THE AGE OF JACKSON
THE INDIAN REMOVAL ACT
AMERICAN HISTORY: Grade 7 Honors
New York State Standards:
Standard 1 – United States
Standard 3 – Geography
Standard 4 – Economics
Standard 5 – Civics, Citizenship and Government
National Standards:
ERA 8: Standard 3A: The extension, restriction, and reorganization of political
democracy after 1800.
♦ Explain why the election of Andrew Jackson was considered a victory for the
“common man”
♦ Analyze the impact the impact of the removal and the resettlement on the Native
Americans affected by the Indian Removal Act.
Objectives:
♦ Students will be able to identify and explain the impact of the new
political system under Andrew Jackson.
♦ Students will be able to evaluate Jackson as a President, using his
actions as a basis. CASE STUDY: The Indian Removal Act
Key Terms and Vocabulary
• Suffrage
• Nominating convention
• Mudslinging
• Worchester v. Georgia – Court Case
• Indian Removal Act/Trail of Tears
Essential Questions
• In what ways was Jackson considered a common man? (K)
• Explain “Jacksonian Democracy”? (C)
• Evaluate Jackson’s decisions to force Native Americans off their land (E)
Big Questions for the Unit
• How did Jackson’s policies affect the political, economic, and social life of the nation?
(An)
• Evaluate: Is Jackson a president whose accomplishments we should celebrate or a
president whose failures we should apologize for? (E)
Literacy Strategies:
• Using Graphic Organizers.
• Discovery of information and ideas through pair-sharing (Student Centered Learning).
• Multiple modes of instruction.
• Writing about events.
• Analyzing primary sources.
Homework:
Students will analyze a political cartoon about Andrew Jackson v. The Bank
--------------------------------------------------------------------------------AIM: How did the principles of Jacksonian Democracy conflict with the treatment of
Native Americans?
DO NOW: Which candidate would you vote for? [5 mins]
Applying prior knowledge from previous lessons. Using critical thinking to analyze. Both are
Andrew Jackson. Some people thought Jackson was great others thought that he did more
harm than good. Two sides to Andrew Jackson – He is a champion of the Common man, but he
did some things that made he hated by others. Over the next few days we will look at some
aspects of Jackson’s Presidency and you’ll be able to judge how you feel about Andrew Jackson.
Procedure:
Background on Andrew Jackson:
Jackson was elected president in 1828 after a heated campaign.
Flip over the Do Now. More people are able to vote. Common people are now able to vote. [5
mins] Like there are many different views of Andrew Jackson.
Learning Activity:
PART I. [5 mins]
As a class we will read the introduction to the documents activity.
How did early American settlers view the Native Americans?
How did Native Americans view the early settlers?
Who do you think has a right to the land?
Students will analyze one of two documents and answer questions. Then other students will
explain their document as students fill in the chart.
We will read the two paragraphs as a class. Pausing for discussion. Students will then work in
pairs on the questions. Half the students will get one document – then we will switch.
PART II. [Each student is given 6 mins with their document]
Jackson’s Case to Congress (Document 1)
1. How would Jackson classify the Native Americans as opposed to the white citizens?
2. In what ways does Jackson feel relocation will benefit the Native Americans?
3. Do you feel the United States has the right to remove the Native Americans?
Fill in the notes on the chart – describing in your own words the details of the document.
PART III.
[Each student is given 6 mins to work together on the other document and compare notes]
Memorial of the Cherokee Nation (Document 2)
1. What is the Cherokee Nation’s reaction to be told to move of the land?
2. How do the Cherokees feel about the new Indian Territory?
3. Do you think the Cherokee’s rights are being violated?
Fill in the notes on the chart – describing in your own words the details of the document.
Debrief [10 mins]
Recap the chart. Have students vote on who they think is right. Show them the results. Explain
the Removal of the Native Americans and how Jackson refused. Ironic – hypocrite? Compare to
Jackson’s ideas of democracy. Look at the map. Explain the writing assignment/assessment.
Assessment [6 mins]:
Student should be able to tell me: Did the principles of Jacksonian Democracy conflict with the
treatment of Native Americans? Hand it in with question sheet.
Name: ___________________________
Per. ______
Directions: Read the following bullets for each presidential candidate.
Decide which candidate you would vote for if you were an average American citizen.
After the War of 1812 and the “Era of Good Feelings”, which candidate do you think more
Americans would vote for?
Presidential Candidate #1 ___________________________________
• Champion of the Common Man – relates to the people, self-made success.
• Fought for the rights of the “working man.”
• Defined and created a strong political party that values democracy and freedom.
• Spreads democratic values and rights to more citizens.
• Against big business and the rich.
• For a limited government.
• Fights against corruption.
• A National War hero.
