Unit 5 Resources - PC\|MACimages.pcmac.org/SiSFiles/Schools/TX/WeslacoISD/CentralMiddle/... · Visit The American Republic to 1877Web site for history overviews, ... Section 2 Day

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Unit 5 Resources

Use the following tools to easily assess student learning in a variety of ways:

• Performance Assessment •Activities and Rubrics • Interactive Tutor

• Chapter and Unit Tests Self-Assessment CD-ROM• Section Quizzes • MindJogger Videoquiz• Standardized Test Practice Workbook • ExamView® Pro Testmaker CD-ROM

•The American Republic to 1877Visit The American Republic to 1877 Web site for historyoverviews, activities, assessments, and updated charts andgraphs.• www.socialstudies.glencoe.comGlencoe Social StudiesVisit the Glencoe Web site for social studies activities,updates, and links to other sites.• www.teachingtoday.glencoe.comGlencoe Teaching TodayVisit the new Glencoe Web site for teacher developmentinformation, teaching tips, Web resources, and educationalnews.• www.time.comTIME OnlineVisit the TIME Web site for up-to-date news and specialreports.

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES

SUGGESTED PACING CHARTSUGGESTED PACING CHARTUnit 5(1 Day)

Day 1Introduction

Chapter 11(5 Days)

Day 1Chapter 11 Intro,Section 1Day 2Section 2Day 3Section 3Day 4Chapter 11 ReviewDay 5 Chapter 11 Assessment

Chapter 12(6 Days)

Day 1Chapter 12 Intro,Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 12 ReviewDay 6Chapter 12Assessment

Chapter 13(6 Days)

Day 1Chapter 13 Intro,Section 1Day 2Section 2Day 3Section 3Day 4Section 4Day 5Chapter 13 ReviewDay 6Chapter 13Assessment

Chapter 14(5 Days)

Day 1Chapter 14 Intro,Section 1Day 2Section 2Day 3Section 3Day 4Chapter 14 ReviewDay 5 Chapter 14 Assessment

Unit 5(2 Days)

Day 1Wrap-Up/ProjectDay 2Unit 5 Assessment

Unit 5 Map Overlay Transparencies Cause-and-Effect Transparency 5

CAUSE-AND-EFFECT TRANSPARENCY 5

Copyright © by The McGraw-Hill Companies, Inc.

The Growing Nation

North

Education

South

VOTE

DEMOCRATVOTENATIONALREPUBLICAN

Election of 1824BaseMap


Map Transparency 55

Va.

Ga.9

Ind.5

Ill.3

Ohio16

Pa.

Md. 11

Del. 3

N.J. 8

R.I. 4Conn. 8

Mass. 15

Vt.N.H.

Maine

9

87

36

28

24

S.C.11

N.C. 15

N.Y.

Mo.3

La.5

Miss.3

Ala.5

Tenn. 11

Ky. 14

www.tx.tarvol1.glencoe.com

www.tx.tarvol1.glencoe.com

http://www.tx.tarvol1.glencoe.com

http://www.tx.tarvol1.glencoe.com

http://www.socialstudies.glencoe.com

http://www.teachingtoday.glencoe.com

http://www.time.com

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Unit 5 ResourcesASSESSMENT INTERDISCIPLINARY ACTIVITIESINTERDISCIPLINARY ACTIVITIES

B I B L I O G R A P H Y

Readings for the Student Ayres, Katherine. North by Night: A Storyof the Underground Railroad. YearlingBooks, 2000.

Ehle, John. Trail of Tears: The Rise andFall of the Cherokee Nation. Econo-CladBooks, 1999.

McMullan, Kate H. The Story of HarrietTubman, Conductor of the UndergroundRailroad. Gareth Stevens, 1997.

Readings for the TeacherPerdue, Theda. The Cherokee Removal: ABrief History With Documents. Bedford/St.Martin’s, 1995.

Tobin, Jacqueline L. and Raymond G.Dobard. Hidden in Plain View: A SecretStory of Quilts and the UndergroundRailroad. Doubleday, 1999.

Multimedia ResourcesAudiocassette. Harriet Tubman:Conductor on the Underground Railway.Read by Ann Petry. Distributed by RecordedBooks, 1999.

VHS. Underground Railroad. Distributed byA&E Entertainment, 1998. (100 minutes).

Additional Glencoe Resources for This Unit:

Glencoe Skillbuilder InteractiveWorkbook CD-ROM, Level 1Reading in the Content AreaSupreme Court Case StudiesInterpreting Political CartoonsAmerican Art and MusicAmerican BiographiesAmerican Art Prints Strategies and Activities

Cooperative Learning Activity 5

Citizenship Activity 5 Hands-On History Activity 5 History Simulations and Problem Solving 5

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★ Cooperative Learning Activity 5 ★★

(continued)

Mural of a Growing Country

BACKGROUNDFrom 1820 to 1860, people in the United States explored new places, new

ideas, and new technology. The country expanded west into Texas andOregon, new methods of transportation and communication changed the waypeople lived, and citizens experimented with new ideas about democracy.

GROUP DIRECTIONS1. Make a mural illustrating the expansions and explorations that occurred in

the United States between 1820 and 1860.2. Use information from Chapters 11, 12, 13, and 14, as well as the list below,

to brainstorm ideas to include in the mural.

★

★

Cooperative Group Process1. Work with eight or nine people to create a mural

of life in the United States between 1820 and1860. As a group choose the events or themes toillustrate in your mural.

2. Agree on the general design of the mural. Shouldeach scene be the same size? Do you want bordersfor all scenes or do you want them to run into oneanother? Do you want a border around the entiremural? Should the mural have a common colorscheme or style? Assign an art director to oversee the project and gather needed materials.

3. You can divide work on the mural in several ways. When the Byzantines createdfrescoes, one artist painted the hands, another did the eyes, another specializedin buildings, and so on. When Michelangelo painted the Sistine Chapel, apprentices did the background and the master artist completed the people.Another possibility is to assign each group member one of the scenes. Decideas a group how you will assign individual tasks.

★

Mural IdeasWestward expansion

• California

• Oregon

• Texas

Reforms

• Education

• Women’s rights

• Abolition of slavery

North v. South

• New technology

• Communication

• Transportation

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Voting: A Right and a Responsibility

WHY IT’S IMPORTANTWho can vote? Why do they vote? What were the historical struggles

for voting rights? Why should voting matter to you?

