Learning Targets 1-34
1
1. I can name key members of our government’s first
administration.
George Washington
 President

1789-1797
 Commander-in-Chief
 only unanimously elected President
from Electoral College
 established two-term precedent
2
1. I can name key members of our government’s first
administration.
John Adams
 Vice-President

1789-1797
 President of the Senate
3
1. I can name key members of our government’s first
administration.
Thomas Jefferson
 Secretary of State

1789-1797
 leader of Democratic-Republicans

also known as “Jeffersonians”

previously, “antifederalists”
4
1. I can name key members of our government’s first
administration.
Alexander Hamilton
 Secretary of the Treasury

1789-1797
 leader of Federalists
 proposed “Report on the Public Credit”




B.U.S.
“funding at par”
Assumption Act
protective tariff
5
1. I can name key members of our government’s first
administration.
Henry Knox
 Secretary of War

1789-1797
 changed to Department of Defense

1947
6
1. I can name key members of our government’s first
administration.
Edmund Randolph
 Attorney General

1789-1797
 Department of Justice
7
2. I can identify the purpose of the Cabinet.
 A dual capacity
 administer government activities
 advise the President


regarding department related decisions
on other general matters
 Chosen by President w/ consent of Senate (50% + 1)
 They serve at the pleasure of the President
 Congress creates new Cabinet positions
 4 in first Cabinet
 14 today
8
3. I can explain the purpose of and controversy over the National
Bank
 Organization
 20 year charter (1791 – 1811)
 10 million operating capital


1/5 funded by gov’t. (taxpayer dollars) (20%)
4/5 funded through sale of stock (80%)
 $400.00 per share
 Services
 issue national currency
 hold federal funds/taxes
 collect taxes (what today?)
 grant loans
 act as central bank for smaller state banks
9
3. I can explain the purpose of and controversy over the National
Bank
 Arguments
 Favors wealthy, moneyed interests

Who can afford shares at $400.00 per?
 Constitutional question?
 “strict constructionist” view
 not “enumerated” in constitution, not a delegated power
 a “narrow” interpretation
 Thomas Jefferson
 “loose constructionist” view
 a “broad” interpretation
 an “implied” power, derived from delegated power to tax
 use of “elastic clause”, it is “necessary and proper” to have a bank
 Alexander Hamilton
10
4. I can explain how sectionalism impacted the location of our
nation’s capital.
 Sectionalism
 placing the interests of one region or section of the
nation over the interests of other regions



Northeast
 Shipping, trade, manufacturing
South
 Cash crop agriculture, low tariffs
West
 Roads, canals,
11
4. I can explain how sectionalism impacted the location of our
nation’s capital.
 Assumption Act
 1791
 moved the Capitol from New York to Washington D.C.



along the Potomac River
in land set aside by the state of Maryland
to placate Southern leaders for passage of Alexander Hamilton’s
Financial program:
 funding at “par” of the state/national debt
 face value
 low “revenue tariff”
 “excise” tax on goods produced within nation (Whiskey Rebellion)
 Bank of the United States
12
5. I can distinguish between a strict and loose interpretation of
the Constitution
 “strict construction”
 not “enumerated” (named or, listed) in constitution
 not a delegated power
 “If it isn’t stated in the Constitution, it is forbidden.”
 Thomas Jefferson’s view of the Bank of the United States
 “loose construction”
 an “implied” power, derived from delegated power to tax
 use of “elastic clause”, it is “necessary and proper” to have a
bank
 Alexander Hamilton’s view of the Bank of the United States
13
6. I can compare and contrast the political ideologies of the
Federalists and Democratic-Republicans
 Federalists:
 national government should be a powerful central government
 controlled by the “upper class”, who were aristocratic, wealthy, and
well educated
 too much democracy was to be feared

common man untrustworthy and ignorant
 main aim of government to safeguard property and preserve law
and order
 government should encourage and support industry
14
6. I can compare and contrast the political ideologies of the
Federalists and Democratic-Republicans
 Federalists:
 Leaders:

Alexander Hamilton, John Adams
 Supporters:

manufacturers, merchants, bankers, holders of large estates;
strong in Northeast, Middle States
 Interpretation of Constitution:

