Manifest Destiny

Prior to the Revolution, Americans had already begun to move West. In 1775, the west meant moving to parts of North Carolina, Virginia, Kentucky and Tennessee. The British government tried to halt these advancements, fearing that Native American tribes would become hostile towards the settlers.

Expansion West continued during the Presidencies of Washington, Adams, and Jefferson. During their terms, farmers began to move into Illinois, Indiana, and Ohio. The Federal government established guidelines to govern the territories and encouraged citizens to move into these areas. As the populations of territories grew they would become eligible for statehood.

Thomas Jefferson did more to encourage westward expansion than most other presidents. The Louisiana Purchase doubled the size of the nation. Jefferson hoped to provide the country with a Pacific shoreline. He felt that it would take 1,000 years for the U.S. to fully populate the territory. He was off by 900 years.

Historians call the decades following the War of 1812, "The Era of Good Feelings". There was widespread nationalism and patriotic pride across the country. For the second time in the young country's short history, they were able to defeat the powerful army of Great Britain. For many, this was a sign that God had blessed the country, and the U.S. was destined for greatness. For many Americans the Founding Fathers achieved almost God-like statuses. Washington's birthday was celebrated as a holiday and the Constitution and the Declaration of Independence were revered. Parties and banquets were held in celebration of the anniversary of the Battle of New Orleans.

During the mid 1800s, many Americans felt that their country had a Manifest Destiny, or a destiny from God. They felt that it would be their destiny to populate the American continent. Americans were obligated to spread the beliefs of Democracy and Christianity to the Pacific.

The American West held the hope for promise of a new and better life for many people. In 1837, the United States suffered a financial panic that led to many Americans losing their jobs and their farms. The value and price of land in the East had become very expensive, and the land out West was cheaper and offered a brand new start.

People will often credit destiny when something good or wonderful takes place. Couples might credit destiny for bringing them together. If your parents met in college, you would not be here right now if your mom decided to attend a different school. Scientifically speaking you are unique, one of a kind. There will be nobody else like you ever again, and there was nobody else like you before. You are a one time deal. The fact that you are here is pretty amazing. Think about it, it means that for the past 3.8 billion years all of your direct ancestors were not eaten, drowned, squished, squashed, killed, stabbed, or eaten by a shark before they were able to pass along their DNA.

However, when things go bad or tragic, destiny does not get the credit. When a car accident occurs, the doctors do not tell the victims family that it was their destiny to die that day. Destiny will get credit for giving a person their dream job but not giving them a pink slip.

Our Manifest Destiny is a high point in American History, but it is a dark period in Mexican history. Mexico once controlled Texas, California, Utah, Nevada, Colorado, New Mexico, and Arizona, states that are blessed with a variety of natural resources. Imagine how much different American history would be if we did not have access to the gold and oil found in California.

Quotations on Indian Removal

For the past week we have researched and debated the removal of several Native American tribes from their lands in Georgia, Tennessee, and North Carolina. Groups discussed the morality and the legality of this measure. Cherokee and Missionary groups argued that the law would be a violation of several treaties signed by the federal government. Southern farmers and the Jackson Administration pointed out how the nation as a whole would benefit from this land.

You are to choose two of the quotes regarding the Indian Removal Act. Some quotes are from members of government that debated the issue and from Native Americans who were impacted by the legislation. Others are from historians and authors who interpret and debate the actions that this country has taken.

Once you choose the quotes you need to answer the following questions on a separate piece of paper.

1. Place the quotes in your own words.

2. Did you need to look up any words from the quote? If so which ones?

3. Was the author a Native America, historian, or politician?

4. Is the author for or against the Indian Removal Act? How can you tell?

5. Choosing one of the quotes that you have analyzed, write a response where you take the opposing side of the quote. If the quote is for the removal of the tribes, you are going to respond against it.

Here are the quotes:

“The philanthropist will rejoice that the remnant of that ill-fated race has been at length placed beyond the reach of injury and oppression, and that the paternal care of the General Government will hereafter watch over them and protect them”

~ Andrew Jackson

The human capacity to convince oneself of something one wants to think true is virtually bottomless. Given the facts such as Indian removal, it has to be.

