court and were lucky to have the supreme court ruling in their favor. However, the ruling government had contempt of court and failed to return the land. It was quite unfortunate having the president play both roles of judiciary and executive. African Americans would be an additional potential audience of Jacksonian history. An Era full of promises on racial equality did very little to better the lives of African Americans. The ruling regime was obsessed with the equality of white men such as voting rights and representation, at the expense of the blacks. The blacks were seen as lesser beings and even when the issue of slavery needed addressing, the ruling regime felt the issue should be kept out of national affairs to avoid distracting the attention of other matters of national importance (Lynn, 2017). African Americans would prefer understanding the deep-rooted racial inequalities perpetrated by a regime that claimed to adhere t democracy and have the interests of all Americans at heart. Different audiences require different message styles. Each audience should have their message tailored to their needs and demographics. Tailoring the message to an audience requires adequate research both for content and establishing what that target audience already knows about the historical topic (Drucker et al., 2019), the misinformation that may exist about the topic, potential questions and information gaps, and audience level of sensitivity to the topic. Part of knowing the audience is essential to the successful tailoring and delivery of the message. However, this doesn’t mean knowing the audience on a personal level but helps in understanding the type of person they are and the type of information they are used to dealing with. Furthermore, knowing the audiences brief history will help avoid including information that may lead to recalling past trauma such as an audience coming from a lineage whose forefathers experienced racial inequalities. The message to the audience should be tailored with the intention of informing them. The information provided should answer any question the audience might have. It is important to note that, content is relevant to a specific audience if it focuses on short and precise topics (Content relevance and usefulness: Why you need it and 4 ways to achieve it, 2019), rather than a wide-ranging subject matter. For accurate information, credible sources should be used to demonstrate expertise and understanding of the topic of discussion. When the content is relevant and relatable, the audience will feel more engaged and connected. Additionally, appropriate language and tone are necessary for tailoring the message to the needs of the audience. Based on the audience analysis discussed above, one can choose appropriate terminologies and phrases. It is highly recommended that simple and understandable language be used, matching the audience’s literacy levels. More importantly, information about historical events should never be shared with the purpose to spread hate. References Content relevance and usefulness: Why you need it and 4 ways to achieve it. (2019, December 1). Content Science Review. Retrieved From: https://review.content-science.com/content-relevance-and-usefulness-why-you-need-it-and-4-ways-to-achieve-it/ Drucker, S., Huron, S., Kosara, R., Schwabish, J., & Diakopoulos, N. (2019). Communicating data to an audience. Lynn, J. A. (2017). From the Money Power to the Antislavery Power: Jacksonian Democracy and White Supremacy after Jackson. Tennessee Historical Quarterly, 76(3), 276-292. Jacksonian Era Jacksonian Era 3-2 Writing Plan Progress Check HIS-200 Applied History SNHU Terrell McGhee 7/18/2021 Jacksonian Era The Historical Event The Jacksonian era ushered by President Andrew Jackson impacted the lives of ordinary citizens forever. Voting rights were only granted to the wealthy elites, but he expanded voting legislation to include the common man. Born in the South, Jackson lacked a wealthy background like his predecessors. Still, he changed the face of American politics by implementing his strong will, erasing previous perceptions of elitism in politics, and initiating legislation that changed the lives of his people instead of his personal political career. Jackson has strong personal morals and little reservation for his own judgment, a trait that made him win the hearts of American citizens. He established movements that transformed the nation and made the lives of American citizens better. Jackson advanced the economy in a safe way that provided assurance to the grassroots man. Before being elected as president, Americans lacked a state of economic stability, but Jackson used economically safe methods to provide them with peace of mind. This era was critical in the nation’s history since the president acknowledged its difficulties and solved problems facing ordinary citizens and bettered lives, if not for all, but most Americans. Furthermore, voting methods were revolutionalized by eliminating practices such as voting by voice and replacing them with ballots. During this transformation period, voting popularity increased, resulting in high voter participation. In 1821, the new constitution granted all adult white males voting rights as long as they had either served their nation or remitted their taxes. After several years, tax-paying requirements were abolished, generating universal voting rights for all men at the time. However, even though all white men voting rights were already a reality, women and African Americans were still constrained from voting. The 1828 election year changed American politics. Due to much public attention, all the politicians decided to attract public sympathy by addressing issues at the grassroots. Since all governing bodies had become responsive to public opinions, individual Americans saw an opportunity to voice their opinions on how the nation should be governed. Upon taking office, Jackson attempted to resolve the national debt issue through several reforms. These reforms included ending the Federal Reserve, the nation’s second national bank. Jackson supported legislation that transferred resources from the federal reserve to state banks. Additionally, Jackson commissioned educational reforms, despite his low academic achievements. He saw the importance of creating a tax kitty to support public schooling. Jackson ensured that children receiving formal education were made mandatory, and adults were granted the opportunity for higher education. Lastly, Jackson’s move to economic development and stability saw the formulation of policies that supported the growth of domestic industries, backed the protective tariffs system, and gave federal subsidies for capital projects. These efforts aimed at securing the nation’s economic independence and improving the citizen’s lives. Secondary Sources This assignment seeks to use journal articles describing the Jacksonian era as secondary sources. The Vagabond Voters, and Racial Suffrage in the Jacksonian era, is chosen as the first secondary source. The second article is The High Price of Living: The Lives of Insolvent Laborers in Jacksonian-Era (McCoy, 2017). Both of these articles address the impact of the Jacksonian era on the State of Pennsylvania. Although they cover the same State, the topics of discussion are different in each article. During the said era, the living conditions of American workers are covered in the High Price of Living article. At the same time, the voting rights of women and people of color are addressed in the Vagabond Voters and Racial Suffrage in the Jacksonian era article. Both of these articles address vital issues that Jackson intended to attend to, during his first term in office. During the research of these sources, the main concept was to find material that discusses the same State and match its topic of discussion with issues that affected ordinary citizens, such as voting segregation, poor living conditions, and inability to afford formal education. Primary Sources President Andrew Jackson’s first Inaugural speech Wednesday, March 4, 1829, is my first primary source for the Jacksonian era. Jackson outlined an ambitious set of goals ranging from eradicating the national debt and rotating government employments in his speech. He also promised respect for the rights of states and the constitutional limits on the presidency. President Andrew Jackson’s Message to Congress’ On Indian Removal’ (1830) is the second primary source, which negotiated to remove Indians west of the Mississippi. Research question What was the political and social impact d the Jacksonian democracy on the American community between 1824 to 1864? Thesis Statement The jacksonian era was characterized by reforms in the political, economic, and education sectors to better the living conditions of Americans. References Blair, W. A. (2019). Vagabond Voters and Racial Suffrage in Jacksonian-Era Pennsylvania. Journal of the civil war era, 9(4), 569-587. McCoy, M. B. (2017). “The High Price of Living”: The Lives of Insolvent Laborers in Jacksonian-Era Cumberland County, Pennsylvania, 1815–1842. Pennsylvania History, 84(2), 171-213. The Avalon Project: First inaugural address of Andrew Jackson. (n.d.). Avalon Project - Documents in Law, History, and Diplomacy. https://avalon.law.yale.edu/19th_century/jackson1.asp Our documents - President Andrew Jackson’s message to Congress’ On Indian removal’ (1830). (n.d.). Welcome to OurDocuments.gov. https://www.ourdocuments.gov/doc.php?flash=falae&doc=25