BACKGROUNDToday every citizen who is at least 18 years old has the right to vote. But

it was not always like this. In 1776 voting in the United States was limitedto white males who owned property. The thought at this time was thatmen who owned property had the best interest of the county in mind andso were the most qualified to vote. White males without property andfemales could not vote. Also, because African Americans and NativeAmericans were not considered citizens of the United States, they werenot granted voting rights.

Gaining the right for all to vote was not an easy task. Only after theCivil War could African Americans vote. Suffragettes such as LucretiaMott and Susan B. Anthony worked hard with many women for passageof the Nineteenth Amendment. It took three amendments to theConstitution to grant everyone the right to vote. Even after everyone hadthe right to vote, it took new laws, such as the Voting Rights Act of 1965,to ensure everyone was allowed to vote.

The following chart highlights important events in securing the right to vote.

QUESTIONS TO ASK

1. Which amendments grant suffrage?

��

2. Which amendment allows for greater involvement of the people in Congress?

��

3. When did Native Americans gain the right to vote?

Citizenship Activity 5

Fifteenth Amendment 1870 Granted African Americans the right to vote

Seventeenth Amendment 1913 Allowed people to elect senators directly

Nineteenth Amendment 1920 Granted women the right to vote

Indian Citizenship Act 1924 Granted Native Americans citizenship and voting rights

Twenty-Sixth Amendment 1971 Granted 18-year-olds the right to vote

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Hands-On History Activity 5

Quill Pen and InkFrom the 1500s until the 1800s, most people wrote documents using quill

pens made from the large feathers of geese or swans. Try to make a quill penand natural ink.

BACKGROUNDBeautiful handwriting was important in the 1800s. Letters were more than

just a means of communication. They were an expression of special regard forthe people who received them. The more detailed the handwriting, the better.Children and adults often wrote in diaries called monitors. They recorded theweather or daily activities, but rarely revealed their thoughts and feelings. Inkwas not always available, so writers made it from such things as walnut shellsor berries. Because these inks faded over time, original documents are oftenhard to find and read. Pens, too, were homemade.

★

MATERIALS

• ink recipes• stove• writing paper

Quill Pen:

• 8–10� feather(available at most craft stores)

• small craft knife or scissors• warm, soapy water• small piece of felt• straight pin

★

WALNUT SHELL INK RECIPE

• 4 empty walnut shells

• 1 cup water• 1⁄2 teaspoon

salt• 1 teaspoon

vinegar

• paper bag• hammer • saucepan• cheesecloth• clean

container with lid

CRANBERRY INK RECIPE

• 1 cup fresh cranberries• 2 tablespoons water• medium saucepan• metal spoon• cheesecloth• clean container with lid

The first ballpointpen was made by JohnH. Loud in 1888. Today,about 2 billion ballpointpens are manufactured in the United Stateseach year.

FASCINATINGFACTS

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★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★

History Simulations and Problem Solving 5—Teaching Strategy

The Election of 1828★

TopicThe presidential election of 1828

Objective

• To allow students to explore the issuesthat decided the election of 1828

• To create a simulation that will increasestudents’ understanding of the electionprocess

Choosing Candidates in theClassroom

The easiest way to choose presidentialcandidates for a classroom simulation is toappoint two students to play John QuincyAdams and Andrew Jackson, or to havevolunteers play these roles. If you get several volunteers, let the class vote, using secret ballots.

BackgroundExplain that the deciding votes for

president are actually cast by electors in each state who have a certain,predetermined number of electoral votes.

The number of electoral votes in each state is the total of its number ofsenators (2) plus the state’s number of representatives. The number of representatives is based on the state’spopulation, so states with the largest populations have the most electoral votes.With electoral votes, it is a winner-take-allsystem; that is, all of the electoral votes ineach state go to the candidate who winsthe most popular votes in that state. Thecandidate who wins the majority of theelectoral votes becomes president.

Simulating the ElectionSince there are not enough students

in a typical classroom to reenact a general election realistically, the studentswill vote as electors in the electoral college under the assumption that theyare representing the results of the election in their individual states. Eachstudent who votes will respond to theinterests of his or her state(s).

1. Appoint the students who will playAdams and Jackson. Ask these studentsto select campaign managers who willwork with them to devise a campaignstrategy. The presidential candidates and their campaign managers will writea 2–5 minute campaign speech, whichwill be delivered in the course of thecampaign. Encourage these students to involve classmates in producing campaign materials, such as posters,buttons, brochures, and so forth.

2. Divide the states in the electoral college among the remaining studentsin the class. Ideally, there should beone student per state; if this is notpossible, assign several states with thesame interests (e.g., several Southernstates) to one student. Copy and distribute the fact sheets on pages 15and 16 so that students may becomefamiliar with the candidates and theissues. You might want to divide theelectors into small groups representingthe Northeastern, Middle, Southern,and Western states. Each group member can be responsible forresearching one or more issues.

Economics and History Activity 5

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The Cost of Moving West

BACKGROUNDIn the 1800s the great number of people journeying west to find better lives

affected the cost of travel. As the need for supplies increased, prices rose.Inflation, or a dramatic increase in prices, was common when there was a critical lack of supplies. For example, flour that cost $4 a barrel at the start ofthe trail rose by $2 a barrel farther along the trail. With this inflation and manytolls to pay along the trail, travel westward was an expensive adventure.

The Oregon Trail that many pioneers took west began at Independence,Missouri. The 2,000-mile trip usually took six months. Often the trail was soclogged with wagons that travelers sometimes waited hours for boats tocarry them across the many rivers.

Here are parts of a pioneer’s diary written along the Oregon Trail.

SOURCE: Lillian Schlissel, Women’s Diaries of the Westward Journey, Schocken Books, 1982, pp. 199–216.

Economics and History Activity 5

(continued)

The Diary of Amelia Stewart

Starting from Monroe County, Iowa, on April 19, 1853, and endingnear Milwaukie, Oregon Territory, September 13, 1853.

Wednesday, April 19 We are creeping along slowly, one wagon afteranother . . . out of one mud hole into another all day. . . . Came 18miles . . .

May 1 Still fine weather; wash and scrub all the children . . .