“loose construction”, implied powers, strong central
government
15
6. I can compare and contrast the political ideologies of the
Federalists and Democratic-Republicans
 Federalists:
 Views on democracy:

opposed extension of democracy, distrusted the “masses”,
favored rule by the “best” people
 Views on specific issues:
 supported Hamilton’s program, a strong central bank, a
“protective” tariff, and funding the national debt.
 Foreign Affairs:
 friendly to Great Britain, in sympathy with conservatism of
the British government
16
6. I can compare and contrast the political ideologies of the
Federalists and Democratic-Republicans
 Democratic-Republicans:
 national government should be weak, with limited power


to prevent tyranny
strong state governments
 government run in the interests of all people by well-informed
leaders

regardless of class background
 people were to be trusted and given opportunity for education
 main aim of government was protection of liberty
 country better if population of independent, land-owning farmers
17
6. I can compare and contrast the political ideologies of the
Federalists and Democratic-Republicans
 Democratic-Republicans:
 Leaders:

Thomas Jefferson, James Madison
 Supporters:
 Small farmers, plantation owners, laborers, small
shopkeepers, (the non-propertied classes); strong in South,
West
 Interpretation of Constitution:
 “strict interpretation”, “states’ rights”, weak central
government
18
6. I can compare and contrast the political ideologies of the
Federalists and Democratic-Republicans
 Democratic-Republicans:
 Views on democracy:

favored expansion of democracy, desired rule for the masses
by educated leaders, opposed privileged, aristocratic rule
 Views on specific issues:

opposed Hamilton’s program, favored state rather than central
banking, against favors to industry (opposed protective tariff)
 Foreign Affairs:

friendly to France and the revolutionary traditions
19
7. I can identify the influence of sectionalism on the election of
1796.
20
8. I can identify the president responsible for the Alien and
Sedition Acts.
 Alien and Sedition Acts
 passed by Congress in 1798
 signed into law in 1798
 John Adams
 President from 1797 – 1801
 Extra Credit: Find a primary source revealing John
Adams’ personal feelings on the ideas behind the
Alien and Sedition Acts!
21
9. I can define the Alien and Sedition Acts.
 Alien Act - 1798
 Allowed the President to deport or jail any alien
considered undesirable
 Naturalization Act - 1798
 Raised from 5 to 14 years the residency requirement for
immigrants to become U.S. citizens
 Sedition Act - 1798
 Set fines/jail terms for anyone expressing opinions
considered damaging to the government
22
10. I can articulate the problems with the Alien and Sedition
Acts.
 Alien Act
 seemed politically motivated to target pro-French sentiments of
Democratic-Republican Party

Genet Affair
 Naturalization Act
 seemed politically motivated to target immigrants more inclined to
vote for candidates of Democratic-Republican Party

must be a citizen to vote
 Sedition Act
 seemed politically motivated to target editors, publishers, and
politicians of the Democratic-Republican Party


were critical of government pro-British policies
violate the free speech/press provisions of the 1st Amendment
23
11. I can recognize the use of states’ rights in the Virginia and
Kentucky Resolutions.
 “States Rights”
 the idea that since the states created the national
government, they have the right to determine the
constitutionality of federal laws!
24
11. I can recognize the use of states’ rights in the Virginia and
Kentucky Resolutions.
 Virginia and Kentucky Resolutions
 Argue the “states’ rights theory”




that the “states” created the national government
therefore, Virginia and Kentucky claim the right to declare the Alien
and Sedition Acts unconstitutional in those states
 because they violated the Bill of Rights.
synonymous with “Nullification” theory
 the states declare “null and void” any federal law going beyond the
powers granted by the Constitution to the central government.
synonymous with the “compact theory”
 the “states” created the national government
 therefore they have the authority to declare laws
unconstitutional!
25
11. I can recognize the use of states’ rights in the Virginia and
Kentucky Resolutions.
 “States Rights” theory …
 … just an “idea”, argued at the time
 raised the question, who/what declares laws
unconstitutional?
 answered with the case of Marbury vs. Madison

the federal courts determine constitutionality of laws!
 “states rights” in general, destroyed by Civil War!
26
12. I can explain how Marbury v. Madison resulted in judicial
review.
 Election of 1800
 Democratic-Republicans win Presidency!
 Democratic-Republicans win majorities in each House of
Congress!