~ Jon Meacham

"The evil, Sir, is enormous; the inevitable suffering incalculable. Do not stain the fair fame of the country. . . . Nations of dependent Indians, against their will, under color of law, are driven from their homes into the wilderness. You cannot explain it; you cannot reason it away. . . . Our friends will view this measure with sorrow, and our enemies alone with joy. And we ourselves, Sir, when the interests and passions of the day are past, shall look back upon it, I fear, with self-reproach, and a regret as bitter as unavailing."

~ Representative Edward Everett

"Removal "is a gentle, almost antiseptic word for one of the harshest, most crudely opportunistic acts in American history."

~ Charles Hudson

“There is no other course for us but to turn our faces to our new homes toward the setting sun.”

~ member of the Choctaw

“If it be true that the Cherokee nation have rights, this is not the tribunal in which those rights are to be asserted”

~ Chief Justice John Marhsall

“General Jackson rules by his personal popularity, which his partisans in the Senate dare not encounter by opposing anything that he does”

~ John Quincy Adams

“ The government was to be a government of law, and not of prerogative, and especially not of executive prerogative; for if his will was to have the force of law, that would be despotism

~ Representative Henry R. Storss

We, the great mass of the people think only of the love we have for our land, we do love the land where we were brought up. We will never let our hold to this land go, to let it go it will be like throwing away (our) mother that gave (us) birth.

~ Chief John Ross

Post Debate Survey

Please print and complete the following survey on the Indian Removal Hearing. Periods 3,4, and 6 need to have this in tomorrow. Periods 1 and 7, hand this in on Wednesday.

1. What group were you in?

2. What was your role?

3. What sources did you use in preparing for your role?

4. How helpful was the green packet that was handed out in class. (please choose one)

Very Helpful Helpful Somewhat Helpful Not Helpful

5. How helpful was the packet that was specifically on your group?

Very Helpful Helpful Somewhat Helpful Not Helpful

6. During the debate what group do you think did the best? Explain why in 2-3 sentences.

7. During the debate what person stood out the most from the class. What did they do to make them stand out?

8. Do you personally agree with the Jackson Administration's decision to have the Cherokee and the Seminoles relocate west of the Mississippi River? Why or why not?

9. Do you think that it was easier to defend the Indian Removal Bill or go against the Indian Removal Bill? Please explain why.

10. Do you prefer working in groups?

Yes, I really enjoy group work

Sometimes, it depends on who is in my group

No, I always end up doing more work then others in my group

11. Working in a group is a helpful experience and useful in every day life.

Strongly Agree Agree Somewhat Agree Disagree Strongly Disagree

12. There should be at least 4 days of meeting with my group in order to properly prepare for the debate.

Strongly Agree Agree Somewhat Agree Disagree Strongly Disagree

13. What grade do you think your group deserves for the debate? Why?

12. Any additional comments or questions that I should know about the debate, group work, or the format of the debate?

Thank you for your help

Mr. Mullady

For 1st and 7th Period

On the day of the debate you are representing an historical character. Answer the following questions and submit them on Tuesday with your final product.

Part I: Create Your Character

Using your historical sources or the various websites, choose a character that you are going to portray. Think about how the Indian Removal Act is impacting your character's life and how they would react to it.

Part II: Day of the Debate Items/Dress

Describe how you might dress and/or an item you could bring to help bring your character to life. You might also want to bring something that you can refer to during the questions, openings, or closings. Be sure that your dress is accurate, remember that the hearings are taking place in Congress, so you would want to look your best.

Checklist for Monday's Debate

The following applies to periods 3, 4, and 6.

Each group needs to bring in the following:

[ ] Opening Statement, if you have a rough draft copy or earlier revisions you should also bring those in as well.

[ ] The questions in that you and your group worked on. These can either be typed or handwritten.

[ ] The Closing Argument, and any rough draft copy or previous revision that was worked on.

[ ] The Character form

Days for the Debate

Periods 1 and 7, your first day of the debate is going to be on Monday, February 7th.

Tonight, both classes should be working on their questions, openings, and closings. Use the links and the advice from the precious post to help organize your thoughts and opinions.

Periods 3, 4, and 6.

Tomorrow is the first day of the debate for you. Be sure to have your statements prepared and that your are in costume for class.

