action jackson – 4th six weeks, 8th grade u.s. history...

Action Jackson – 4th Six Weeks, 8th Grade U.S. History (Adapted from the History of US, Vol. 4, Joy Hakim, written by Barbara Dorff)

Essential Question

What makes a political movement successful?

Enduring Understanding Historically, political movements are most often initiated by organized middle class leaders in response to a need for change and there is usually an organized resistance to the new ideas.

Explain the impact of the election of Andrew Jackson, including the beginning of the modern Democratic Party. 8.5f Analyze federal and state Indian policies and the removal and resettlement of Cherokee Indians during the Jacksonian era 8.5g Understand the impact and can summarize the issues, decisions, and significance of landmark Supreme Court cases. 8.19a Analyze the leadership qualities of elected and appointed leaders of the United States such as John Marshall. 8.23a

Instructional Activities

Activity 1: Vocabulary Acquisition –Trail of Tears, Indian Removal Act, Caucus, Representative, Relocate, Andrew Jackson, John Marshall, Checks and Balances, Worcester v. Georgia Vocabulary Activity 1: Visual Discovery V1 (See Instructional Strategies Handbook) Modeling: Trail of Tears painting Independent Practice: Andrew Jackson political cartoon

Vocabulary Activity 2: Frayer Model V6- (See Instructional Strategies Handbook)

Modeling: Teacher will model correct use of Frayer Model using Trail of Tears Independent Practice: Indian Removal Act, Caucus, Representative, Relocate, Andrew Jackson, John Marshall, Checks and Balances, Worcester v. Georgia Activity 2: Reading Comprehension

Modeling: Reading on Political Parties, Completion of Timeline Independent Practice: Reading on Voting Rights, Completion of Timeline Summary Chart: How did Jackson’s Presidency change democracy?

Activity 3: Debriefing/Critical Thinking: Summary Essay Students will identify the impact of the Jacksonian Era on the development of democracy in the United States. Optional Value Added Activity: Primary Source Document Analysis

Activity 1 A: Visual Discovery V1 Directions: (this can be whole group or small group instruction) Print the visual onto an overhead transparency. Project the visual onto the screen, and also provide an individual copy for each student to view and on which to record notes.

• First ask the students, ”What do you see in this image?” “Point out details.” • Second, ask the students, “Describe what you see in the image.” Make a list of important terms, people, places,

or questions you have about the picture. • Next ask the students, “Based on what you see in the image, what do you think is happening?” • Students will answer questions about the cartoon individually, or in small groups. • Class will maintain a common list of words and terms as students report aloud to class what they observed in the

cartoon.

Modeling: “Trail of Tears” painting Teacher will guide students through questions about the painting. List all terms and vocabulary words.

“Trail of Tears”

Visual Discovery-Independent Practice: Andrew Jackson political cartoon Project the visual onto the screen, and also provide an individual copy for each student to view and on which to record notes.

• What do you see in this image? List details. • Describe what you see in the image. Make a list of important terms, people, places, or questions you have about

the picture. • Based on what you see in the image, what do you think the artist was saying?

Activity 1:B V-8 Frayer Model (Doty, 2003) Modeling: The teacher will provide an example such as the one below as a model of what the students are expected to do to complete the assignment.

Trail of Tears

Definition (In your own words)

Non examples (from your own life)

Examples (from your own life)

Characteristics Because many new settlers wanted to claim and develop land in the West that was already settled by American Indian tribes, President Andrew Jackson ordered the U.S. Army troops to force the American Indians to move to reservations in Oklahoma. Many died as they walked to Oklahoma. The survivors cried so many tears all along the trail, it is called the Trail of Tears.

Forced migration Not wanting to move Using US troops like bullies No regard or respect for ownership and treaties Broken promises

Being told by my boss that the company is moving my family and me to another town without asking me first. Or, if I had gotten my license and bought my own car, then when my younger sister got her license, my parents would take away my car and give it to her.

Being asked if someone could share my home or car, and I could say “yes” or “no”. It would be my choice. Or, being allowed to stay in my own home that I had bought and paid for because I have a contract or legal promise that it belongs to me.

Frayer Model

Activity 1: Modeling: Timeline Graphic Organizer Directions: Have students read the passage below. Discuss what they think happened to change voting and list the reasons as one through five. Next pass out the graphic organizer and compare it to what they decided. Ask students consider why they think each change came about and look for sentences in the reading to prove what they think. In the boxes below the timeline, ask students to write the reason for each change. As a summary, title the Timeline.