for first time in short history in the Senate!
 Hence,
 Judiciary Act of 1801
 Adams appoints several judges on his last day in office


“midnight judges”
seen as effort to hold on to Judicial Branch as Federalist stronghold
27
12. I can explain how Marbury v. Madison resulted in judicial
review.
 James Madison
 Jefferson’s Secretary of State
 ordered by Jefferson NOT to
deliver “commissions”
keep Federalist judges from becoming
judges

 William Marbury
 one of “midnight judges”
 a Federalist
 sues Madison for “commission”

“Marbury vs. Madison”
28
12. I can explain how Marbury v. Madison resulted in judicial
review.
 John Marshall
 4th Chief Justice

SCOTUS
 1801-1835
 repeatedly confirmed
the supremacy of federal
law over state law
29
12. I can explain how Marbury v. Madison resulted in judicial
review.
 John Marshall
 Federalist perspective on economics and politics
 Chief Justice for 34 years
 asserts notion of “supremacy of national government”
over the states!
 establishes principle of “judicial review”




declares part of Judiciary Act of 1789 unconstitutional
making mute Marbury’s claim
extracting himself from unenforceable decision
earning for Supreme Court the power of “judicial review”
30
13. I can explain the sequence of events that lead to Hamilton’s
death.
31
14. I can describe the accomplishments of Thomas Jefferson as
president.
Thomas Jefferson
 President

1801-1809
 election constitutes the:

Revolution of 1800
describes the peaceful transition of
power from the Federalist to the
Democratic-Republicans

 leader of Democratic-Republican
Party
32
14. I can describe the accomplishments of Thomas Jefferson as
president.
33
14. I can describe the accomplishments of Thomas Jefferson as
president.
 Revolution of 1800
 peaceful transfer of power from Federalist Party to DemocraticRepublican Party
 re-establish revolutionary era principles
 Louisiana Purchase
 doubled size of U.S. territory
 reduce threat of war w/ Britain & France
 complete control of Mississippi River

“right of deposit” at New Orleans aids western farmers
 promotes “western” expansion
 Lewis & Clark Expedition
 becomes “loose constructionist”

no constitutional provision for purchase of land

uses treaty-making powers of Constitution
34
14. I can describe the accomplishments of Thomas Jefferson as
president.
 Early policies
 follows policy of “moderation”





keeps Bank of the United States
pays off debt
follows policy of neutrality
repeals “excise” tax on whiskey
repeals Naturalization Act
 Alien & Sedition Acts expire
 Cuts federal expenditures
 reduces military spending


funding for army/navy to bare minimum
“Jeff’s”, “mosquito fleet”
 Embargo Act – 1807
 avoids war with Britain & France
35
15. I can point out the ways in which Jefferson’s political views
are represented in his accomplishments.
 Inaugural Address
 “equal & exact justice to all men”
 “peace, trade, friendship w/ all nations”
 pledges support of state governments
 favors militia over “regular” army
 reinforces civilian over military authority
 encourages agriculture & commerce
 urges simplicity in government
 declares “freedom of speech & press”
 Louisiana Purchase
36
15. I can point out the ways in which Jefferson’s political views
are represented in his accomplishments.
 Inaugural Address
 “equal & exact justice to all men”


repeals Naturalization Act
allows Alien/Sedition Acts to expire
 “peace, trade, friendship w/ all nations”
 follows policy of neutrality
 avoids war with Britain & France
 Embargo Act - 1807
 pledges support of state governments
 “Revolution of 1800”
 repeals “excise” tax on whiskey
 favors militia over “regular” army
 funding for army/navy to bare minimum
 “mosquito fleet”, Jeff’s”
 reinforces civilian over military authority
 follows policy of neutrality
 cuts military spending
 repeals excise tax
37
15. I can point out the ways in which Jefferson’s political views
are represented in his accomplishments.
 encourages agriculture & commerce
 keeps Bank of the United States
 pays off debt
 repeals excise tax
 promotes westward expansion
 Louisiana Purchase
 urges simplicity in government
 cuts federal expenditures
 “Revolution of 1800”
 peaceful transfer of power from one political party to another
 declares “freedom of speech & press”
 allows Alien/Sedition Acts to expire
 repeals Naturalization Act
 Louisiana Purchase
 keeps strict construction by use of treaty-making powers
38
16. I can predict the impact that the Louisiana Purchase will have
on the development of the U.S.
 Louisiana Purchase
 doubled size of U.S. territory

