NATIVE AMERICA:
Removal
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Murphy Entertainment Group
Teacher’s Guide Written By…
Gina Smith
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NATIVE AMERICA:
Removal
Teacher’s Guide
Table of Contents
Introduction and Summary .......................................1
Curriculum Standards ...............................................1
Teacher Preparation/Instructional Notes ..................1
Student Preparation ..................................................2
Pre-Test .....................................................................3
Student Objectives ....................................................3
Introducing the Video ...............................................3
View the Video .........................................................4
FOLLOW-UP ACTIVITIES
Discussion Questions................................................4
Blackline Masters Activities .....................................4
Extended Learning Activities ...................................5
Answer Key ..............................................................6
Reference Suggestions..............................................9
Script of Narration ..................................................10
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NATIVE AMERICA
REMOVAL
Teacher’s Guide
Grades 5-8
INTRODUCTION AND SUMMARY
This program gives students a look at an often-overlooked chapter in American history. We detail the Removal Act of 1830, the
Trail of Tears, the 1855 Council in the Northwest, the differences
in land use concepts, and how Native Americans responded to
United States government policy.
CURRICULUM STANDARDS
The design for this program was guided by United States history
standards. In accordance with these standards we have attempted
to help students:
1.
Understand federal Indian policy.
2.
Understand the interaction between Native Americans and
white society.
3.
Understand the attitudes and policy of government officials.
4.
Understand the attitudes and policies of the United States
Army.
5.
Learn about the Native American response to increased
white settlement.
6.
Understand the United States territorial expansion between 1801 and 1861 and how it affected relations with
external powers and Native Americans.
7.
Understand how early state and federal policy influenced
various Native American tribes.
8.
Learn about the survival strategies of Native Americans.
9.
Learn about the Black Hawk War and removal policies.
TEACHER PREPARATION/INSTRUCTIONAL NOTES
1.
Before presenting this lesson to your students, we suggest that you review history and cultural anthropology
books about Native Americans in general and Native
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American communities in your region. Native Americans
as a whole have a shared history concerning removal but
the various nations, tribes and cultures are as diverse as
the regions they once inhabited. We also advise you to
preview the video and review the guide and accompanying blackline masters in order to familiarize yourself with
their content.
As you review the materials presented in this guide, you
may find it necessary to make some changes, additions,
or deletions to meet the specific needs of your class. We
encourage you to do so, for only in tailoring this program
for your class will they obtain the maximum instructional
benefits afforded by the materials.
It is also suggested that the video presentation take place
before the entire group under your supervision. The lesson activities grow out of the context of the video; therefore, the presentation should be a common experience for
all students.
You should also duplicate selected hand-out materials
from the blackline masters included in this guide.
2.
Set up a “ Learning Center” with maps of North America
and historical pictures of Native people and other relevant
materials that may be available to you.
STUDENT PREPARATION
Before viewing NATIVE AMERICA: REMOVAL,
1. Have students explore the “Learning Center.”
2. Introduce or review with your students the meaning of any
words from Blackline Masters #3a-c Vocabulary sheet with
which they may need help understanding.
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PRE-TEST
An optional Pre-Test is provided on Blackline Master #2. This
test will help you determine the level of student comprehension
prior to participating in this lesson. An Answer Key appears on
pages 6-8 of this Teacher’s Guide.
STUDENT OBJECTIVES
After viewing the video and participating in the follow up activities, students should be able to:
1. Explain federal Indian policy.
2. Describe the interaction between Native Americans and white
society in the early 1800s.
3. Describe the attitudes and policy of government officials in
the 1800s.
4. Describe the attitudes and policies of the United States Army.
5. Describe Native American response to increased white settlement.
6. Explain how the United States territorial expansion between
1801 and 1861 affected relations with external powers and
Native Americans.
7. Describe how early state and federal policy influenced various Native American tribes.
8. Describe survival strategies of Native Americans.
9. Explain the events that occurred in the Black Hawk War and
removal policies of the United States government.
INTRODUCING THE VIDEO
1. Using a large map of Europe and North America, point out
all the land and territory inhabited by Native Americans east
of the Mississippi River.
2. Using a large map of North America, point out the states of
Georgia, Wisconsin, and Washington.
