CHAPTER 12 • SECTION 2
S
1
Plan & Prepare
CTIO
2
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Reading for Understanding
Key Ideas
Objectives
BEFORE, YOU LEARNED
NOW YOU WILL LEARN
• Explain why Jackson wanted the Native
Americans to move West
Andrew Jackson’s election to the
presidency in 1828 opened a new
era of popular democracy.
During Jackson’s presidency, Native
Americans were forced to move west of
the Mississippi River.
• Summarize the effects of the Indian
Removal Act on Native Americans
Vocabulary
TERMS & NAMES
Read for the Essential Question
Help students read for a purpose by reminding
them of the Essential Question: “What impact
did Andrew Jackson’s presidency have on the
nation?”
Vocabulary
Indian Removal Act 1830 law that called
for the government to negotiate
treaties requiring Native Americans
to relocate west
Trail of Tears the harsh journey of
the Cherokee to Indian Territory
Use the Best Practices Toolkit to model
strategies for vocabulary notetaking. Vary
strategies throughout the year. Choose
from: Knowledge Rating, Predicting ABC’s,
Definition Mapping, Word Sort, Word Wheel,
Frayer Model (Word Squares), Magnet
Words, and Student VOC.
Osceola (AHS•ee•OH•luh) leader
during the Second Seminole War
Reading Strategy
assimilate to absorb into a culture
REVIEW
literacy the ability to read and write
Indian Territory an area to which
Native Americans were moved
covering what is now Oklahoma and
parts of Kansas and Nebraska
Best Practices Toolkit
Vocabulary Strategies, TT9–TT16
BACKGROUND VOCABULARY
Sequoya (sih•KWOY•uh) a brilliant Cherokee
who invented a writing system for the
Cherokee language
Visual Vocabulary
Trail of Tears
Reading Strategy
As you read and respond to the
KEY QUESTIONS, use a graphic
organizer like the one shown to
list causes and effects of the forced
removal of Native Americans from
their homeland.
CAUSES AND EFFECTS
See Skillbuilder Handbook, page R7.
CAUSES
EFFECTS
Forced
removal
of Native
Americans
Best Practices Toolkit
Display the Cause and Effect Diagrams
(Multiple Causes, Multiple Effects)
transparencies.
• Remind students that causes and effects
are often signaled by words surrounding
them. Have students brainstorm signal
words, such as due to, as a result, since,
because, so, which, and caused.
• Model filling in causes and effects relating
to Native Americans using main ideas
from the section.
Cause-and-Effect Diagram (Multiple
Causes), Cause-and-Effect Diagram
(Multiple Effects), TT24, TT25
GRAPHIC ORGANIZERS
Go to Interactive Review @ ClassZone.com
402 Chapter 12
PRETEACHING VOCABULARY
English Learners
Inclusion
Pronounce and Preview
Vocabulary Word Tiles
Pronounce each term for students.
Review the meanings of words within
definitions, such as negotiate and
absorb.
For students who benefit from tactile
learning, create word tiles. Prepare
enlarged photocopies of the terms and
definitions for each student on card
stock. Have students shuffle the word
and definition tiles and then match them
correctly. Allow students to use their
textbooks for reference the first time.
The second time, challenge students
to assemble the terms and definitions
without the book.
• To modify vocabulary learning, have
students complete worksheets as they
read, instead of afterward:
Unit 5 Resource Book
• Building Background Vocabulary,
p. 26
• Vocabulary Practice, p. 25
402 • Chapter 12
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CHAPTER 12 • SECTION 2
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Jackson’s Policy Toward
Native Americans
2
3-Minute Warm-Up
Write on the board or display the transparency:
• “President Jackson had sound political reasons
to relocate the Native Americans.” Agree or
disagree? Explain.
Unit 5 Transparency Book
• 3-Minute Warm-Ups, TT1
One American’s Story
In 1821, a brilliant Cherokee named Sequoya invented a writing
system for the Cherokee language. Using this simple system, the
Cherokees soon learned to read and write. A traveler in 1828
marveled at how many Cherokees had learned to read and write
without schools or even paper and pens.
One American’s Story
More About . . .
Sequoya
PRIMARY SOURCE
“
Focus & Motivate
In 1809, Sequoya had the idea to develop
a Cherokee alphabet. He worked on it for
12 years and, in the 1820s, persuaded the
Cherokee chiefs to approve his writing
system.
I frequently saw as I rode from place to place, Cherokee letters
painted or cut on the trees by the roadside, on fences, houses,
and often pieces of bark or board, lying about the houses.
—Anonymous traveler, quoted in the Advocate
”
Sequoya hoped that by gaining literacy
literacy—the ability to read and write—his
people could share the power of whites and keep their independence. But
even Sequoya’s invention could not save the Cherokees from the upheaval
to come.
Sequoya invented a
writing system of 86
characters for the
Cherokee language.
Native Americans Forced West
Unit 5 Resource Book
• America’s History Makers, pp. 29–30
3 Teach
Native Americans
Forced West
KEY QUESTION Why did Jackson want native people moved to the West?
By the early 1800s, there were still many Native Americans living east of
the Mississippi, despite the fact that white settlers had been pushing them
westward for two hundred years. These remaining tribes were viewed by
many whites as an obstacle to progress. They debated what to do with the
native population.
Think, Pair, Share
• How did some white settlers hope to solve the
conflict over Native American land? (assimilate
Native Americans into white culture; move them
off their land)
Tribes of the Southeast Some whites hoped that Native Americans
assimilate, or be absorbed into white culture. Others wanted Native
could assimilate
Americans to move. They believed this was the only way to avoid conflict
over land. Also, many whites felt that Native Americans were “uncivilized”
and did not want to live near them.
The Age of Jackson 403
• Causes and Effects What discovery
prompted the passage of the Indian Removal
Act? (gold on Cherokee land in Georgia)
SECTION 2 PROGRAM RESOURCES
ON LEVEL
Unit 5 Resource Book
• Reading Study Guide, p. 3
• Section Quiz, p. 42
STRUGGLING READERS
Unit 5 Resource Book
• RSG with Additional Support, p. 9
• Building Background Vocabulary,
p. 26
• Section Quiz, p. 42
Reteaching Activity, p. 45
eEdition with Audio DVD-ROM
ENGLISH LEARNERS
Pupil Edition in Spanish
eEdition with Audio DVD-ROM
eEdition in Spanish DVD-ROM
Unit 5 Resource Book
• RSG (Spanish), p. 15
• RSG with Additional Support
(Spanish), p. 21
Multi-Language Glossary
Test Generator
• Section Quiz in Spanish
INCLUSION
Unit 5 Resource Book
• RSG with Additional Support, p. 9
• Reteaching Activity, p. 45
• Section Quiz, p. 42
GIFTED & TALENTED
Unit 5 Resource Book
• America’s History Makers, p. 29
• Connect Geography & History,
p. 33
PRE-AP
Unit 5 Resource Book
• Primary and Secondary Sources,
p. 36
TECHNOLOGY
Unit 5 Transparency Book
• 3-Minute Warm-Ups, TT1
• Political Cartoon, TT2
• Geography, TT3
• Cause-and-Effect Chapter Summary,
TT4
• Essential Question Graphic, TT5
Daily Test Practice Transparencies
• Chapter 12, Section 2, TT40
Power Presentations
ClassZone.com
American History Video Series
Teacher’s Edition • 403