June 9 It has been very warm today. Thermometer up to 99 at noon . . .

July 28 Chat [my son] is quite sick with scarlet fever . . .

August 5 (Snake River Ferry) Our turn to cross will come sometimetomorrow. . . . Have to pay three dollars a wagon . . .

September 4 Ascended [climbed up] a long steep hill this morning,which was very hard on the cattle, and also on myself. [Amelia gavebirth to her eighth child 12 days later.] . . .

September 13 Butter 1 dollar [per pound], eggs 1 dollar a dozen,onion 4 and 5 dollars a bushel . . . so we have treated ourselves tosome small turnips at the rate of 25 cents per dozen.

September 17 We . . . ferried across the Columbia River. . . . Here husband traded two yoke of oxen for a half section of land with one-half acre planted to potatoes and a small log cabin and lean-towith no windows. This is the journey’s end.

Interdisciplinary Connection 5

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★ ★ ★ ★ ★ ★ ★ ★ ★ ★Interdisciplinary Connection 5

MAKING THE MATH CONNECTION

DIRECTIONS: Solving Problems Use the price list below to answer the questions.

1. If a miner bathed and had his shirt washed once each week, how much would he

spend on these items in a year? ��

2. John Cutler spent six days mining. Then he came to the center of the camp, had a bathand dinner, and had three shirts washed. He exchanged his gold for $48. How much

did he have left for food and to save for his trip home? ��3. When a Chinese worker arrived at Hang Town, he rented a mining pan and bought

25 pounds of flour, 8 eggs, and 1 pound of coffee. He returned to town 10 days laterand sold his gold for $193. How much did he make per day panning for gold after

expenses? ��

4. Prices have gone up in Hang Town since the price list above was printed. Flour isnow $4 for 25 pounds, coffee is $6 per pound, eggs are $5 per dozen, and cheese is$9 for a half pound. Which good has had the biggest increase in price? Which has

had the biggest percentage increase? ��

CRITICAL THINKING5. Inflation occurs when the amount of money in circulation increases much faster

than the number of goods available, leading to rising prices for the goods. Whatconclusions can you draw about the rate of inflation in California during the GoldRush?

��

DIRECTIONS: Writing Math Problems In a small group,create three word problems about prices and earnings in

California during the Gold Rush. Make the situations interesting. Then createan answer key. Trade problems with another group.

Hang Town Mining Camp Price ListBath $1.00 Dinner $3.00

Shirt washed (each) $6.50 Flour (25 lb.) $1.00

Eggs (each) $6.25 Coffee (1 lb.) $4.00

Cheese (1 lb.) $6.00 Rental of mining pan $5.00

American Literature Reading 5

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★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★ ★American Literature Reading 5

(continued)

An American Landscape

GUIDED READING As you read, notice the details of Thoreau’s description andhis reaction to the landscape. Then answer the questions that follow thedescription.

from “Thoreau in the Mountains”by Henry David Thoreau

What is most striking in the Maine wilderness is, the continuousness of theforest, with fewer open intervals or glades than you had imagined. Except the few burnt lands, the narrow intervals on the rivers, the bare tops of the

high mountains, and the lakesand streams, the forest is uninterrupted. It is even moregrim and wild than you hadanticipated, a damp and intricatewilderness, in the spring every-where wet and miry [spongy].The aspect of the country indeedis universally stern and savage,excepting the distant views ofthe forest from hills, and the lakeprospects, which are mild andcivilizing in a degree. The lakesare something which you areunprepared for: they lie up sohigh exposed to the light, andthe forest is diminished [madesmaller] to a fine fringe on theiredges, with here and there a

blue mountain, like amethyst [purple gemstone] jewels set around some jewelof the first water,—so anterior [existing before other things], so superior to allthe changes that are to take place on their shores, even now civil and refined,and fair, as they can ever be. These are not the artificial forests of an Englishking—a royal preserve merely. . . .

About the Selection In August 1846 Henry David Thoreau, thinker, writer,and student of nature, left Concord, Massachusetts, for the backwoods of Maine.He was looking for something to write about to sell to a magazine in New York.The story of his experiences was published in a magazine and later in his book,The Maine Woods.

★

Unit 5 PosttestsUnit 5 Pretests

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The Growing Nation, 1820–1860DIRECTIONS: Matching Match the items in Column A with the items inColumn B. Write the correct letters in the blanks. (4 points each)

Column A

�� 1. more than half

�� 2. the right to vote

�� 3. the belief that the United States was set apart for aspecial purpose to extend its boundaries to the Pacific

�� 4. refusal to work in order to put pressure on employers

�� 5. unfair treatment of a group

�� 6. movement of people into a country

�� 7. money to invest in businesses

�� 8. drinking little or no alcohol

�� 9. reformers who worked to end slavery

�� 10. the teaching of boys and girls together

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choicethat best completes the statement or answers the question. (4 points each)

�� 11. General Andrew Jackson, hero of the War of 1812, A. retired and became a farmer. C. served in the Civil War.B. became governor of Florida. D. was elected president.

�� 12. The federal government paid Native Americans to move West as a result ofA. Manifest Destiny. C. the 1830 Indian Removal Act.B. immigration. D. states’ rights.

�� 13. What was the name of the pioneer trail that began in Missouri and crossedthe Great Plains into the Oregon country?A. Wagon Trail B. Oregon Trail C. Illinois Trail D. Missouri Trail

�� 14. Which country did Texans struggle with to gain their independence?A. the United States C. MexicoB. Canada D. England

Name �� Date �� Class ��

ScoreUnit 5 Pretest, Form A

(continued)

Column B

A. abolitionistsB. suffrageC. temperanceD. strikeE. discriminationF. coeducationG. capitalH. manifest

destinyI. majorityJ. immigration

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The Growing Nation

DIRECTIONS: Matching Match the items in Column A with the items inColumn B. Write the correct letters in the blanks. (4 points each)

Column A

�� 1. backed by home state

�� 2. an overwhelming victory

�� 3. fee on imported goods

�� 4. forced on Trail of Tears

�� 5. commander of the Texas force

�� 6. Oregon-Canadian border

�� 7. gold-seekers

�� 8. ocean-going vessels

�� 9. Southern “king”

�� 10. site of first women’s rights convention

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement or answers the question. (4 points each)

�� 11. Who was the 1824 presidential candidate who supported manufacturing?A. John Quincy Adams C. Henry ClayB. Andrew Jackson D. William H. Crawford

�� 12. Introduced in the 1828 campaign, what practice ruined reputations?A. mudslinging C. pluralityB. landslide victories D. campaign contributions

�� 13. Which 1828 national party favored states’ rights?A. National Republicans C. WhigsB. National Democrats D. Democratic-Republicans

�� 14. The only Native Americans who successfully stayed on their land were theA. Seminole. C. Cherokee.B. Sauk. D. Fox.