Hand out Blackline Master # 1: Video Quiz, Blackline Master#4: Crossword Puzzle, and Blackline Masters # 7a: Map of
the Early United States East of the Mississippi River and Indian Territory and #7b: Map of Locations of Removal Incidents.
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VIEW THE VIDEO
Running time of the program is 14:00 minutes long followed by
an optional Video Quiz.
FOLLOW-UP ACTIVITIES
DISCUSSION QUESTIONS
1. Lead a class discussion about the rapid expansion of American in the early 1800s.
2. Discuss what it means to marginalize a group of people.
3. Discuss possible reasons why settlers would want to create
conflicts with Native American people over land or resources.
4. Discuss the problems a young United States government would
have upholding treaty agreements in “Indian Territory.”
5. Discuss how difficult it would be to defend Native American
rights if you were a military soldier in the 1800s.
6. Discuss the Black Hawk War and how the Native Americans
used the land versus how white settlers used the land.
7. Discuss the effects of forcible removal on Native American
people, the loss of lives and their ability to survive as a people.
BLACKLINE MASTERS
(1.) Blackline Master #1: Video Quiz is a printed version of the
questions that appear at the end of this program.
(2.) Blackline Master #2: is a Pre-Test that, when compared to
the results of the of Blackline Master #8 Post-Test, will help
you gauge student progress.
(3.) Blackline Masters #3a-b are Vocabulary worksheets that
will introduce students to unfamiliar words used in the program,
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or words pertaining to the subject of the program they may encounter in outside reading. Blackline Master #3c is a Vocabulary Activities Sheet that challenges students to use some of the
words from the vocabulary worksheet presented in this program.
(4.) Blackline Masters #4a-c: Timeline delineates some of the
important events and figures of the period.
(5.) Blackline Master # 5 is a Crossword Puzzle that challenges
students to use some of the words from the vocabulary worksheet
presented in this program.
(6.) Blackline Masters #6a-c: Indian Problem and Native
Americans challenges students to think about the impact of
United States Indian policy.
(7.). Blackline Masters # 7a: Map of the Early United States
East of the Mississippi River and Indian Territory and #7b:
Map of Locations of Removal Incidents.
1. Map #7a is a map showing the Growth of the United States.
2. Map #7 b is a map showing removal incidents, Trail of Tears,
Black Hawk War, and the Treaty of 1855.
(8.) Blackline Master #8: Post-Test is an assessment tool to be
administered after the entire lesson is complete. Contrasting students’ results with those of Blackline Master #2: Pre-Test should
help you gauge overall comprehension of the Student Objectives.
EXTENDED LEARNING ACTIVITIES
A. In order to express and communicate ideas, papers, or oral
reports could be prepared on the following subjects:
1. The Removal Act of 1830.
2. The Lewis and Clark expedition.
3. Military relations with Native Americans in the eary1800s.
4. The reasons and rationale for manifest destiny.
5. The Trail of Tears.
6. The Black Hawk War.
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7. The history and legacy of the Cherokee.
8. The history and legacy of the Sauk.
9. Native American cultures and people of the Columbia River
Basin.
10. The treaty of 1855.
B. Students could do a local history project and find out where
the Native Americans that lived in your area were moved to and
if those people and cultures survived western expansion.
C. As an art project, students could make relief maps indicating
northeastern and southeastern Native American lands and the
states that took over their lands and the location of those reservations west of the Mississippi.
D. In order to gain computer experience, students could scan the
Internet and see what they can find out about the expansion of
American Territory during the early 1800s. They can look up
information on Native Americans in general and reservations in
particular.
ANSWER KEY
Blackline Master #1: Video Quiz
1.
T
2.
F
3.
F
4.
T
5.
T
6.
T
7.
F
8.
T
9.
T
10.
F
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Blackline Master # 2: Pre-Test
1.
F
2.
T
3.
F
4.
F
5.
F
6.
F
7.
T
Blackline Master #3c: Vocabulary Activities Sheet
Fill-in-the-Blanks
1. paternalism
2. settler
3. treaty
4. policy
5. savage
Answer the Following
6. Authorized President Andrew Jackson to lands west of the
Mississippi River for lands held by Native Americans east of
the Mississippi River.