acquisition of “natural resources”
 reduce threat of war w/ Britain & France
 U.S. will dominate North America
 complete control of Mississippi River
 aids trade, commercial growth
 promotes “western” expansion
 leads to “Manifest Destiny”
 war w/ Mexico, threatened war with Britain
 acquisition of Texas, Oregon
 claims of Lewis & Clark Expedition
39
17. I can describe the relationship that Lewis and Clark had with
the Native Americans, specifically Sacagawea.
40
18. I can summarize George Washington’s views on governing
our nation.
41
18. I can summarize George Washington’s views on governing
our nation.
 "The Address of General Washington To The People of The
United States on his declining of the Presidency of the
United States,“ – 1796
 known as Washington’s Farewell Address
 warns that independence, peace at home and abroad, safety,
prosperity, and liberty are all dependent upon the unity
between the states
 supports the Constitution

be wary of those wishing to secede
 right to alter/abolish government
 only through the Amendment process
 avoid “entangling alliances”
 avoid political parties
42
19. I can determine whether or not our country follows
Washington’s advice today.
 Washington’s Farewell Address
 avoid “entangling alliances”
 advocates a policy of good faith and justice towards all nations
 urges the American people to avoid long-term friendly relations or
rivalries with any nation
 only lead to unnecessary wars

Franco-American Alliance 0f 1778




United Nations – 1945
N.A.T.O.


post Battle of Saratoga
ended by John Adams
 Convention of 1800
North Atlantic Treaty Organization – 1947
S.E.A.T.O.

Southeast Asia Treaty Organization - 1955
43
19. I can determine whether or not our country follows
Washington’s advice today.
 Washington’s Farewell Address
 avoid political parties




every government has recognized political parties as an enemy
and has sought to repress them because of their tendency to
seek more power than other groups and take revenge on
political opponents
“… is itself a frightful despotism.”
thought “disloyal”*
felt they would divide the country
 Federalists, Democratic-Republicans, National Republicans,
Democratic, Whig, Republican, Free-Soil, Liberty, GreenbackLabor, Populist, Green, Republicratic, …
44
20. I can debate the value of having political parties in our
nation.
 History
 not included in original drafting of Constitution!

Founding Fathers felt “factions” would divide/destroy nation
 came into being over objections to Hamilton’s Financial
Program
 Functions
 provide machinery to avoid deadlocks
 allow compromise and to settle differences between groups
within Party
 present programs and policies
 select candidates
 provide political leadership
 provide choices for voters
45
21. I can predict consequences of having good or bad
relationships with other nations.
46
22. I can describe the concerns that Native Americans had
regarding their future in the early 1800’s.
 Jefferson to Congress – 1803
 “Two measures are deemed expedient. First to encourage
them to abandon hunting …. Secondly, to Multiply
trading houses among them … leading them thus to
agriculture, to manufactures, and civilization…”


Zinn p. 126
AP p. 98
 Native Americans encouraged to:


settle down on smaller tracts
farm
47
22. I can describe the concerns that Native Americans had
regarding their future in the early 1800’s.
 As white settlers began to move west at the start of the
nineteenth century, Native Americans became increasingly
hostile.
 loss of land to farmers, miners, etc…
 loss of culture, ways of life, …
 many did not wish to adopt the ways of whites
 assimilation
 adopting the culture or, ways of life, of another culture
 Indian agents were supposed to instruct Indians on how to
plow, raise cotton, spin, weave, care for domestic animals, and
become skilled in carpentry or blacksmithing
 Indians also wanted to keep their lands
48
22. I can describe the concerns that Native Americans had
regarding their future in the early 1800’s.
 “Five Civilized Tribes”
 Creek, Choctaw, Cherokee, Chickasaw, Seminole

adopted agriculture, a government with bicameral legislature,
a court system, a written constitution, a bilingual newspaper,
 using an alphabet developed by Sequoya
 owned slaves!
49
22. I can describe the concerns that Native Americans had
regarding their future in the early 1800’s.
 Tecumseh’s Confederation
 Shawnee leader in Old Northwest