• Argued that all white men have the right to liberty.
• Destroyed an economic institution of greed and corruption.
Explain why or why not you would vote for this person:
Presidential Candidate #2: ___________________________________
• Enemies called him a “king and a tyrant.”
• Used more veto power than any other president.
• Went against Supreme Court’s decision.
• Fired over 200 experienced government employees.
• Abused the constitution and used it to fit his aims.
• Accused of spreading corruption in the government.
• Defied the power and authority of other branches of government.
• Slaughtered Native Americans in a series of wars.
• Stripped Native Americans of their land, rights and their dignity.
• “Killed” an important economic institution, later creating an economic recession.
Explain why or why not you would vote for this person:
ame: __________________________
Period_____
AIM:
AIM: How did the principles of “Jacksonian Democracy” conflict with the
treatment
of Native vs.
Americans?
Conflict:
ative Americans
White Settlers
Conflicts arose between the settlers and the Native Americans because of great differences in
their cultures, their beliefs and lifestyles. The settlers felt superior to the Native Americans and
viewed them as an obstacle to white settlement, progress and the growth of the new nation.
White settlers believed they had a right to the land; Native Americans could not understand the
white view of land ownership. The Native Americans believed that they had the right to use the
land of their ancestors. They had lived on the land for generations.
Analyzing Primary Sources
Directions: You will be reading some primary sources on this conflict.
One document will be Jackson’s reasons for Indian Removal, the other will be The
Cherokee Nation’s defense of their land.
1. You will each read your document and answer your own questions.
2. After reading the article fill out the chart on the next page, summarize the
details of your document.
3. Then, you will be given time to share your thoughts and your notes with your
partner.
Name: ___________________________
Period _____
“Jackson’s Case to Congress”
4. How would Jackson classify the Native Americans as opposed to the white citizens?
5. In what ways does Jackson feel relocation will benefit the Native Americans?
6. Do you feel the United States has the right to remove the Native Americans?
“Memorial of the Cherokee Nation”
4. What is the Cherokee Nation’s reaction to be told to move of the land?
5. How do the Cherokees feel about the new Indian Territory?
6. Do you think the Cherokee’s rights are being violated?
**********************************************************
Final Thought on Jackson
In a brief paragraph [at least 5 sentences], write a reaction to Jackson’s actions.
Do you feel the principles of “Jacksonian Democracy” conflicted with the way
Native Americans were treated. Why or why not?
The Supreme Court’s Decision and Jackson’s Defiance
ANDREW JACKSON’S CASE TO CONGRESS
FOR THE INDIAN REMOVAL ACT
The consequences of a speedy removal will be important
to the United States, to individual States, and to the
Indians themselves. The pecuniary advantages which it
Promises to the Government are the least of its
recommendations. It puts an end to all possible danger of
collision between the authorities of the General and State
Governments on account of the Indians. It will place a
dense and civilized population in large tracts of country
now occupied by a few savage hunters. By opening the
whole territory between Tennessee on the north and
Louisiana on the south to the settlement of the whites it
will incalculably strengthen the southwestern frontier
and render the adjacent States strong enough to repel
future invasions without remote aid. It will relieve the
whole State of Mississippi and the western part of
Alabama of Indian occupancy, and enable those States
to advance rapidly in population, wealth, and power. It
will separate the Indians from immediate contact with
settlements of whites; free them from the power of the
States; enable them to pursue happiness in their own
way and under their own rude institutions; will retard
the progress of decay, which is lessening their numbers,
and perhaps cause them gradually, under the protection
of the Government and through the influence of good
counsels, to cast off their savage habits and become an
interesting, civilized, and Christian community. These
consequences, some of them so certain and the rest so
probable, make the complete execution of the plan
sanctioned by Congress at their last session an object of
much solicitude.
“MEMORIAL OF THE CHEROKEE NATION”
We are aware that some persons suppose it will
be for our advantage to remove beyond the
Mississippi. We think otherwise. Our people
universally think otherwise. We wish to remain on
the land of our fathers. We have a perfect and
original right to remain without interruption. The
treaties and laws made in the United States
guarantee our residence, privileges and secure us
against these intruders.
If we are forced to leave our country, we see
nothing but ruin before us. The territory you
intend to force us to be assigned is badly supplied
with wood and water; and no Indian tribe can live
without these articles. The land to which we are
urged is not the land of our birth, nor our
affections. It contains neither the scenes of our
childhood, nor the graves of our fathers. We have
been called ignorant and degraded, yet there is no
man so ignorant not to know that he has the right
to live on the land of his fathers. Nor is there a man
so degraded as not to feel the sense of injury, on
being deprived of his rights and driven into exile.
adapted from “Memorial
of the Cherokee ation”