7. The belief in the early 1800s that the citizens of the United
States had a God-given right to develop land and exploit resources as it began to expand across the continent.
8. It began when Black Hawk crossed the Mississippi River to
reclaim his homeland in Illinois. It ended with the massacre
of all but 150 of his people at the mouth of the Bad Axe River.
Use the vocabulary list to find the following
9. pagans, savage, primitive
10. Cherokee, Sauk, Winnebago, Yakima.
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Blackline Master #5 Crossword Puzzle
Blackline Master #8: Post-Test
Fill-in-the-Blanks
1.
Native Americans
2.
savages, primitives and pagans.
3.
manifest destiny
4.
Removal Act
5.
reservations
True or False
6.
F
7.
F
8.
T
9.
F
10.
T
11.
F
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REFERENCE SUGGESTIONS
The Anthropology Outreach Office offers bibliography sources
and culturally sensitive advice for teachers on the Web site:
http://nmnhwww.si.edu/anthro/outreach/Indbibl/
bibgen.html
They offer a free Teacher’s Packet on North American Indians:
NHB MRC 112, Smithsonian Institution, Washington D.C. 20560
Herb, Angela M., Beyond the Mississippi: Early Westward Expansion of the United States, 1996, Lodestar Books. ISBN 0525-67503-5
Viola, Harman J., The Smithsonian Chronicle of the North American Indians, 1990, Orion Books. ISBN 0-517-58108-6
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Native America: Removal
Script of Narration
NARRATOR:
Imagine one day you were told by a foreign government that you could no
longer live in your home, a home your family lived on for thousands of years.
After welcoming strangers and trading with them, many of your people were
killed by diseases they couldn't fight. That’s exactly what happened to Native
Americans in the early history of the United States. It is called removal.
When the United States of America became a nation in 1776, Native Americans were not considered part of it. In many ways they were considered separate nations, not unlike England or France. It was seen as a way to deal with
what many saw as the "Indian problem.”
BILL LANG:
Just the terminology the “Indian problem” tells you a great deal how the government and ordinary settlers saw Indian people. The key thing I think is that
they are marginalizing the people.
NARRATOR:
Between the Revolutionary War and the Civil War the United States grew
rapidly. But this rapid expansion lead to conflicts between whites, who were
settling the land, and the Native Americans who lived on the land the whites
wanted. The policy of the United States was been based on the assumption
that white settlers should advance and the Indians should withdraw.
DAVID WRONE:
As one Winnebago said, the white man, they are like the blades of grass on the
prairie, without number. The problem is, how to survive as a tribe.
NARRATOR:
Native American lives changed quickly with the arrival of Europeans. Once
thought of as traders passing through, Europeans were soon seen as settlers
who wanted Native American land.
DAVID WRONE:
A dominant European ethnic group the Americans basically English and Western European. They had a concept of the Indian as savages, primitives, pagans, pre-Christian living in a wilderness in a rudimentary form of life. And
this is a terrible misconception. The cosmology of these tribes for example
are beautiful to behold, exceptionally intricate. And their language is complex. Their social relations very nicely thought out. Their political structures
worked beautifully. They knew their land solidly. And they were very, very
civilized.
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MARK KNIPPING:
Oh, kind of a national movement, a Manifest Destiny, call it what you will,
where white people were going to take over this vast wilderness. They didn't
recognize the native people as people, basically. That they had a culture and a
way of life of their own. And they just moved in and took it over.
NARRATOR:
How to take the land was the problem for the young United States. Attitudes
of white early Americans basically fell into two groups. One favored exterminating Native Americans. The other wanted to treat Indians honorably. They
believed Native Americans would eventually adopt a new “American” way of
life. This attitude is called paternalism, the idea that the United States should
do what is best for Indians according to white norms. Settlers not only wanted
Indian land for new homes and farms; they wanted the riches the resources of
the land offered timber, gold, and lead. Henry Dodge was once such settler
who simply bullied his way onto lead mines owned and operated by
Winnebegos in Wisconsin.
MARK KNIPPING:
Dodge was still in Missouri. He was elected sheriff of St. Genevieve County,
and was indicted by a grand jury for some malfeasance, and his response to
this was to beat up the members of the grand jury, so that they would drop the
charges and not pursue it. That is how he got along in life.
