Cover Page of Indian Removal Act Packet

Directions for Cover of IRA Debate Packet Assignment

I want you to create a professional-looking cover for your packet. To do this, you need to split the paper into 5 sections – with each section reflecting the 5 views we are looking at:

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1. Cherokees

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2. Jackson Administration

3. Farmers/Southerners

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4. Missionaries/Reformers

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5. Seminoles/Black Seminoles

p Write the title for your packet: The Indian Removal Act of 1830

p Create a single word for each group that reflects the views/beliefs of that group on the question of Indian removal.

p Create a symbol for each group that reflects the views/beliefs of that group on the question of Indian removal.

p After reading each of the group’s summaries, list in their section whether they are for/against the proposed bill.

You can PRINT or DRAW your text/symbols, but please make sure it is done neatly, with effort.

Assignment for the Snow Day

Well, we have a snow day. Hopefully at some point between sledding, shoveling, and hot chocolate you remembered to check the website for the homework.

The following needs to be done by Friday:

1. Read and markup the text of the Indian Removal Act.

2. Read the article on the Cherokee and answer the following questions

1. When did the Cherokee sign treaties with the U.S. government?

2. What did the Georgia law of 1829 say?

3. Why would the Cherokee say that the 1829 law was invalid?

4. Who was Sequoya? What impact did he have on the Cherokee Nation?

Enjoy your day, I will see you tomorrow

~ Mr. M

U.S. and Cherokee Relations

After reading and marking up the handout please answer the following questions.

1. Who has the authority to make treaties with Native American tribes? Why?

2. Why did the U.S. government want Native American tribes to relocate west?

3. What is assimilation? Give three examples of how the Cherokee has successfully assimilated by the 1820s.

4. What was the Treaty of Hopewell?

5. What was the dilemma that both Andrew Jackson and John Quincy Adams faced?

Whose Who of the Jackson Era

Tonight for h.w. use your notes, the textbook, or the internet to describe the following important people from the Age of Jackson. Use the Henry Clay example as a guide for your responses.

Henry Clay: member of the Whig Party, he was a member of Congress from Kentucky and an opponent to Andrew Jackson.

John C. Calhoun

Thomas Hart Benton

Nicholas Biddle

John Quincy Adams

Rachel Jackson

Daniel Webster

Martin Van Buren

James Monroe

Lewis Cass

Chief John Ross

Chief Justice John Marshall

Andrew Jackson vs. John C. Calhoun

In 1830, a tariff was placed on imported goods to America. This additional tax increased the price of products coming to the United States from Europe. Lawmakers who wrote and approved of the tax were hoping to protect Northern factories and businesses. Companies from places like Lowell were competing against companies from England in the textile market.

For a plantation owner or a yeoman farmer in the South the tariff was an economic burden. Goods from Great Britain were typically cheaper then American made products. A farmer could enter a store and purchase a pair of shoes from England that would cost them (i'm making this number up) $1.00 while shoes from Lynn would cost him $2.00. Once the tariff was in place, the shoes from Britain would end up costing more money then the shoes that were made in the U.S. These protective tariffs would force people from the South to buy goods that were made in the North. Many Southerners objected to the tax because it was costing them to pay more.

Britain is going to respond to the American tariff with a tariff of their own. They place a tax on American goods that were being imported to Great Britain. These goods included: rice, tobacco, flour, cotton, sugar, and indigo. All goods that were being grown in the American South. Once that tax was put in place many British companies started to not purchase goods from America, choosing to buy products from China, Egypt, and India. American farmers of the South were now hurt by falling prices in their exports in addition to high prices for manufactured goods.

Vice-President John C. Calhoun was against the tariff and called for the federal government to remove the tariff. Jackson and Calhoun had some heated exchanges regarding the tax. Calhoun would resign the following year and travel back to South Carolina to help lawmakers there plan on handling the issue. Calhoun would find his answer to the crisis by seeing how other states had responded to unpopular federal law.

His answer was the Virginia and Kentucky Resolutions. During the Presidency of John Adams, the Alien and Sedition Act were passed. Both of these laws were criticized for being unfair and unconstitutional. Thomas Jefferson and James Madison drafted a resolution for Virginia and Kentucky which said that a state had the right to cancel a federal law that was unfair. Since the Alien and Sedition Act were never brought to the Supreme Court, nobody really knew what the answer was. Calhoun felt that the V and K Resolutions were a precedent for other states to follow.

Lawmakers met in Colombia South Carolina and voted to not pay the tariff. Soon other state representatives were being asked by people from South Carolina if they would consider joining South Carolina in breaking away from the Union.

Washington D.C. was filled with talk of Civil War. Jackson began to meet with military advisors to see what would be the best way to defeat South Carolina if they withdrew from the Union. Jackson let in be known publicly that he would not let South Carolina leave the Union. To Jackson the country was not a league, with each state a member that can choose to leave whenever it wanted to. "The Constitution forms a government, not a league."

Ultimately Jackson would win over Calhoun on the issue of Nullification. South Carolina eventually backed down, and Congress voted to lower the tariff shortly after. Calhoun would serve in the Senate until the 1850s becoming a symbol of state's rights. For Jackson the victory would increase his popularity and have him earn high marks with historians decades after his death. The issue over state's rights would not go away however.

Andrew Jackson: Good, Evil, and The Presidency

"I was born for a storm, and a calm does not suit me"

~ Andrew Jackson

By the time of his death, Andrew Jackson was one of the most popular Presidents of the United States. Only George Washington and Thomas Jefferson ranked higher then Jackson. He was admired by Abraham Lincoln, Theodore Roosevelt, Franklin Roosevelt, and Harry S. Truman.