ScoreUnit 5 Posttest, Form A

(continued)

Column B

A. landslideB. CherokeeC. favorite son candidateD. Seneca Falls, New YorkE. 49° line of latitudeF. cottonG. clipper shipsH. tariffI. forty-ninersJ. Sam Houston

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENT HANDS-ON ACTIVITIESHANDS-ON ACTIVITIES

Unit Overview Unit 5 surveys the growth andchange of the United States from1820 to 1860. Chapter 11 describesAndrew Jackson’s impact on thecountry. Chapter 12 focuses onwestward expansion. Chapter 13traces the sectional differencesbetween the Northern andSouthern states. Chapter 14examines religious, educational,and cultural reform movements.

Unit ObjectivesAfter studying this unit, stu-dents will be able to:1. Describe key political and

social events of the Jackson era.2. Explain the concept of

Manifest Destiny.3. Compare and contrast the

economy and people of theNorth with those of the South.

4. Discuss the social history ofthe early and mid-1800s.

Why It Matters Activity

Have students discuss theimpact that technology, such asthe Internet, has had on thegrowth of the United States. Askstudents to compare and con-trast the similarities and differ-ences between the IndustrialRevolution and the changesbrought about by technology.

If time does not permit teaching eachchapter in this unit, you may want touse the Reading Essentials andStudy Guide summaries.

Out of Time?

TEAM TEACHING ACTIVITYScience Have students work with the Science teacher to make a simple device that can be usedto send “telegraph” messages using Morse code. Materials needed include wire, nails, screws, oneor two dry-cell batteries, a block of wood, and small pieces of flexible metal. Two books that havecopies of the code and directions for building a transmitter are Table Top Science, by S.H. Fisher(Garden City, N.Y.: The Natural History Press, 1972) and Science in Action: The World of Numbers,edited by Sue Lyon (New York: Marshall Cavendish Corporation, 1988). SCIENCE: 8.3E

IntroducingUNIT 5

IntroducingUNIT 5

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CHAPTER XX Chapter Title330

Why It Matters

The GrowingNation

1820–1860

Goblet showing Jackson’s log cabin

Advice on the Prairieby William T. Ranney

As you study Unit 5, you will learnhow growth, migration, and conflict

increased following the Industrial Rev-olution. The following resources offer

more information about this period inAmerican history.

Primary Sources LibrarySee pages 600–601 for primary source

readings to accompany Unit 5. Use the American History

Primary Source Document LibraryCD-ROM to find additional primary

sources about the developing nation.

SERVICE-LEARNING PROJECTSERVICE-LEARNING PROJECT

CD-ROMAmerican History Primary Source Document Library CD-ROM

Use the American History PrimarySource Document Library CD-ROMto access primary source documentsrelated to westward expansion.

IntroducingUNIT 5

IntroducingUNIT 5

Although William T. Ranney devotedhis career to depicting the West, hespent very little time on the frontier.He studied art in New York City andserved as an apprentice to a tinsmithin Fayetteville, North Carolina. Hisonly experience on the frontier wasin 1836, when he joined the Texasarmy in its fight for independenceagainst Mexico. He then returned tohis home in Brooklyn until 1853,when he moved his family to WestHoboken, New Jersey. He maintainedan interest in frontier life. Advice onthe Prairie shows a family travelingWest on the Oregon Trail. Draw stu-dents’ attention to the baby at thecenter of the painting, representing a new generation to be raised in the West.

More About the Art

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Glencoe LiteratureLibrary

The Middle School American History Literature Library from Glencoe consists of novels and available related readings. Study Guides offer instructional support and student activities.

“Liberty andUnion, now and

forever. . . .”—Daniel Webster, 1830

Organizations still work for reform or to correct remaining injustices in the United States today.Encourage students to conduct research on reform or watchdog organizations that seek democ-racy, fairness, and justice for people. Then have students choose one organization and performservices for it such as volunteering at its main office, distributing literature, participating in a cam-paign, or some other service that helps the organization work toward its objectives. Have studentswrite a one-page report telling how the activities of the group are effective in the community. L1SS: 8.30C, 8.32A, 8.32BRefer to Building Bridges: Connecting Classroom and Community through Service-Learning inSocial Studies from the National Council for the Social Studies for information about service-learning.

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Chapter 11 Resources

TEACHING TRANSPARENCIESTEACHING TRANSPARENCIES REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTWhy It Matters ChapterTransparency 11

Graphic Organizer 14


W hy It Matters 11The Jackson Era Chapter

Voting Rights Amendments

Chart Sources: Civic Responsibilities and Citizenship © 1992 Glencoe, pages 107–109, 123; United States Government: Democracy inAction © 1994 Glencoe, pages 269, 273, 275

Amendments Year Ratified Changes

Fifteenth Amendment 1870 No United States citizen can be denied the right to vote because of race, color,or having been enslaved.

Seventeenth Amendment 1913 Senators are to be directly elected by the voters of each state.

Nineteenth Amendment 1920 Women shall not be denied the right to vote.

Twenty-third Amendment 1961 Residents of Washington, D.C., have the right to vote in presidential elections.

Twenty-fourth Amendment 1964 Poll taxes are prohibited in federal elections.

Twenty-sixth Amendment 1971 Citizens 18 years of age and older have the right to vote in all elections.

Time Line Activity 11

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Time Line Activity 11★

Great Britain and the United States in the 1830s

DIRECTIONS: Use your textbook to complete the time line. Enter the events for bothGreat Britain and the United States in the appropriate spaces. Include the date foreach event.