NARRATOR:
Henry Dodge arrived in the Wisconsin territory in 1827 with slaves to work
the lead mines and armed men to muscle anyone who disagreed with his plan
to mine Winnebago lead.
MARK KNIPPING:
Then the army showed up to say that you can't mine here. This is Winnebago
land; you are going to have to leave. And Dodge basically defied them. He
said that he had made his own treaty with the Winnebago by presenting them
with trade goods. And he and his miners could whip any number of regulars
they sent over from the fort at Prairie du Chien, and if they wanted to have a
go-at-it, let's do it.
BILL LANG
And the government's method of handling it was to avoid conflict. And the
settlers' way of handling it was to enjoin conflict. It's just the opposite of what
most people think. Most people think that it's the military that's doing it, it's
not the military. The military is trying to avoid it. But it's the settlers and the
volunteers who are enjoining the conflict. Because they want to push the
Indians on to the smallest portion of land they can possibly push them to. So
that there is more land for them.
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DAVID WRONE:
The Winnebagos were faced with ten thousand armed lead miners on their
land, and two hundred and fifty warriors. And as the leader of the Winnebagos
said, he said, our duty is to see that our children see tomorrow. If we make a
stand here, we will be eliminated as a tribe, so we must cede. It is under duress.
NARRATOR:
Hunger for new land pressured the United States government to develop a
policy to claim all Native American land east of the Mississippi River.
DAVID WRONE:
The Americans, basically English and Western European, they had a concept
of the Indian as savages, primitives, pagans, pre-Christians living in a wilderness, in a rudimentary form of life. And this is a terrible misconception.
NARRATOR:
On May 26th, former Indian fighter, then President Andrew Jackson, signed
the Removal Act of 1830. It was now legal for the United States to remove
Native Americans from their homelands.
DAVID WRONE:
We don't look upon that as wrong. We look on that as humanitarian, because
shouldn't these people have a good life, as savages out there hunting game and
so forth? So let them go hunt game, and we'll take their land.
NARRATOR:
Removal was by treaty. The United States paid for the land and asked experienced fur traders to help negotiate the treaties. Since the fur trade began,
traders used credit to do business. It was common for traders to pay Native
Americans with goods in the fall and wait to be paid with furs in the spring. It
seldom failed. To speed up removal, the government guaranteed all debts
owed by Native Americans to the traders would be paid. Traders immediately
inflated these debts lying about how much the Native Americans actually owed.
As treaties were signed, the government paid traders. Many traders made a
fortune at the treaty table. Government got the land. And Native Americans
were removed from their homes.
DAVID WRONE:
And yet we misconceived it. We misconceived it. We came in with our stereotypes, our prejudice. And these were formed by the history of the United States.
It also connected with the seizure of the lands of these tribes. You know it's a
pretty dreadful thing to take from the Menominee, to take 15 million acres of
land and leave them with 250 thousand acres of the worst part of it. And you
have to have some sort of rational for doing that.
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NARRATOR:
With removal now an official policy of the United States government, the
journey of thousands of Native Americans east to west continued throughout
the 1830s. Not everyone left peacefully. Disappointed with his tribe's removal
to Iowa, Sauk Chief Black Hawk recrossed the Mississippi in 1832, hopeful
he could reclaim his people's homeland. What followed was called the Black
Hawk War. It was more chase than war as troops chased Black Hawk and his
people up through Illinois, through Wisconsin, down the Wisconsin River to
the Mississippi. Black Hawk left the group to find allies to join his fight. At
the mouth of the Bad Axe River Black Hawk's people, many elders, women
and children were massacred trying to surrender. In 1838, 14,000 Cherokees
in Georgia and Tennessee were forcibly removed from their lands by 7,000
US soldiers and sent to what is today Oklahoma. All they took is what they
could carry. It was called the Trail of Tears. Four thousand Cherokees died
along the trail and as many as a thousand escaped. Seven million acres of land
that used to belong to the Cherokees now belonged to white settlers. Yet white
settlement was not confined east of the Mississippi. The United States was
expanding west. Settlers soon began traveling routes like the Oregon Trail to
places west of the Mississippi, lands that had been designated as Indian lands.
Now there was competition for these lands too.