Democracy and the “Right to Vote”

In a democracy, or republic, like the United States, the right to vote is very important. Representatives try to listen to all people, but they especially listen and respond to those who actually vote. Most Americans vote for candidates based on what candidates believe about the important issues. Therefore, voting is the most direct way that Americans can influence government.

When the United States was founded, voting was often limited to white male

property owners. In some colonies, especially in New England, voters also had to be members of the official church. Although most states had done away with some voting requirements by the time of the American Revolution, voting rights were still restricted.

The delegates who met at the Constitutional Convention of 1787 did not establish

voting rights for all people. They did specify in Article I of the Constitution that states would maintain the same requirements for voting in national elections as they did in state elections. Moreover, they minimized qualifications for most federal offices. This gave more people an opportunity to run for federal office and gave voters a wider choice of candidates. The Presidents of the United States, however, were selected from among the Founding Fathers, wealthy landowners, and from well-established states such as Virginia and Massachusetts. Groups of congressmen, or caucuses, nominated the presidential candidates. Regular citizens, therefore, did not play a role in electing the president.

During the Jacksonian Era, Americans began to change their view of voting rights.

Some positions (state judges, for example) that previously were appointed were now chosen by voting. Several states changed their constitutions during this period, most of them eliminated property requirements for voting. Although, they continued to limit the vote to “white males, 21 years or older.“ Many individuals voted publicly or received a party ballot, which only listed candidates from one political party.

As time went by under Jacksonian Democracy, more people began to vote. Rather

than selecting a representative to vote on their behalf, the people elected the candidate directly. With an increased number of people involved in voting, candidates held dinners, rallies, and public meetings to discuss and explain policies and beliefs. Jackson, who had become wealthy, was not born rich and became known as a "man of the people." Another change was to vote by secret ballot, giving voters even more opportunities to vote for the common man. American democracy was changing and developing to include more citizens.

. Colonial Voting restricted to white men, landowners, church members; voting was public and usually by voiced aloud.

Articles of Confederation National rules followed state rules, minimal qualifications, usually a Founding Father for president, voting was public and usually by voiced aloud.

Constitution Political parties nominate candidates at national nominating conventions, delegates arrive at the convention already pledged to candidates on the basis of primaries, caucuses, or state conventions, voting was public and usually by voiced aloud.

Early Jacksonian Era State judgeships now elected, not appointed; property ownership requirements removed; voters only “white males, 21 years or older.“ individuals vote publicly or by a party ballot; candidates not required to be founding fathers or from “established”

Beginning of Modern Voting

Most states began choosing presidential electors through the popular vote, rather than having the state legislature choose; voting changed from a public, voiced voting system to a secret, printed ballot.

1. What created a change? ______________________________________________________________________




Best Title or Summary: ________________________________________________________

Democracy and the “Right to Vote” Answer Key for graphic organizer: (student answers may vary slightly)

1. Representatives began to realize that church membership should not be a requirement for voting. (Separation of church and state). 2. People began to realize that voting requirements should be the same across all the states, and also that owning land should not be a requirement for voting. 3. People experienced problems with the One Party system. It was four parties within one party. They felt it was corrupt and not giving a true vote to the people. Jackson spoke out loudly about America being for the common man, not just for the elite. 4. People had experience with voting directly for a candidate and believed it was more democratic. They also began to believe that a man’s vote should be a secret matter, if he chose to keep it secret. Summary Title: The Right to Vote Becomes More Democratic

A Time to Weep (adapted from A History of US, Volume 4, Joy Hakim)

The “Trail of Tears” was a long trail west that Native American people were forced to walk. As they walked, they wept, because they did not want to go. They did not want to leave their homes, their farms, their hunting ground, the land of their fathers and mothers. But the Indian Removal Act of 1830, was passed telling the Native American nations that they would have to leave their land and move to a reservation located on the Great Plains. The Native Americans were forced to relocate by white soldiers with guns, and by President Andrew Jackson, the famous Indian fighter. Here is what Jackson said to them:

Friends and brothers, listen. Where you now are, you and my white children are too near to each other to live in harmony and peace…beyond the Great Mississippi…your Father has provided a country large enough for all of you, and He advises you to remove to it. There your white brothers will not trouble you…and you can live upon it as long as the grass grows or the water runs, in peace and plenty. The land beyond the Mississippi belongs to the President and no one else, and he will give it to you forever.