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Vocabulary Activity 11

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Vocabulary Activity 11★

DIRECTIONS: Matching Select the term that matches each definition below.Write the correct term in the space provided.

relocate plurality landslide log cabin campaignstates’ rights bureaucracy favorite son mudslingingguerrilla spoils system majority nominating conventions

1. Candidate who received the backing of his home state rather than that of the

national party ��

2. More than half ��

3. Largest single share ��

4. Attempts to ruin an opponent’s reputation with insults ��

5. An overwhelming victory ��

6. A system in which nonelected officials carry out laws ��

7. The practice of replacing government employees with the winning candidate’s

supporters ��

8. The system in which delegates from the states selected the party’s presidential

candidate ��

9. The idea that the states have many rights and powers that are independent of the

federal government ��

10. To move someone to another place to live ��11. Type of war tactics in which fighting forces make surprise attacks and then

retreat into hiding ��

12. An attempt to show presidential candidate William Henry Harrison as a “man of

the people” ��

DIRECTIONS: Using Vocabulary Use each of the following terms correctly in acomplete sentence. Write the sentences on a separate sheet of paper.

caucus tariff nullify secede depression laissez-fairesuffrage veto

Workbook Activity 11

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The Jackson EraDemocracy in the United States expanded during Andrew Jackson’s two

terms as president. For the first time poor white males were allowed to vote,and by 1828 most states allowed the people, rather than state legislatures, tochoose presidential electors.

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of thechoice that best completes the statement.

�� 1. From 1816 to 1824, the United States hadA. two political parties, the Democrats and the Republicans.B. only one political party, the Whigs.C. two political parties, the National Republicans and the Democratic-

Republicans.D. only one political party, the Jeffersonian Republicans.

�� 2. According to the Twelfth Amendment to the Constitution, when no presidentialcandidate receives a majority of electoral votes, the president is selected by theA. Supreme Court. C. attorney general.B. House of Representatives. D. secretary of state.

�� 3. In the election of 1828, Jackson received many votes in the South because heA. supported slavery. C. supported a strong federal bureaucracy.B. supported states’ rights. D. all of the above

�� 4. In 1832 South Carolina’s state legislature passed the Nullification Act,declaring it wouldA. nullify the Constitution. C. not pay the “illegal” tariffs.B. nullify the Bill of Rights. D. not pay any of its debts.

�� 5. The Force Bill of 1833 allowed the president toA. use the United States military to enforce acts of Congress.B. force Congress to pass legislation the president supported.C. use military force against his political opponents.D. force the Supreme Court to support his executive decisions.

�� 6. William Henry Harrison, elected as the first Whig president in 1841, served aspresident forA. four years. C. four weeks.B. eight years. D. eight months.

Workbook Activity 11★


D

B

B

C

A

C

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Critical Thinking SkillsActivity 11

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SOCIAL STUDIES OBJECTIVE: Analyze information by identifying the main idea

LEARNING THE SKILLIdentifying the main idea helps you understand historical concepts and

why historical events unfold. To identify the main idea in a reading, identifythe purpose of the passage and look for the ways important details relate toone another.

SOURCE: Murrin, John M. et al. Liberty, Equality, Power: A History of the American People, Harcourt Brace. Orlando, Fla.; 1999, p. 419.

APPLYING THE SKILLDIRECTIONS: Use the passages to answer the following questions.1. What is the main idea of the Jackson passage?

��

��

��

2. What is President Jackson’s view of Native Americans?

��

Critical Thinking Skills Activity 11 Identifying Central Issues

From the annual message to Congress ofPresident Andrew Jackson, 1830“. . . Humanity has often wept over the fateof the aborigines [Native Americans] inthis country, and Philanthropy [effort tohelp] has been long busily employed in thedevising means to avert [turn away from]it . . . but one by one have many powerfultribes disappeared from the earth . . . Noris there anything in this which . . . is to beregretted. Philanthropy could not wish tosee this continent restored to the conditionin which it was found by our forefathers.What good man would prefer a countrycovered with forests and ranged by a fewthousand savages to our extensiveRepublic, studded with cities, towns andprosperous farms, embellished [made better] with all the improvements which . . .industry executes [carries out] . . .”

From a message written by SenatorFrelinghuysen of New Jersey, 1830“. . . His lands are constantly coveted[wanted by others]; millions after millionsare ceded [given over]. The Indian. . . complains . . . but suffers on; and now he finds that his neighbors, whom his kindness had nourished, has spread anadverse title [bad claim] over the lastremains of his patrimony [inheritance]. . . .Do the obligations of justice change withthe color of the skin? Is it one of the prerogatives [special benefits] of the whiteman, that he may disregard the dictates[rules] of moral principles, when an Indianshall be concerned? . . .”

Take-Home ReviewActivity 11

THE JACKSON ERADuring the Andrew Jackson presidency (1829 to 1837), therewere changes in the United States’s political system, economicstatus, and policy toward Native Americans.

Reviewing Chapter 11

Take-Home Review Activity 1Take-Home Review Activity 11

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?DID YOU KNOW?The spoils systemgot its name fromwords spoken bySenator LearnedMarcy in which hesaid, “to the victorbelong the spoils.”

JACKSONIAN ERA OF DEMOCRACY

Politics• The spoils system, or practice

of replacing governmentemployees with a winningcandidate’s supporters,began.

• Nominating conventionsreplaced caucuses. Delegatesfrom states chose the party’spresidential candidate.

Native American Policy• In 1834 Congress created the

Indian Territory (present-dayOklahoma) for southeasternNative Americans.

• Starting in 1838, about 15,000Cherokee were driven fromtheir homelands in theSoutheast and traveled westalong the Trail of Tears, sonamed because of the sad-ness and defeat experiencedby the Cherokee during theforced move.

Economics

Tariffs• In 1828 and 1832, Congress

passed tariffs on manufactur-ing goods from Europe.These high tariffs outragedthe Southern states. SouthCarolina passed theNullification Act, assertingthat the state would not paythe tariffs.

• South Carolina threatened tosecede from the United Statesand form its own government.

• In 1833 Congress passed theForce Bill. South Carolinaaccepted the compromise tariff.

Banking• In 1832 Jackson ordered the

withdrawal of all govern-ment deposits from the bankof the United States andplaced the funds in smallerstate banks.

• In 1836 the Bank of theUnited States was closed.