BILL LANG:
You've got to always remember that the Native American people has already
suffered some very significant and traumatic, culturally traumatic episodes,
and now they faced the realization that their ability to not only use the resources of the land but to literally live where they had lived before, physically,
was going to be compromised.
NARRATOR:
When Washington became a territory in 1853, the governor proposed moving
the Native Americans who lived there onto reservations. Not everyone agreed
with the governor's plans. Among the doubters of the treaty was Yakima chief
Kamaikin. Yakima tradition tells of how Governor Stevens brought Kamaikin
to a late night private session and tells him, "If you do not accept the terms
offered and sign this paper, you will walk knee deep in blood.” Kamaikin
signed what was called the Treaty of 1855 with an X and bit his lip until it
bled.
EDDIE BENTON BENAI:
It is a part of Americana. It is part of American history that the intent was to
annihilate the Native original people of this part of the world. But that has
failed. We are still here.
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1
Name_________________________
VIDEO QUIZ
1. True or false: Rapid expansion of the early United States led to conflicts
with Native Americans.
2. True or false: The early United States government viewed Native Americans as part of the United States.
3. True or false: The policy of the United States was based on the assumption that white settlers should withdraw from Indian lands.
4. True or false: Many white settlers viewed Native Americans as savages
living in a wilderness.
5. True or false: Some early citizens of the United States favored exterminating Native Americans.
6. True or false: The Removal Act of 1830 made it legal for the United States
to move Native Americans west of the Mississippi.
7. True or false: All Native Americans peaceably complied with the Removal Act.
8. True or false: The Black Hawk War was a Native American response to
the Removal Act of 1830.
9. True or false: The Trail of Tears forcibly moved the Cherokee Nation to
Oklahoma.
10. True or false: The Treaty of 1855 ensured Native Americans would not
loose their land in the new Washington Territory.
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© 2000 Murphy Entertainment Group
All rights to print materials cleared for classroom duplication and distribution.
2
Name_________________________
PRE-TEST
Directions: Answer each question either true or false.
1. Native Americans became United States citizens in 1776 when the United
States of America was formed.
2. In the late 1700s and early 1800s, the rapid growth of America’s population demanded more and more land for settlement.
3. Early American settlers legally and fairly bought or traded land from the
Native Americans
4. The Removal Act of 1830 forced white settlers off Indian lands east of the
Mississippi.
5. From the Revolutionary War to the Civil war the policy of the United
States military was to make war with Native Americans.
6. Many American soldiers died in the Black Hawk War in 1832.
7. Before Americans could settle on lands west of the Mississippi, the United
States had to buy land from Native Americans.
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© 2000 Murphy Entertainment Group
All rights to print materials cleared for classroom duplication and distribution.
3a
Name_________________________
VOCABULARY
BAD AXE RIVER A river that flows from east to west in what is now northwestern Wisconsin and empties into
the Mississippi River. The United States military and local militia attacked Sauk men, women and children at the
mouth of the Bad Axe River on the east bank of the Mississippi River.
BLACK HAWK Sauk chief who tried to reclaim his homeland but lost hundreds of his people in a chase that is
called the Black Hawk War.
BLACK HAWK WAR This war was more like a chase. Sauk Chief Black Hawk left the reservation lands the
United States government had forced him and his people onto west of the Mississippi. He tried to reclaim his
homeland in what is now northern Illinois. He returned to find his lands settled with farms. He learned the United
States military was in the area. He traveled north to Winnebago land. News of Black Hawk’s movement instilled
fear in the settlers. The militia and the military chased Black Hawk and his people to the Wisconsin River and then
to the Bad Axe River. They attacked the Sauk as they tried to return to their reservation lands in what is now Iowa.
Over 1000 Sauk left the reservation with Black Hawk but only 150 survived to return to the reservation.
CHEROKEE A member of an Iroquoian language group who inhabited the southeastern woodlands of North
America. In 1838 they were forced to leave their homeland of what is now Georgia to live in the “Indian Territory”
in what is now Oklahoma. This was called the “Trail of Tears.”
CONCEPT A general idea or thought.
COSMOLOGY The view that life is ordered and harmonious.