Indiana, Michigan, etc…
 united Native-American tribes against white encroachment of
their lands

“The land, belongs to all, for the use of each …”
 fought against U.S. government in Creek War and War of 1812
 Confederation dissolved after Tecumseh’s death in 1813
 Eventually, Indian Removal Act of 1830
 forced removal of Native-Americans to the west
 “Trail of Tears”
50
51
23. I can identify the causes of the War of 1812.
 Causes of the War of 1812
 violations of “neutral rights”



“freedom of the seas”
impressment
 “seizing our ships and impressing our sailors!”
national pride at stake
 War Hawks (Henry Clay, John C. Calhoun)
 defend nation’s “honor”
 Economic difficulties
 Embargo Act - 1807
 Closure of European ports
 South and West blame New England for depression
52
23. I can identify the causes of the War of 1812.
 Causes of the War of 1812
 Native-American unrest


Northwest
 presence of British forts
 believe British are inciting Native attacks
 Tecumseh
South
 raids into Georgia from Florida
 Land Hunger
 demands of Southerner’s, Westerner’s
 expand into Canada, Florida
53
54
 Tecumseh
Tecumseh (romanticized) 
Tecumseh &
William Henry
Harrison 
55
23. I can identify the events of the War of 1812.
 Events of the War of 1812
 Invasion of Canada - 1812

poorly equipped American army easily repulsed by British
 Naval battles
 some notable victories
 “privateers” capture many British merchant ships
 Battle of Lake Erie - 1813
 Oliver Hazard Perry defeats British forces
 “We have met the enemy and they are ours.”
 Thomas McDonough - 1814
 defeats British fleet on Lake Champlain NY
 forces British to abandon plan to invade NY and New England
56
57
23. I can identify the events of the War of 1812.
 Events of the War of 1812
 Chesapeake campaign


Washington D.C. captured by British – Spring 1814
 Presidents (White) House, Capitol, other buildings burned
Baltimore – Spring 1814
 Fort McHenry holds out after night of bombardment
 inspires Francis Scott Key’s words
 Southern campaign
 Battle of Horseshoe Bend – March 1814
 Creek Indians, a British ally, defeated by Andrew Jackson
 Battle of New Orleans – January 1815
 keep Mississippi River out of British hands
 meaningless Battle as fought weeks after Treaty of Ghent signed
 makes Jackson a national hero however
58
59
60
61
24. I can describe the role of Native Americans in the War of
1812 and the Creek War.
 During the War of 1812, …
 Native-Americans allied with Spain and England …

… against the Americans led by General Andrew Jackson
 when the Creek War ended in 1814, …
 … Creeks were forced to sign the Treaty of Fort Jackson …
 … ceding some 40,000 square miles of land to the United
States
 Although the Choctaw, Chickasaw, and Cherokee fought
for the United States against the Creek …

… they, too, were soon pressured to cede their lands
62
24. I can describe the role of Native Americans in the War of
1812 and the Creek War.
 After the War of 1812,
 Natives forced to exchange their lands for land in Indian
Territory

present day Oklahoma
 most Indians fiercely resisted leaving their ancestral
homelands
 States passed laws to ensure jurisdiction over Indians
living within their borders


President Jackson informed the Indians that the federal
government was helpless to interfere with state laws
 Federal government and Congress actually have jurisdiction
he told them their only option was to comply with removal
63
25. I can summarize the Treaty of Ghent (War of 1812).
 Ghent, Belgium
 December 24, 1814
 news slow to reach America so, Battle of New Orleans fought after Treaty was
negotiated
 An “armistice”
 cease fire
 a negotiated settlement
 Terms:




end fighting
return prisoners
establish pre-war boundaries between U.S. and Canada
no settlement of issues causing the war:


violations of neutral rights
“impressment”
64
Bonus LT! I can explain the Nullification Crisis concerning the
Tariff of Abominations!
 Tariff of 1816
 nation’s first “protective” tariff

ask about difference between “revenue” & “protective” tariff’s
 tax on imports
 raises prices of foreign goods
 encourages buying of American-manufactured goods
 aids American industries
 supported by all “sections” of nation
 especially the manufacturing Northeast
 even the South, a consumer section
 passed during “Era of Good Feelings”
 “nationalistic” period
65
Bonus LT! I can explain the Nullification Crisis concerning the
Tariff of Abominations!
 Tariff of 1824
 tariff rates increase