Linking Past andPresent Activity 11

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Linking Past and Present Activity 11

Political Campaigns

Many political campaigning techniquesoriginated in the 1840

presidential campaign, in which theDemocratic incumbent, Martin Van Buren,opposed the Whig candidate, WilliamHenry Harrison. Harrison repeatedlyattacked Van Buren for being an aristocratwho was uninterested in the depressionand high unemployment. Harrison thenshifted focus away from his ownwealthy background by running onthe strength of his military career.

The Whigs selected John Tyler asHarrison’s running mate. They coineda catchy slogan to capture the publicimagination: “Tippecanoe and Tyler,Too.” The slogan referred to Harrison’s military victory at the Battle of Tippecanoe. Their strategypaid off—Harrison won 234 presidential electoral votescompared to 60 for Van Buren.

More than 160 yearslater, candidates still use many of the same

campaign techniques. Political candidateshave slogans, rallies, and campaign buttons. Today the electronic media also play a major part in political campaigns.Candidates spend campaign funds onradio and television advertising to reach

many voters.Candidates receive contributions from theirsupporters and political

action committees and canearn matching funds fromthe government.

Political campaigns aremuch more expensive todaythan in 1840. For example,the top spender in the 2000United States Senate racespent $60 million!

T H E N N O W

DIRECTIONS: Matching Match each candidate in Column A with his slogan inColumn B. Write the correct letters in the blanks. You may need to research to findthe correct answers.

Column BColumn A

�� 1. Andrew Jackson

�� 2. Harry S Truman

�� 3. James Monroe

�� 4. Dwight D. Eisenhower

�� 5. Abraham Lincoln

�� 6. Martin Van Buren

Tippecanoe and Tyler,

Too

A. I Like IkeB. Van’s popularity fills the great West;

His firmness and honesty none cancontest

C. Let the People RuleD. I’m Just Wild About HarryE. Era of Good FeelingsF. Honest Old Abe

DIRECTIONS: Creating a Slogan Imagine that you are a political candidate.What office would you run for and what campaign slogan would you use?

Primary SourceReading 11

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★ Primary Source Reading 11 ★★

The Trail of TearsInterpreting the Source John Burnett’s description of the Trail of Tears is a

memoir—an account written from personal experience. As you read Burnett’s memoir, try to identify his point of view and how it affects his account.

The Cherokee Removal, 1890

On . . . hunting trips I met and became acquainted with many ofthe Cherokee Indians, hunting with them by day and sleeping around theircamp fires by night. I learned to speak their language, and they taught me

the arts of trailing and building traps and snares. . . .The removal of the Cherokee Indians from their life long homes in the year of

1838 found me a young man in the prime of life and a Private soldier in the AmericanArmy. . . . I saw the helpless Cherokees arrested and dragged from their homes, anddriven at the bayonet point into the stockades. And in the chill of a drizzling rain on anOctober morning I saw them loaded like cattle or sheep into six hundred and forty-fivewagons and started toward the west.

One can never forget the sadness and solemnity of that morning. . . . Many of thesehelpless people did not have blankets and many of them had been driven from homebarefooted.

On the morning of November the 17th we encountered a terrific sleet and snowstorm with freezing temperatures and from that day until we reached the end of thefateful journey on March the 26th 1839, the sufferings of the Cherokees were awful. The trail of the exiles was a trail of death. They had to sleep in the wagons and on theground without fire. And I have known as many as twenty-two of them to die in onenight of pneumonia due to ill treatment, cold, and exposure. . . .

Future generations will . . . condemn the [removal of the Cherokee]. . . .

SOURCE: John G. Burnett. “The Cherokee Removal Through the Eyes of a Private Soldier,” in The Removal of the Cherokee. Cherokee, N.C.: Museum of the Cherokee Indian, Publication 305.

DOCUMENT-BASED QUESTIONDIRECTIONS: Answer the following question on a separate sheet of paper. What events in John Burnett’s life might have caused him to feel the way he doesabout the Cherokee?

DIRECTIONS: Writing a Memoir Pick an event at your school or community or in your state that might be of interest to future historians. Write a memoir of that event. Include your own viewpoint

or judgment of the event as John Burnett did. Try to capture the feelings associatedwith the event by using vivid details and descriptive elements. Share your memoirwith your classmates for feedback and suggestions.

Geography and HistoryActivity 11

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GEOGRAPHY AND HISTORY ACTIVITY 11★

DIRECTIONS: Write youranswers to questions 1–4 on the map. You mayabbreviate if you wish.1. How many states voted

for Andrew Jackson in1832? Count one-half forthe state that divided itselectoral votes. Write thetotal in the appropriateblank in the map key.

2. Place How many statesdid not vote for Jacksonin 1832? Count one-halffor the state that dividedits electoral votes. Write the total in theappropriate blank in the map key.

3. Draw an outline aroundthe cluster of four statesthat supported Jackson’sopponents.

4. Count the number ofelectoral votes for andagainst Jackson. Write thetotals in the appropriateblanks in the map key.

5. Compare the number ofelectoral votes and thepopular votes for andagainst Andrew Jackson.How would you describeJackson’s victory in 1832?

��

��

��

�

��

��

yyyyyyyyyyyyyyyyyyyyyyyyyyyyyy

�y

�yMo.4

Ill.5

Michigan Michigan TerritorerritoryMichigan Territory

Unorganized Territory

Arkansas Territory

Florida Florida TerritorerritoryFlorida

Territory

Ind.9

Ohio21

Ky.15

Tenn.15

Miss.4

Ala.7

Ga.11

S.C.11

Maine10 Vt. 7

N.H. 7

Mass. 14

R.I. 4Conn. 8

N.J. 8

N.Y.42

Pa.30

N.C.15

Va.23

Md. 3/5

Del. 3

La.5 ATLANTIC

OCEAN

For Jackson

Non-Jacksonstates

687,502

571,513��yyNumber of

States

Number of each state’s electoral votes is shownPopularVotes

ElectoralVotes

2000 400 miles

2000 400 kilometers

N

E

S

W

The Presidential Election of 1832

Causes Effects

Graphic Organizer 14: Cause–Effect ChartCopyright © by The McGraw-Hill Companies, Inc.