HENRY DODGE The first governor of Wisconsin Territory appointed by President Andrew Jackson in 1836. He
bullied his way onto lead mines owned and operated by the Winnebago. Dodge challenged Winnebago rights to
the lead mines with ten thousand armed lead miners in 1827.
HUMANITARIAN A person who has deep concern for the suffering of others.
ISAAC INGALS STEVENS The first governor of Washington Territory appointed by President Pierce in 1853.
KAMAIKIN A Yakima chief who resisted signing the Treaty of 1855. He was eventually forced to sign the treaty
that gave his homeland in Washington Territory to the United States government and forced him and his people to
move onto reservations.
MANIFEST DESTINY The belief in the early 1800s that the citizens of the United States had a God-given right to
develop land and exploit resources as it began to expand across the continent.
MARGINALIZE To be excluded from or to exist outside the mainstream of a society, a group, or a school of
thought.
OREGON TRAIL A trail from Independence Missouri through the Rocky Mountains to Oregon Territory which
American settlers used to settle the West.
PAGANS People who believed in many gods or no god at all.
PATERNALISM Idea that the U.S. Government should do what is best for the Native Americans according to
white norms.
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© 2000 Murphy Entertainment Group
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3b
Name_________________________
VOCABULARY
POLICY A guiding belief that people use to help them make decisions.
PREJUDICE An opinion that has been formed beforehand (before all the facts are known) or a hatred or unfair
treatment of a particular group, such as members of a race or religion.
PRIMITIVE A social group or culture that is in the first or early stage of development and is simple in social
organization and crude in its technological development.
RATIONALE An explanation or excuse based on a cause or action.
REMOVAL ACT OF 1830 Authorized President Andrew Jackson to exchange lands west of the Mississippi for
lands held by Native Americans east of the Mississippi.
SAUK A member of an Algonquian language group who inhabited the forest lands of the upper Midwest which is
now known as Wisconsin, Minnesota and Illinois. They are now settled on reservations in Iowa and Oklahoma
SAVAGE A person who is believed to be cruel, fierce, untamed, wild or uncivilized.
SETTLER A person who settles in a new land or country.
STEREOTYPE A critical judgement that applies to a group of people which does not allow for individuality.
TRADER A person who buys and sells things as a business.
TRAIL OF TEARS A trail from Missouri to Oklahoma that thousands of Cherokee were forced to travel from
1838-1839 after being removed from their homelands in what is now Georgia. They were forced to travel with
only what they could carry. Hundreds of people died along the way.
TREATY A formal agreement between two countries or social groups.
TREATY OF 1855 The formal agreement between the United States government and the Nez Perce, Spokane,
Cayuse, Walla Walla, Yakima, Umatilla, Colville, Okanogan, Palouse, Pisquose and Klickitat tribes that forced
them give up their lands and move onto two reservations
TRIBE A group of people, families or clans believed to be descended from a common ancestor that form a community under one leader or chief.
WASHINGTON A state in the northwestern United States
WINNEBAGO A member of a Souian language group who inhabited the forest lands of the upper Midwest which
is now Wisconsin and Minnesota. Winnebago people today live on Winnebago Nation lands in eastern Wisconsin.
They also are found in Nebraska where they were taken when reservations were established. They call themselves
“Ho Chunk”.
YAKIMA A member of the Sahaptin language group who inhabit the river valley of the Columbia River basin in
what is now Washington State.
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3c
VOCABULARY ACTIVITIES
Directions: Use the vocabulary list to fill in the blanks:
1. The idea that the United States Government should do what is best for Native Americans according to white norms is called __________________ .
2. A person who settles in a new land or country is called a __________________ .
3. A formal agreement between two countries is called a__________________ .
4. A guiding belief that people use to help them make decisions is called a ________________ .
5. A person who is believed to be cruel, wild, or uncivilized is called a __________________ .
Directions: Use the vocabulary list to answer the following:
6.
What was the Removal Act of 1830?
7.
What is Manifest Destiny?
8.
Why did the Black Hawk War begin? How did it end?
Directions: Use the vocabulary list to find the following:
9.
Find three words settlers use to describe Native Americans.
10. Find Four Native American tribes or nations.
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4a
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TIMELINE
1621
A peace treaty and defensive alliance between the Wampanoag and the Pilgrims was created at Strawberry Hill,
Plymouth Massachusetts. An English speaking Native American named Squanto arranged the meeting.