South begins to object
John C. Calhoun of South Carolina is spokesperson
 as imported prices rise, what do you think happens to prices of
domestic goods?
 Tariff of Abominations – 1828
 higher rates still
 “South Carolina Exposition and Protest”


anonymously written by John C. Calhoun
argues “nullification”
 “states’ rights” to declare “null and void” tariff law in South
Carolina
66
Bonus LT! I can explain the Nullification Crisis concerning the
Tariff of Abominations!
 Tariff of 1832
 a slight reduction of rates
 South Carolina Ordinance of Nullification

nullifies tariff, threatens to secede!
 Force Bill
 Andrew Jackson threatens force if tariff not collected in South
Carolina
 Compromise Tariff of 1833
 Henry Clay

Great Compromiser
 reduction of tariff rates over period of 10 years

to 1816 levels
67
26. I can predict the long-term effect of the Treaty of Ghent on
Native Americans.
 A key reason that American frontiersmen were so much in
favor of the war in the first place was …
 … the threat by various Native American tribes, which they
blamed on intervention by British agents in Canada
 In the Treaty the British promised …
 … not to arm the Native Americans in the U.S. from Canada

nor even trade with them
 the U.S.-Canada border was largely pacified
 With the death of Tecumseh in battle in 1813, …
 … the natives became the main losers in the war, losing
British protection, and never regained their influence
68
26. I can predict the long-term effect of the Treaty of Ghent on
Native Americans.
 In the Southeast,
 Andrew Jackson’s destruction of Britain's allies, the Creek Indians at
the Battle of Horseshoe Bend in 1814, ended the threat of Native
American hostilities in that region
 It opened vast areas in Georgia and Alabama for settlement as
plantations and farmlands
 the U.S. occupied all of West Florida during the war and in 1819
purchased the rest of Florida from Spain, thus closing the base of
weapons for hostile tribes
 Creek Indians who escaped to Spanish Florida joined the
Seminoles there, and …
 … put up a long resistance known as the Seminole Wars
69
27. I can describe ways in which Andrew Jackson helped break
down social class barriers.
 Perceived as “common man”
 from poor background
 parents were Scots-Irish immigrants
 actually a wealthy land speculator and slaveholder by time of election
 Lost Presidency after winning majority of popular vote
 “corrupt bargain” of 1824
 helped propel him to win Presidency in 1828
 Inauguration
 open to public, behaved badly
 King Mob
 Fought politically against what he denounced as a closed,
undemocratic aristocracy
 elites in government, business, banking, etc …
70
27. I can describe ways in which Andrew Jackson helped break
down social class barriers.
 Killed the “monster”
 Bank of the United States II

saw as tool for the rich, elites …
 vetoed re-charter bill
 removed federal funds
 placed into state “pet banks”
 Implemented the Spoils System
 rewarded friends with political jobs
 Believed in “rotation in office”
 all citizens capable of serving in government positions
71
28. I can compare and contrast the relationship of Andrew
Jackson and the Cherokee during the Creek War and during the
Indian Removal Act.
 Creek War
 Battle of Horseshoe Bend
 Jackson killed 800 of 1,000 Creeks
 assisted by Cherokee