The following standards are highlighted in Chapter 11:Section 1 II Time, Continuity, & Change: B, C, D, ESection 2 V Individuals, Groups, & Institutions: A, B, D, E, FSection 3 VII Production, Distribution, & Consumption: A, B, C,

D, F

Meeting NCSS StandardsFoldables arethree-dimensional,

interactive graphic organizers that helpstudents practice basic writing skills,review key vocabulary terms, and identify main ideas. Every chapter con-tains a Foldable activity, with additionalchapter activities found in the Readingand Study Skills Foldables booklet.

GEOGRAPHYGEOGRAPHYREVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENT ENRICHMENTENRICHMENT

Use Glencoe’sPresentation Plus!multimedia teacher tool to easily present

dynamic lessons that visually excite your stu-dents. Using Microsoft PowerPoint® you can customize the presentations to create your ownpersonalized lessons.

Timesaving Tools

Interactive Teacher Edition Access your Teacher Wraparound Edition and

your classroom resources with a few easy clicks.

Interactive Lesson Planner Planning has never been easier! Organize your

week, month, semester, or year with all the lesson helps you need to make

teaching creative, timely, and relevant.

™

••

332B


The following Spanish language materials are available in the Spanish Resources Binder:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activity• Spanish Take-Home Review Activity• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

Chapter 11 Test Form B

Chapter 11 Test Form A

Performance AssessmentActivity 11

ExamView® Pro Testmaker CD-ROM

SPANISH RESOURCESSPANISH RESOURCES

HISTORY

Use our Web site for additional resources. All essential content is covered in the Student Edition.

You and your students can visit , the Web sitecompanion to The American Republic to 1877. This innovative inte-gration of electronic and print media offers your students a wealth ofopportunities. The student text directs students to the Web site for thefollowing options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.

The following videotape program is available from Glencoe as a supplement to Chapter 11:• Andrew Jackson: A Man for the People (ISBN 1-56501-647-5)*

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

*Available individually or in The American Republic to 1877 Video Library.

R

R

ASSESSMENT AND EVALUATION

Standardized Test PracticeWorkbook Activity 11

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramAmerican History Primary Source Document Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 1The American Republic to 1877 Video ProgramAmerican Music: Hits Through History

MULTIMEDIAMULTIMEDIA

★

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The Jackson Era


Column A

�� 1. Andrew Jackson’s opponent in 1828

�� 2. mistrusted strong central government

�� 3. wanted strong central government

�� 4. defended “liberty and union”

�� 5. Sauk leader


�� 6. Which 1824 Republican presidential nominee had poor health?A. Henry Clay C. John Quincy Adams B. Andrew Jackson D. William H. Crawford

�� 7. The 1824 presidential election was decided A. by popular vote. C. in the House of Representatives.B. by the Electoral College. D. by the political parties.

�� 8. Who believed the nation should shift from a farming-based economy to amanufacturing one?A. John Quincy Adams C. Henry ClayB. Andrew Jackson D. Martin Van Buren

�� 9. Which president’s popularity with the “common man” changed politics?A. Martin Van Buren C. John Quincy Adams B. Andrew Jackson D. William Henry Harrison

�� 10. Some Southerners wanted to break away from the United States, or toA. nullify. B. caucus. C. secede. D. expand.

�� 11. What act did Congress pass in order to relocate Native Americans?A. Naturalization Act C. Relocation Act B. Alien Act D. Indian Removal Act


ScoreChapter 11 Test, Form A

(continued)

Column B

A. National RepublicansB. Black HawkC. DemocratsD. John Quincy AdamsE. Daniel Webster

★

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The Jackson Era


Column A

�� 1. 1828 Democratic-Republican candidate

�� 2. an overwhelming victory

�� 3. move to a new place

�� 4. relocated to Indian Territory

�� 5. inaugurated in 1837


�� 6. Who was not a favorite son candidate in the 1824 election?A. Henry Clay C. William H. Crawford B. Andrew Jackson D. John Quincy Adams

�� 7. Which president was raised in poverty by his mother?A. John Quincy Adams C. Andrew JacksonB. Martin Van Buren D. Henry Clay

�� 8. Who won the 1824 presidential election?A. Andrew Jackson C. William H. Crawford B. John Quincy Adams D. Henry Clay

�� 9. More than 80 percent of which group voted in the 1840 presidential election?A. white males C. African Americans B. women D. Native Americans

�� 10. The practice of replacing government employees with the winningcandidate’s supporters became known asA. mudslinging. C. bureaucracy.B. the spoils system. D. suffrage.

�� 11. What sent the message that the federal government would not allow a state to go its own way without a fight?A. suffrage B. bureaucracy C. Force Bill D. spoils system


ScoreChapter 11 Test, Form B

(continued)

Column B

A. relocationB. Native AmericansC. Andrew JacksonD. landslideE. Martin Van Buren

Name __________________________________ Date ____________________ Class ____________

Copyright ©

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ompanies, Inc.

Social Studies Objective: The student will analyze information by identifying cause-and-effectrelationships.

Any condition or event that makes something happen is known as a cause. What happens as aresult of a cause is an effect. Cause-and-effect relationships explain why things happen and howactions produce other actions. Cause-and-effect relationships can be simple or complex. Sometimesseveral different causes produce a single effect. At other times, one cause can produce several effects.

★ Practicing the SkillRead the selection below and complete the activity that follows.

While the United States had expandedwestward by the 1830s, large numbers of NativeAmericans still lived in the eastern part of thecountry. In Georgia, Alabama, Mississippi, andFlorida, the Cherokee, Creek, Choctaw,Chickasaw, and Seminole held valuable land.Many white Americans wanted to obtain this landfor themselves.

Because the area west of the Mississippi Riverwas dry and seemed unsuitable for farming, fewwhite Americans lived there. Many settlerswanted the United States government to relocateNative Americans living in the Southeast, to forcethem to leave their land and move west of theMississippi River. President Andrew Jackson, aman of the frontier himself, supported thesettlers’ demand for Native American land.

Congress responded by passing the Indian

Removal Act of 1830. The law allowed thefederal government to pay Native Americans tomove west. Jackson then sent federal officials tonegotiate treaties with Indians of the Southeast.Most accepted payment for their lands andagreed to move. In 1834 Congress created theIndian Territory, an area in present-dayOklahoma, for Native Americans of theSoutheast.