Yet, he remains one of the most controversial Presidents that our country has had. During his lifetime he was both admired and despised. His friends were fiercely loyal and his enemies carried a strong hatred towards him.

His marriage to his wife Rachel was surrounded by controversy that would haunt the couple for the rest of their lives. When Jackson moved to Nashville Tennessee, he met a young woman named Rachel Donelson Robards. Rachel was married to a Lewis Robards of Kentucky and stuck in a loveless married. Jackson courted her, and with the blessing of Rachel's parents the two traveled to Natchez Mississippi, where they eloped.

When the two returned to Tennessee, Robards learned of the wedding, and filed for divorce in Kentucky. When the divorce was finalized, Jackson and Rachel were then re-married in a quiet ceremony in Tennessee.

Jackson's critics and enemies would accuse Rachel of committing adultery against her husband. This was a serious accusation during the 18th Century, one that basically condemned Rachel to being labeled a harlot. During Jackson's time, American women were legally the property of their husbands and it would have been impossible for Rachel to divorce Lewis on her own. The rumors and whispers about Rachel and Jackson would follow the couple for years. Jackson would fight several duels defending the honor of his Rachel.

Enjoy the Snow Day

Be safe and have fun tomorrow.

Make sure you have tonight's Lewis and Clark homework completed for Thursday.

Lewis and Clark

Thomas Jefferson asked fellow Virginian Merriwether Lewis to lead an exhibition to the Louisiana Territory. Lewis then asked his friend and fellow soldier William Clark to help lead the exhibition.

Their mission was both scientific and political. Jefferson wanted the group chart a water route to the Pacific Ocean. This would allow American merchants to trade with nations in Asia and increase American commerce. Jefferson also ordered the group to catalogue and chronicle the plant and animal life that they encountered on their journey. The men kept journals of the trip detailing the different species they had seen along the way as well as the climate of the land they journeyed through. These journals would become helpful for future American farmers that moved into the lands that Lewis and Clark explored.

On the political side of the trip, the men had a very important job. They represented the United States of America whenever they encountered Native American tribes. They were ambassadors for the U.S. As representatives of the U.S., they were ordered by the President to try and establish peaceful relationships with the tribes that they met. Jefferson also wanted the group to gather as much information on the tribes as possible. These facts would allow Americans to further their understandings of the different native groups in the American West.

Jefferson wrote various letters to Captain Lewis before he left for his journey. Tonight you are analyzing two of those letters, one written in June of 1803, and the other was written in January of 1804. He instructed the men on the following: how to behave towards the tribes, what to tell the tribes, and what to ask them.

Tonight for H.W.

1. define the following terms: endeavor, conciliatory, simultaneously, lament, and immense.

2. Read the letters Thomas Jefferson sent Lewis

3. Fill in the chart of Jefferson's instructions.

The Louisiana Purchase

Read pages 340-345 in the textbook.

Then Identify the following:

Napoleon, The Louisiana Purchase, William Clark, and Meriwether Lewis.

Then answer questions 1 and 2.

Enjoy the weekend

Textbook Reading on Slavery

Read pages 439-443. As you are reading answer the following questions.

1. Who were the “drivers” on a plantation?
2. What type of jobs could a slave have besides working out in the fields ? What were the pros and cons?
3. How could a slave with a skilled job earn freedom?
4. Give two examples of how the slave owners exerted control over the slaves.
5. What were slave codes?
6. What were folktales? Why were the important?
7. How did white ministers attempt to use religion as another means of controlling slaves?
8. How did the slaves use religion to inspire hope?
9. What are spirituals?
10. Who were Gabriel Prosser and Denmark Vessey?
11. Who was Nat Turner?
12. Some historians believe that Nat Turner knew that he would not be able to successfully escape the people who were out to punish him. If he remained in Virginia, he would be captured and placed on trial. If he managed to escape, there was a chance that he would be lynched by a white Southerner as retribution for the rebellion. A trial would ensure that he would have the opportunity to make a final statement. Do you agree with this theory? Why or Why not?

13. What was a result of Nat Turner’s Rebellion?
14. What were ways that slaves challenged the slave system?

Marronage

For homework tonight, read and markup the handout on marronage in the American South. When you are finished please answer the following questions.

1. What were Maroon Sociaties?

2. Where were they located?

3. List the options that an escaped slave had.

Petite Marronage

1. How would a slave know when to return to the plantation?

2. How could another plantation owner help a slave avoid being whipped?

3. How were short run-aways similar to strikes?

4. What was the common reason for a slave to leave the plantation for a short period of time?

Grand Marronage

1. Where did some slaves manage to escape? Why those locations?

2. Who were most often hired as slave hunters? What weapons did they use? Why?

3. What do escape attempts show about the odds of the success of a slave insurrection (rebellion)?

4. What Southern state became a hide away for runaway slaves? Why?

Welcome Back

Today in class we examined some of the 1833 Slave Codes of Alabama. These were a series of laws passed by the state legislature that governed the actions between whites, free blacks, and slaves of Alabama.

Tonight for h.w. read the Slave Code handout and choose three codes that you understand then do the following

1. Place the code in your own words

2. Explain what method of control the Slave Code used: Maintaining Strict Discipline, Requiring slaves to have complete submission, instilling total fear and dependence, or convincing slaves that they are inferior to whites.