At first the Cherokee were stubborn, refusing to give up their land. They knew to appeal to the government for help. Two Congressmen, Henry Clay and Daniel Webster said the Native American were right: their land was their land and no one else’s. Eventually, the case went all the way to the Supreme Court. The lawyer for the Native Americans was Samuel Worcester. He was arguing with the state of Georgia, so the case is called Worcester v. Georgia. The court ruled on the issue of Indian ownership of their own land and their right to govern themselves. Since the land was originally owned by Great Britain, Chief Justice John Marshall ruled:

Great Britain considered [the Indians} as nations capable of maintaining the relations of peach and war; of governing themselves…and she made treaties with them, the obligation of which she acknowledged. Furthermore: The Cherokee nation…is a distinct community, occupying its own territory…in which the laws of Georgia can have no force, and in which the citizens of Georgia have no right to enter, [except] with the [agreement] of the Cherokees themselves.

President Andrew Jackson refused to enforce the law. The American system of checks and balances failed. So the Cherokee people walked—the children, the parents, the old people—on hot days, through rain, snow and windstorm. Often there was not enough food, water, or shelter. Always there was great sadness, for one of every four of them died during the cruel march to the reservation. The government promised the new land would be theirs forever, but as the white people moved west, the promises were forgotten. New Americans took their land again, and again, and again.

.

The Cherokee live peacefully

where they wish to live.

. Indian Removal

Act of 1830 passed by Congress

Cherokees

appealed to the government.

Supreme Court ruled on behalf

of the Cherokees that they may stay on the land.

Cherokees were forcibly removed from their land. Trail of Tears.

1. What created a change? .

2. What created a change?



Best Title or Summary: ________________________________________________________

Answer Key for graphic organizer Development Political Parties below: (may vary slightly) 1. Immigrants from Europe wanted the fertile land where the Native Americans lived. 2. Cherokee were stubborn and refused to move off the land. 3. Lawyer, Samuel Worcester took the case all the way to the Supreme Court, Worcester v. Georgia 4. President Andrew Jackson refused to honor the law. Checks and Balances failed. Summary Title: Trail of Tears

Activity 2: Main Idea

Modeling: Teacher will complete first line of chart with the class.

Independent practice: Students will complete the rest of the chart.

How did Jackson’s presidency change Democracy? Political Parties

Proof in Text:

Voting Rights

Proof in Text:

Elections

Proof in Text:

Campaign methods

Proof in Text:

Summary Essay: Students will identify the impact of the Jacksonian Era on the development of democracy in the United States.

Value Added Activity: Primary Source Document Analysis

Modeling: Teacher demonstrates interpreting a primary source on the first document.

Independent Practice: Students complete Document Analysis and write a concluding essay.

1. According to the quotes, what position did the Cherokee Nation take on the Indian Removal Act? Explain the Cherokee belief about the land.

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Indian Removal Act

Since 1780, population had been increasing rapidly in Georgia. New settlers continued to take Native American land, especially after the discovery of gold. The Native American tribes were pushed off their land to relocate further west. By1830, under President Andrew Jackson, Congress passed the Indian Removal Act. The Cherokee Nation strongly opposed this act, so they took it to court. Finally, the case went all the way to the Supreme Court.

"We, the great mass of the people think only of the love we have to our land for...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." (Letter from Aitooweyah, to John Ross, principal chief of the Cherokees.)

Some Cherokees continued to occupy their ancestral homelands, which had been guaranteed to them by treaty.

"...Inclination to remove from this land has no abiding place in our hearts, and when we move we shall move by the course of nature to sleep under this ground which the Great Spirit gave to our ancestors and which now covers them in their undisturbed peace." Cherokee Legislative Council New Echota July 1830

2. What major sacrifices did the Cherokees make in order to honor their belief about the land? What opinion did the Supreme Court have about removal of the Indians?

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Political leaders including President Thomas Jefferson believed that the Indians should be civilized, which to him meant converting them to Christianity and turning them into farmers. Many other citizens agreed, so missionaries were sent among the tribes. The Cherokees took on some of the ways of white society. They built European-style homes and farmsteads, laid out European-style fields and farms, developed a written language, established a newspaper, and wrote a constitution. But they found that they were not guaranteed equal protection under the law and that they could not prevent whites from seizing their lands.