promised government friendship if they joined the war
swam a river to sneak up behind the Creek
won the Battle for Jackson!
 Zinn
 AP – p. 99
 Regular – p. 127
 “He got himself appointed treaty commissioner and dictated a treaty
in 1814 which took away half the land of the Creek nation.” (Zinn)
72
28. I can compare and contrast the relationship of Andrew
Jackson and the Cherokee during the Creek War and during the
Indian Removal Act.
 Indian Removal Act - 1830
 Jackson informed Natives they were beyond the
protection of the government and subject to the laws
of the states
 “I informed the Indians … that their attempt to establish
an independent government would not be
countenanced by the Executive of the United States, and
advised them to emigrate beyond the Mississippi or
submit to the laws of those states.”
73
28. I can compare and contrast the relationship of Andrew
Jackson and the Cherokee during the Creek War and during the
Indian Removal Act.
 Georgia, Alabama, Mississippi
 pass laws to extend states’ rule over Indians
 although federal treaties and laws gave Congress
authority over the tribes, Jackson as President supported
state action against them

encouraging them to relocate West
 Worcester vs. Georgia
 Jackson refuses to abide by SCOTUS decision entitling
the Cherokee to their lands!
74
28. I can compare and contrast the relationship of Andrew
Jackson and the Cherokee during the Creek War and during the
Indian Removal Act.
 Jackson’s Message to Congress
 “benevolent policy…happy consummation…obvious
advantages”
 “enable them to pursue happiness in their own way and under
their own rude institutions”
 “Can it be cruel in this government when, by events which it
cannot control, the Indian is made discontented in his
ancient home to purchase his lands, to give him a new and
extensive territory, to pay the expense of his removal, and
support him a year in his new abode?”
75
28. I can compare and contrast the relationship of Andrew
Jackson and the Cherokee during the Creek War and during the
Indian Removal Act.
 Jackson’s Message to Congress
 “How many thousands of our own people would gladly
embrace the opportunity of removing to the West on such
conditions! If the offers made to the Indians were extended
to them, they would be hailed with gratitude and joy.”
 “And is it supposed that the wandering savage has a stronger
attachment to his home than the settled, civilized Christian?”
 “Rightly considered, the policy of the General Government
toward the red man is not only liberal, but generous.”
76
29. I can describe the role of Chief Justice John Marshall in the
Indian Removal Act.
 John Marshall
 refused to rule on a case brought by the Cherokee


Cherokee had no legal standing
 not a foreign nation, nor a state
 “domestic dependent nation”
brought suit with Samuel Worcester
 a missionary and U.S. citizen
 Worcester vs. Georgia
 SCOTUS
 recognized Cherokee as a distinct political community
 state of Georgia not entitled to regulate by law
 lands Georgia not entitled to invade
 Jackson refuses to abide by ruling
 “John Marshall has made his decision; now let him enforce it.”
77
30. I can assess the impact of the Indian Removal Act on Native
Americans.
78
79
30. I can assess the impact of the Indian Removal Act on Native
Americans.
80
30. I can assess the impact of the Indian Removal Act on Native
Americans.
 On May 28, 1830 The Indian Removal Act was signed into
law by President Andrew Jackson
 while Native-American removal was, in theory, supposed to
be voluntary,

in practice great pressure was put on Native American leaders to sign
removal treaties
 most observers, whether they were in favor of the Indian
removal policy or not,

realized that the passage of the act meant the inevitable removal of
most Indians from the states
 American settlers' hunger for Indian land led to violent
conflict in many cases

succeeding treaties generally compelled tribes to cede large areas to
the United States government
81
30. I can assess the impact of the Indian Removal Act on Native
Americans.
 Trail of Tears
 marked by outbreaks of cholera, inadequate supplies, bitter
cold, and death from starvation and exhaustion
 the Cherokees' march was a forced one under the direction of
the United States army, and it came to be known as the "Trail
of Tears" or, in their own term, "The Place Where They Cried."

resulted in the deaths of an estimated 4,000 Cherokees
 removal was a tragedy as thousands of people were forced to
leave behind their homes, livestock, crops, and places that
had spiritual significance for them
82
31. I can identify and describe ways in which Andrew Jackson
may have abused power as president.
 Indian Removal
 Jackson chose to blatantly disobey a ruling set by the Supreme Court in
Worcester vs. Georgia