Here are some more links that might be helpful to you:

A history of Black Seminole Culture

A Florida website on the Seminoles

Portions of the Indian Removal Act

An Account of Indian Removal from a Cherokee

FAQ on the Seminoles

Important people of the Indian Removal Act

Missionaries with the Cherokee

A Link to even more links

Some Tips, Advice, and Guidance

Happy Snow Day!

In preparing for the debate there is a wealth of information out there causing a major headache: the problem is sifting through all of it to find something that you can use. Here is some advice to help you organize yourself and avoid the sense of being overwhelmed.

If you are a Plantation Owner, or a member of the Jackson Administration you are for the Indian Removal Act and you want the Senate to pass it. The Missionaries, Cherokees, and Seminole are all trying to have the Bill killed as soon as possible. Each group feels that they are right, and are fighting for the protection of their homes and rights.

One Friday, February 4th, all groups will begin the Senate Hearing on the issue of Indian Removal. Each group will be responsible for presenting the Senate with facts and data that will persuade each of the voters. Every group will have to defend their position as well as questioning the opposition.

Some tips that might help you in your research:

Cherokee:

Give the Senate examples of how well you have assimilated. Maybe present yourself as an American name instead of your Cherokee name. (Address the crown as Nicholas instead of Sequoia)

1. Treaty of Hopewell when was it signed? What did it promise?

2. You have your own Constitution, are you American citizens? Cite some portions of your Constitution. Would America do this to Canada?

3. How much have you assimilated? Who asked you to assimilate?

4. Have you ever been West of the Mississippi?

5. What was your relationship with Jackson prior to him becoming President.

Jackson's Administration.

Your boss is very passionate about this particular issue. The President knows that he has the support of the American people behind him. He has ordered you to address the Senate about the urgent need to get this Bill passed.

1. When were the treaties signed?

2. Who can use this land?

3. How will the nation benefit?

4. Are any tribes a threat to the security of the nation?

5. What is the job of the American government?

Plantation Owners.

1. Poor farmers and yeomen will also be able to use this land

2. This land has already been developed. (there are crops and fields)

3. The land belongs to the state of Georgia

4. Indians are getting their own new land with taxpayers money

5. Seminole have been attacking your farms and plantations for years

6. Florida could be vital land

Missionaries.

For years some of you have been living and working with the Cherokee of Georgia. Your goal is to prove to the Senate that they have assimilated and are not a threat to the people of Georgia.

1. How well have they assimilated to the American culture?

2. Has white culture been promoted?

3. Has religion spread?*

4. Does this Bill benefit the South?

5. What could happen to the Native Americans once they leave

*To an American in the 1830s the baptism of a Native American was vital to their soul. The spread of Protestant beliefs was widely encouraged during this timer period. "The Second Great Awakening"

Seminole.

Your argument is very similar to the Cherokees.

1. Focus on legal issues

2. How long have you lived there?

3. What will happen to your culture

4. Talk about your relationship with Jackson prior to the Bill

Ladies and Gentleman this assignment can be outstanding and the highlight of the year, it has potential. The more work you put into this, the more you will get out of it.

email if you have questions or agada

Indian Removal Act Links

With the weather being far from cooperative, groups need to stay in contact with each other and continue to work on your arguments for the Hearing.

Below, you will see a HUGE amount of material that could be incredibly useful as you set out to create your argument for the class debate on the Indian Removal Act of 1830. You are not expected to use all of these reources, but reviewing some might be helpful to your group. In order to form a strong argument it is important to understand or anticipate what your opponent is going to bring up during the debate. Consider having every member look at 1-2 sites, and report back to the group what information might be valuable.

General Background Documents (many thanks to Mr. Blumer, Ms. Harrigan, and Ms. Karol for their resources)

A collection of all treaties This has the text of every treaty signed with different native american groups from the 1700s to the late 1800's. Obviously , this is more than you need. Look at the Cherokee and Seminole pre-1830, as well as any with the "5 civilized nations". Skim the treaties, looking for patterns you might use in debate. Cherokee Land Maps Maps showing how the Cherokee land changed. Debate Primary Sources: Con These are two speeches against the Indian Removal Act that make a wide variety of arguments. IF you quote from them in your speech, you must reference the orginal speaker. (As Senator Spraque recently said...") Indian removal Summary This is a good summary of the issues, how Jackson felt, and what happened in the end. Read as much as you want. Portions of the Actual Debate this is a transcript of the actual debate in Congress. Skim through it to find actual arguments on both sides. The Actual Text of the Indian Removal Act It is always useful to know exactly what you are speaking for or against!