1643
The first federation of American colonies was formed.
1732
Georgia becomes the thirteenth English colony in North America.
1756-1763
The Seven Years’ War was the struggle between the French government and the English government for control
of North America.
1776
The Declaration of Independence is signed by the members of the Continental Congress. The United States of
America is established.
1792
American sea trader Robert Gray discovers the mouth of the Columbia River and gives the United States a
claim to the Oregon country.
1803
President Thomas Jefferson purchases Louisiana Territory from France, thereby doubling the size of the United
States.
1804
President Thomas Jefferson sends Meriwether Lewis and William Clark on an expedition to find the most direct
and practical water route across the North American continent to the Pacific Ocean.
1812
The War of 1812 begins between the United States and Great Britain over the expansion of American frontier
and commercial trading rights along the Atlantic.
1813 - 1814
The Creek Indian War is the Native American response to the increasing encroachment by settlers on their
lands. Shawnee chief Tecumseh convinced his people and many other tribes to defend their lands. More than
500 Native Americans were massacred defending their rights to their land.
1817 -1818
The First Seminole War began when settlers attacked Native Americans in what is now known as Florida.
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TIMELINE
1818
The Treaty of 1818 makes the forty-ninth parallel the border between the United States and Canada. The two
countries also agree to the joint occupation of Oregon Territory.
1824
Russia and the United States agree to make the 54 longitude and the 40 parallel the border between Russian
Alaska and the Oregon Country.
1825
The Creek Indian treaty was signed. Tribal leaders agreed to turn over all their lands in Georgia to the government and promised to migrate west by September 1, 1826, although most Creeks rejected the Treaty.
1826
Henry Dodge takes his family and 1500 slaves to mine lead on Winnebago land in what is now Wisconsin.
1827
The Creeks give up their remaining territory in the Southeast to the United States, which included all their lands
in Georgia.
1829
A malaria epidemic wipes out entire Native American villages in the Columbia River and the Willamette River
Valley.
1830
The United States Congress passed the Indian Removal Bill. The provisions of the Bill made it legal for the
United States to use force to move the Creeks, Choctaws, Cherokees and the Chickasaws off their homelands
and move them to land west of the Mississippi. Their homelands were then opened for sale to American settlers.
1832
The Black Hawk War began when Sauk chief Black Hawk tried to reclaim his homelands in what is now northern Illinois after the government forced the Sauks on to land west of the Mississippi. He thought he would get
the help from the Potawatomi, Chipppewa, Kickapoo, Winnebago and the British who promised to support him.
He did not get the support he needed from his allies. He was informed that there were military forces nearby. He
tried to surrender and return peacefully to the reservation in “Indian Territory.”The United States military
pursued him and finally massacred the Sauk people as they tried to cross the Mississippi at what in now called
Bad Axe in Wisconsin.
1832
The Seminole Native Americans signed a Removal treaty giving up their land in what is now Florida to move
onto reservations in “Indian Territory. “
1835
The Second Seminole War begins when Seminole refuse to leave their homelands in Florida for reservations in
“Indian Territory” west of the Mississippi.
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TIMELINE
1836
Dr. Marcus Whitman, his wife Narcissa and fellow missionary couple Henry and Eliza Spalding arrive in
Oregon. The Whitmans build a mission on the Walla Walla River for the Cayuse and the Spaldings settle farther
east among the Nez Perce.
1841
The first wagon train consisting of sixty-nine men, women and children leaves Missouri for Oregon guided by
mountain men.
1846
The United States and Great Britain sign a treaty dividing Oregon Territory. The Rocky Mountains to the
Pacific Ocean and to the forty-ninth parallel becomes part of the United States.
1853
President Pierce establishes Washington Territory and Isaac Ingalls Stevens is appointed governor.
1855
Governor Stevens host the first Treaty Council in which he forces the Nez Perce, Spokane, Cayuse, Walla
Walla, Yakima, Umatilla, Colville, Okanogan, Palouse, Pisquose and Klickitat tribes to give up their lands and
move onto two reservations.