"No eastern tribe had struggled harder or more successfully to make white civilization their own. For generations the Cherokee had lived side by side with whites in Georgia. They had devised a written language, published their own newspaper, adopted a constitution, and a Christian faith. But after gold was discovered on their land, even they were told they would have to start over again in the West." The West, a documentary by Ken Burns and Stephen Ives

But when the transformation did not happen quickly enough, views changed about the Indian people's ability to be assimilated into white culture. Even though the Cherokee people had adopted many practices of the white culture, and had used the court system in two major Supreme Court cases, they were unable to halt the removal process. In 1832, Chief Justice John Marshall handed down this ruling from the Supreme Court:

“The Cherokee Nation….is a distinct community, occupying its own territory…which the citizens of Georgia have no right to enter but with the assent [agreement] of the Cherokees themselves…”

Worcester vs. Georgia

3. What position did Andrew Jackson take on Indian Removal? How did he respond to the Supreme Court

ruling? What does this say about all three branches of government having equal power, or balance of power? Were all people in America treated equally? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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The desire of new settlers for lands occupied by the Cherokee Nation finally led to the development of a general policy to remove the unwanted Cherokees. President Jackson responded to the Supreme Court ruling this way:

"John Marshall has made his decision, now let him enforce it." President Andrew Jackson re: Worcester v. Georgia

"My friends, circumstances render it impossible that you can flourish in the midst of a civilized community. You have but one remedy within your reach, and that is to remove to the west. And the sooner you do this, the sooner you will commence your career of improvement and prosperity." Andrew Jackson

The Cherokees were driven from their homes, herded into internment camps, and then moved by force to a strange land. This was the beginning of a terrible part of history where a country that just 50 years before said "All men are created equal" forced a people who had done nothing wrong to move out of their homeland. As soon as practical, the Indians were transferred from the removal forts to 11 internment camps that were more centrally located - 10 in Tennessee and one in Alabama. The Cherokees named the trail, The Trail Where They Cried, or in their language, nu na hi du na tlo hi lu i.

4. What message did Major General Scott have for the Cherokees? What was the “hidden” message? How did he make the journey sound?

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In 1832, Jackson ignored the court ruling stating that the state of Georgia had no right to force the Cherokees to relocate. In 1838, federal troops forced 15,000 Cherokees to relocate west of the Mississippi River. Eventually, the army arrived to remove them. Maj. Gen. Winfield Scott delivered an ultimatum to the Cherokees remaining in northern Georgia -- they had to go west, and they had to go now:

Maj. Gen. Winfield Scott Address to the Cherokee Nation

(May 10, 1838) "Cherokees! The President of the United States has sent me with a powerful army, to cause you, in obedience to the treaty of 1835, to join that part of your people who have already established in prosperity on the other side of the Mississippi. Unhappily, you have made no) preparation to follow (his orders). And now, every Cherokee man, woman and child…must be in motion to… (go) West….

Chiefs, head-men and warriors! Will you then, by resistance, compel us to resort to arms? God forbid! Or will you, by flight, seek to hide yourselves in mountains and forests, and thus oblige us to hunt you down?… Think of this, my Cherokee brethren! I am an old warrior, and have been present at many a scene of slaughter, but spare me, I beseech you, the horror of witnessing the destruction of the Cherokees….

Do not… wait for the close approach of the troops; but make … preparations (to leave)….You will find food for all and clothing…and.… at your ease and in comfort be transported to your new homes, according to the terms of the treaty.

This is the address of a warrior to warriors. May his entreaties be kindly received and may the God of both prosper the Americans and Cherokees and preserve them long in peace and friendship with each other!”

5. Look carefully at the cartoon and explain what opinion the cartoonist expressed about

Andrew Jackson.

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Summary Essay Formant #1:

From the answers you have written above, compare the positions of the Cherokee people to that of President Jackson on the Indian Removal Act of 1832. What contribution did this make to the development of Democracy?

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Summary Essay Format #2:

From the answers you have written above, compare the positions of the Cherokee people to that of President Jackson on the Indian Removal Act of 1832. What contribution did this make to the development of Democracy?

The Cherokee Nation responded to the 1830 Indian Removal Act by… ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ The Cherokees did attempt to… ____________________________________________________________________________ ____________________________________________________________________________

The United States Supreme Court… __________________________________________________________________________

____________________________________________________________________________ However, President Andrew Jackson … ____________________________________________________________________________ ______________________________________________________________________________ _______________________________________________________________________ Finally, in 1838… ___________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ As a result of President Jackson’s actions, many American people viewed him as… ____________________________________________________________________________ ____________________________________________________________________________

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Democracy needed change because… ____________________________________________________________________________ ____________________________________________________________________________

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action jackson – 4th six weeks, 8th grade u.s. history...

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