Cherokee Resources

A Cherokee view of the Jackson Administration

This article describes why Cherokees disliked Jackson and his policies so much. Read the first 6 paragraphs for stuff related to the simulation, and the rest tells you what happened afterwards if you want to know early. Look for a good Jackson quote here.

Cherokee History

Lots to see on this site, but check out the timeline, and chapters 2 and 3 of the history section in particular. Chapter 3 has some interesting stuff on how the Cherokees helped the US fight Britian in the war of 1812.

Sequoyah: An amazing Cherokee

A site about Sequoyah, who developed a written language for the Cherokee. Definitely helps in the arguments about Cherokees being "civilized".

Treaty of Hopewell-1785

This was the first treaty between the new US government under the Articles of Confederation and the Cherokees. the top splits the treaty into categories. Several sections have interesting promises, especially the section that defines boundaries.

Black Seminole Resources Black Seminole Names To be authentic, pick a name Black Seminoles: A Historical Look A great site to give you background of where Black Seminoles came from and what they did to survive. It has good information about slavery in Seminole culture, too. Stop at the section called "the Indian territory", as it is past what we are doing in the simulation. Seminole History-in their own words... This is from the seminole tribe of Florida. Jackston Administration Resources Jackson's Dec 1830 Speech to Congress Very valuable resource- this is Andrew Jackson in his own words explaining why he thinks the Indian Removal is a needed thing for the US and a good things for Indians too. It is tough reading, but you can get a lot from it if you are careful. Names of Jackson's cabinet A great place to get authentic names for your roleplay of the Jackson administration. Missionaries/Reformers Click on the links to get more info, but here are 4 important reformers that you might want to see what you might Google to see if there are good quotes, ideas or info Important People Samuel Worcester was a missionary who worked with the Cherokee. He organized protests against Jackson's decision to remove Native Americans from land that would otherwise be used by plantation owners. As a result, he was arrested and sentenced to four years' imprisonment for violating a law that forbade white men from living with Native Americans. When the Cherokee left, he went with them and established the Park Hill Mission, an important institution in "Indian Territory". Elias Boudinot was a Cherokee educated in mission schools. He served as the editor of the Cherokee Phoenix, a newspaper. During this time, he wrote a number of editorials about the Native American removal. Sophia Sawyer was an educator who taught in Cherokee mission schools. She founded the Fayetteville Female Seminary. At one point she broke a Georgia law against teaching Cherokee-owned black slaves, but escaped arrest by saying she was on Native American land and would only obey their laws. Theodore Frelinghuysen was an American senator. He led the opposition against the Indian Removal Act and gave a six-hour speech on the matter, ending with the warning: "Let us beware how, by oppressive encroachments upon the sacred privleges of our Indian neighbors, we minister to the agonies of future remorse." A missionary's editorials against IRA There are editorials written by Elias Boudinot. Read the background and anything before 1830. All else happened after the IRA was voted on. You can skim that, but have to be careful not to use specific events that had not happened yet! Bio of Sophia Sawyer Not tons of info here, but a quick read that gives you a sense of what type of people Missionaries/Reformers were. Senator F's speech about Indian removal This is the actual speech that the Senator gave about Indian removal. This link is hard, but SUPER useful. Skim it.. the first bit is about how he tried to change the language of the law, so that is not as important. The site notes when the speech itself starts. You can use ideas from it, but if you use quotes, you need to refer to him. ("As the esteemed gentleman from NJ said....") Southern Plantations Owners/Farmers Committee on Indian Affairs report: Pro This is the testimony of Senator Robert Adams talking about why he thinks removal is legal and beneficial. Georgia Background Read only the first paragraph of this link. If you think creatively, there are 1-2 ways this information may be useful to help Pro-georgia people make a case. North Georgia Gold Rush This link describes the Gold Rush in northern Georgia. It will help you make an argument that controlling this land would help Georgia and perhaps the whole nation. short letter about how good the land is... nice quote from a Southerner about how great the cherokee land is from growing cotton. Views of Southern Plantation Owners This is about the georgia gold rush, and had a solid summary of how planatation owners fel