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HIS-144-ONL: Evolution of Democracy
Directions: Respond to the three question prompts below using resources from the Topic 3 Readings, including your textbook, materials provided by your instructor through class discussion, and materials from the GCU Library Guide for HIS-144 U.S. History Themes. Please note that the minimum word count varies for each of the questions.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
The overall assignment must include three to five relevant scholarly sources in support of your content.

1. Compare and contrast the nation’s government from Jefferson’s era with Jackson’s era. Who was eligible to participate in the democratic processes when each was elected? How did that impact who was represented in the federal government? (200-350 words)
Jefferson was “to the manor born,” however, the riches of farm landlords were frequently exaggerated, and they were highly educated as well. He had a dream of the agrarian nation forged back to olden models, precisely that of the original and very prosperous Roman democracy. Citizenship rights were firmly meant for the elite, landholders, and thus “virtuous” class of small plantation owners. Jefferson looked upon the growing urban, mercantile, and industrial elements of the new country with some suspicion: This interpretation reflected reality in his home state Virginia, where farming prevailed, and the farming class felt almost a social duty to rule.
Though Andrew Jackson came from a similar background to that of Jefferson, he was much newer, had a more unpredictable leadership style having quickly climbed the army’s ranks. Jackson claimed a kind of connection with Jefferson’s “modest, honorable citizen” dream; however, the Ordinary Man era abolished land ownership as a qualification to vote or hold office. Under his regime, the country’s egalitarianism developed to a far much direct, and government works were reformed substantially, in some circumstances gaining a fresh minion for the first time since before the War of 1812. This benefaction was one way Jackson could recompense his supporters and became a vital aspect of political party tussles for power in the subsequent. As opposed to a class of farming soldiers who would support the war in defense of their possessions, followers could frequently exercise their right to vote frequently and return to look for work and advance their party organization.

2. Explain three ways the federal government changed or expanded from the time of Jefferson to Jackson. (200-350 words)
In Jackson’s era, the U.S’ transformation into a republic where almost every white adult man could vote was a major milestone for those days. American democracy and the eagerness whereby Americans partook in the ballot vote startled observers from Europe. Nowhere else on the planet that kind of hefty percentage of the populace ever participated in the franchise, whereby a voter turnout of 79% of eligible voters was registered for the presidential election.
American politics jetted into a new level of party politics for 19th century America, with multitudes joining parades, discussions, and barbeques. Fundamentals aspect of the two-party system of these days started to come up: nationwide party politics with nomination meetings, partisan press, and partisan movements full of “defamation” verbal abuse criticizing opposing contenders.
States made amendments to their constitutions to grow suffrage to every white man; some added new restrictions that prevented African Americans and women from voting. In the early 1800s, northern states that had permitted free black citizens to vote stripped them of that privilege or added property requirements so high that they effectively barred African Americans from voting. The state legislature of New Jersey, which had permitted wealthy, unmarried women to vote since the Revolution, limited men’s suffrage in 1807.

3. Identify one way that democracy can be improved or continue to grow today. How can it be done? (350-500 words)
Over the years, the issue with democracy has been hard-pressed under the carpet in the common consensus that “democracy is the worst form of government — except for all the others.” Whereas the general public is discontented with the outcomes after every heavily contested election, their discontent did not result in them questioning the entire system. Even though science can’t determine the objectives of democracy, cautiously crafted logical research can — and ought to — aid in ascertaining the superlative means to realize them after they are established upon by society. For periods, political scientists, sociologists, mathematicians, and other scholars have attempted to formulate methods wherein voting may well represent the people’s will.
Culture plays a huge role away from the role of political affairs in impelling human contemplations and conduct. Consequently, it is challenging to fuse democracy minus egalitarian values existing in families, schools, institutions of higher education, political parties, Congress, the administration, and other government bodies. Democratic or civic culture necessitates principles that represent diversity and respect for the rule of law, the serene power transfer, the establishment of a spirit of social responsibility, the feeling of having your place in the state, discussion and forbearance, and the denunciation of dictatorial view and resolutions, ferocity, and radicalism. Advocating for others and our principles involve more nerve as being ready to listen and recognize a different viewpoint. Finding the middle ground is challenging but essential sometimes to get unstuck.
This needs to be effected from our learning institution where the younger generation mindset must be changed and start viewing democracy from a different perspective. Egalitarianism involves every generation. For newer generations, history needs to be learned and properly understood to improve the perspective of why our involvement is essential. It can as well take account of practicums to get a closer examination and prepare ourselves to take hold of the baton forward. Youthfulness is not a justification to shed obligation, just as seniority is not a reason to fritter it away. Therefore, if every person is presented with an equal opportunity, then there is a responsibility to embrace egalitarianism exercises, creating equal opportunity for others and conveying the best administration conceivable to preserve our constitutional rights and determination.

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