Led to forced removal of Native-American tribes and “Trail of Tears”
 Spoils System
 Jackson claimed that to the victor of an election went the ability to fill offices
with whomever he wished
 fired people from certain positions to introduce inexperienced individuals to
the position

often close friends of Jackson that did not deserve the position they attained.
 Bank of the U.S.
 removed federal funds from BUS
 issued “Specie Circular”


declared coins as the only government noted form of money
depreciated bank notes which led to economic depression
83
32. I can compare and contrast Andrew Jackson’s views and John
Burnett’s view of the Indian Removal Act.
 Andrew Jackson
 “enable them to pursue happiness in their own way and under
their own rude institutions”
 “cast off their savage habits and become an interesting,
civilized, and Christian community.”
 “And is it supposed that the wandering savage has a stronger
attachment to his home than the settled, civilized Christian?”
 “… policy of the General Government toward the red man is
not only liberal, but generous.”
84
32. I can compare and contrast Andrew Jackson’s views and John
Burnett’s view of the Indian Removal Act.
 Andrew Jackson
 believed ethnocentrically, that Native-Americans were
uncivilized “savages”
 is closed-minded to their way of life, believing they should
abandon it in favor of a “civilized, Christian” manner of living
 disregarded the fact that many Natives “assimilated” the ways
of whites

farmed, created a constitution, bicameral legislature, court system,
newspaper, alphabet, and owned slaves!
85
32. I can compare and contrast Andrew Jackson’s views and John
Burnett’s view of the Indian Removal Act.
 John G. Burnett
 intimately associated with the Cherokee

hunted, slept around their fires, spoke their language, etc…
 as interpreter, witnessed the Trail of Tears
 death of women, children, etc…
 4,000 silent graves
 knew women as kind, tender
 not prostitutes
 saw hunger for gold led to shooting in cold blood, homes
burned, lands confiscated, inhabitants driven out
86
32. I can compare and contrast Andrew Jackson’s views and John
Burnett’s view of the Indian Removal Act.
 John G. Burnett
 saw men arrested, women dragged, children separated from
parents, prodded with bayonets, a mother die with a baby on
her back and holding her children’s hands
 concerned children of today (1890) are not learning the truth
 referred to as “the soldier that was good to us” by Cherokees
in Confederate uniform
 attests to truthfully stating neither his rifle or knife are
stained with Cherokee blood
87
33. I can draw conclusions regarding the validity of Jackson and
Burnett’s accounts of Indian Removal.
 Jackson
 did not see effects of Indian Removal Act on tribes
 only concerned with benefits whites would receive
 benefitted from acquisition of Native-American lands
 Burnett
 came to know the Native-Americans by living with them
 witnessed the injustices the Natives suffered first-hand
 viewed through “egalitarian” lens of the revolution era
 recognized the common humanity shared by Natives and
whites
88
34. I can evaluate the impact of the cotton gin on slavery and
sectionalism in our nation.
 Eli Whitney
 developed cotton gin (engine), 1793
 cleaned seeds from cotton with the turn of a crank
 tremendously increased demand for cotton


in land between the Appalachians and Mississippi River
 small farmers and large plantation owners rush in to grow
cotton
 bring slaves as labor force
by 1820, had transformed cotton farming in Louisiana,
Mississippi, and Alabama
 “Cotton Kingdom”
 greatly accelerated the expansion of slavery
89
90
34. I can evaluate the impact of the cotton gin on slavery and
sectionalism in our nation.
 Sectionalism
 South






mostly rural society
 plantations, small farms
rely on cotton production
 and slave labor force to produce it
South produces only 10% of nation’s manufactured goods
population growth much slower in South
 few immigrants (slave labor)
slow to embrace technological advances
 use of rivers to transport rather than railroads
less wealth generated through production of agricultural products
 compared to manufactured products of the North
91
34. I can evaluate the impact of the cotton gin on slavery and
sectionalism in our nation.
 Sectionalism
 North





Industrialization occurs rapidly
 factories produce textiles, sewing machines, farm equipment, etc..
20,000 miles of railroad track laid in 1850’s
 carried wheat, iron ore, raw materials eastward to factories
 manufactured goods, settlers westward
small towns become large cities
telegraph links cities and regions with instant communication
immigrants become factory workers or move west to farm, mine,
ranch
 become voters, opposed to slavery
 slave labor competes with free labor
 reduce status of white workers who couldn’t compete with
slaves
92