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5
CROSSWORD PUZZLE
1
1
3
2
2
3
4
5
4
5
6
7
6
8
9
ACROSS
1. A guiding belief that people use to help them make decisions.
2. A general idea or thought.
3. An explanation or excuse based on a cause or action.
4. People who believed in many gods or no god at all.
5. A critical judgement that applies to a group of people. It does not allow for individuality.
6. A social groups or culture that is in the first or early stage of development and is simple in social organization and crude in its
technological development.
7. A person who is cruel, fierce, untamed, wild or not civilized.
8. The idea that the U.S. Government should do what is best for the Native Americans according to white norms.
9. A person who settles in a new land or country
DOWN
1. The view that life is ordered and harmonious.
2. A general idea or thought.
3. A person who has deep concern for the suffering of others.
4. To be excluded from or to exist outside the mainstream of a society, a group, or a school of thought
5. A group of people, families or clans believed to be descended from a common ancestor that form a community under one leader or
chief.
6. A person who buys and sells things as a business.
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“INDIAN PROBLEM”
Before1776, Native Americans were involved in trade relations with France, England, and Spain.
The experience and relationships between Native Americans and the Europeans varied depending
on where they were in North America and which of those nations made claims on North American
land. When the United States was formed out of the original 13 colonies, it became a nation of 13
states east of the Mississippi River. When the nation formed, it did not consider Native Americans
a part of it. Native Americans were seen as separate nations. Only the government could legally
make agreements with Native American tribes.
The problem for the new government was a growing population hungry for land. The new American citizens believed the land should belong to Americans. They did not recognize the Native
Americans’ claims to land. They settled on the best land for farming and they went to the mines or
forests where they took the lead, gold, or lumber even if it belonged to Native Americans. Native
Americans fought to protect their boundaries, and both settlers and Native Americans died.
Divide the class into three groups. One group represents the new United States Congress and
Senate. The second group represents a new state government. The third group represents a Native
American nation.
The United States government’s issue is how to resolve conflicts over land within the new states
boundaries and along its territorial borders.
Then new state’s issue is defending its right to use the land and resources within state boundaries.
The Native American nation wants to use its homelands and to survive.
Each group should make a list of possible solutions. Each group should defend their best solution
and together all groups should come up with one or more solutions to resolve the disputes.
Discuss how these solutions are similar and different from those of the early United States government.
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NATIVE AMERICANS
As a result of the Removal Act of 1830, Native Americans were forced off their homelands and
onto reservations. Many battles and conflicts occurred as Native Americans refused to leave their
homelands and defended their land in combat. They were forced on to reservations where American humanitarians believed they could survive until they became civilized, Christianized and
Americanized.
Early United States settlers did not see Native Americans as people with complex cultures and
beliefs. They did not understand how the resources of the land maintained Native American
customs and traditions.
Go to the library and find articles and news clippings from magazines and newspapers that describe contemporary governments or groups of people who believe they have the right to take
another group of people’s land. Bring this information to class.
Discuss how and why one group of people can believe that their beliefs and customs are superior
to another’s.
Discuss how an invading government can believe that they have a right to the land and resources
of another country or people.
What does the invading group need to have to overcome the group they are opposing and claim
the land and its resources.
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8
Name_________________________
POST- TEST
FILL-IN-THE-BLANKS
Directions: Fill in the blank with the correct word for each statement below.
1. When the United States became a new nation, __________ ___________ realized __________
wanted their land.
2. New citizens of the young United States saw Native Americans as ________, __________ and
__________ .
3. The belief that American settlers had the right to take control of the North American wilderness
is called __________ __________ .
4. President Jackson signed the __________ __________ in 1830.
5. Washington Territorial Governor Isaac Stevens moved Native Americans to __________ in
1855.
TRUE OR FALSE
Directions: Answer the following questions true or false.
6. In the early 1800s, the United States policy toward Native American land was that white
settlers should withdraw and Native Americans should maintain their homeland.
7. White settlers respected Native American people and admired their civilized cultures.
8. The idea that the United States government should decide what was best for Native Americans
according to American norms is called paternalism.
9. United States military troops created conflicts with Native Americans in the frontier.
10. In the 1830s hunger for land pressured the United States government to claim all land east of
the Mississippi.
11. Fur traders refused to help the new United States government make treaties with Native
Americans.
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