The Cherokee Nation, however, refused togive up its land. In 1835 the federal governmentpersuaded a few Cherokee to sign a treaty givingup their people’s land. Yet most of the 17,000Cherokees refused to honor the treaty and stayedon their land. In 1838 President Martin VanBuren ordered General Winfield Scott to usetroops to remove the Cherokee from their homesand move them west.

Indian Removal Act of 1830

★ Learning to Perceive Cause and EffectUse the following guidelines to help you perceive cause-and-effect relationships:

• Select an event.• Compare the situation at the time of the

event with conditions before it happened(causes) and after it happened (effects).

• Look for vocabulary clues to help decidewhether one event caused another. Words orphrases such as brought about, produced,

resulted in, when, and therefore indicatecause-and-effect relationships.

• Describe the causes and effects of the event.• Look for other relationships between the

events. Check for other, more complex,connections beyond the immediate cause andeffect.

ACTIVITY 11Perceiving Cause-and-Effect Relationships

Standardized Test Practice


Use with Chapter 11

History as Drama

BACKGROUNDPeople make history. Their struggles and dreams, their triumphs and tragediesform the backdrop for every great battle, sweeping social change, and difficultmigration. This is why history makes great drama. It is the story of people.

TASKYou and your friends are members of a theater company, specializing in historicaldrama. A television network plans to produce a series dramatizing events fromUnited States history. You have agreed to write and perform a pilot episodehighlighting an incident in the Age of Jackson.

AUDIENCEYour teacher, other students, and interested adults are your audience.

PURPOSEThe purpose of your pilot episode is to entertain and inform. It should helpyour audience comprehend how and why one major historical event unfoldedand to understand the views of the people involved.

PROCEDURE1. Consult the Performance Task Assessment Lists for a Cooperative Group

Management Plan and a Role Play to guide you in planning. 2. Form a team with at least three other students. Together decide on an event

from the Jackson era that had an impact on people for years to come, suchas the Bank War, states’ rights challenges, the Trail of Tears, the SecondSeminole War, or the Panic of 1837.

3. Conduct research to learn as much as possible about your chosen topic. 4. Share what you discover with your teammates and decide what information

to include in your production. 5. Together decide on the characters (including a narrator), and assign each

group member a role. Characters can write their dialogue as you workthrough the plot together.

6. With your team, create scenery and stage props.7. Rehearse your episode and revise the dialogue for all characters as needed.8. Present your episode.

ASSESSMENT1. Refer to the performance task assessment lists suggested to review your

work on this project. 2. Add or improve elements at each stage as needed.3. Complete a final self-assessment of your project.

★

★

★

★

★

★

Copyright ©

by The M

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ompanies, Inc.

★ Performance Assessment Activity 11

tx.tarvol1.glencoe.com

http://tx.tarvol1.glencoe.com

http://www.aande.com

http://www.historychannel.com

332C


SECTION 1Jacksonian Democracy1. Explain why the nation’s sixth presi-

dent was chosen by the House ofRepresentatives.

2. Identify the changes PresidentJackson brought to the Americanpolitical system.

SECTION 2Conflicts Over Land1. Understand how Native Americans

were forced off their lands in theSoutheast.

2. Explain how President Jacksondefied the Supreme Court.

SECTION 3Jackson and the Bank1. Examine the reasons why Jackson

wanted to destroy the Bank of theUnited States.

2. Understand why the Whigs came topower in 1840.

Assign the Chapter 11 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

SECTION RESOURCES

Reproducible Lesson Plan 11–1Daily Lecture and Discussion Notes 11–1Guided Reading Activity 11–1*Section Quiz 11–1*Reteaching Activity 11–1*Reading Essentials and Study Guide 11–1Enrichment Activity 11–1



Daily Focus Skills Transparency 11–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 11–2Interactive Tutor Self-AssessmentCD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

Daily Focus Skills Transparency 11–3Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

*Also Available in Spanish

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

PRE-AP PRE-ADVANCED PLACEMENT activities

332D


Winnie CohranDrakes Creek Middle SchoolBowling Green, KY

Create an Andrew Jackson MuralTo help students review the main issues and eventsof the chapter, have them make a mural using a largesheet of paper and colored pencils or pens. Studentscan work individually or in pairs. First, have studentscut the paper into five irregularly shaped pieces (sim-ilar to puzzle pieces). On each piece of paper, havestudents label an issue or event and then illustrate it.For example, a student might write “Indian RemovalAct” and then draw pictures of footsteps, or “JacksonAttacks Bank of United States” illustrated with dollarbill signs. Have students use different colors for eachpiece. Each student or group should present themural to the class and explain it. Murals can be tapedtogether and displayed in class.

From the Classroom of . . .Teacher’s Corner

The following articles relate to this chapter.

• “The Way West,” by John G. Mitchell, September 2000.• “The Cherokee,” by Geoffrey Norman, May 1995.• “Powwow,” by Michael Parfit, June 1994.• “The Cruelest Commerce: African Slave Trade,” by Colin

Palmer, September 1992.• “Philadelphia’s African Americans,” by Roland L. Freeman,

August 1990.

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS AVAILABLE FROM GLENCOE

To order the following products for use with this chapter, contact your local Glencoe sales representative, or call Glencoe at 1-800-334-7344:

• PictureShow: Story of America Library, Part 1 (CD-ROM)• PictureShow: Lewis and Clark (CD-ROM)• PictureShow: The Westward Movement (CD-ROM)• PictureShow: Native Americans 1 and 2 (CD-ROM)• PicturePack: Native Americans 1 and 2 (Transparencies)• PicturePack: The Westward Movement (Transparencies)• PicturePack: Story of America Library, Part 1

(Transparencies)

ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• 111 Years of National Geographic Magazine (CD-ROM)• GeoKit: Lewis and Clark (Kit)• GeoKit: Westward Movement (Kit)• The West That Was (Video)• Exploration (Map)• United States/Territorial Growth (Map)• National Geographic Desk Reference (Book)

• American Music: Cultural Traditions• American Art and Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the Middle School Social Studies Classroom

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)• American Crafts Hands-On Activities• American Games Hands-On Activities• American History Flash Cards

ADDITIONAL RESOURCES FROM GLENCOE

Activities that are suited to use within the blockscheduling framework are identified by:

Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com

http://www.nationalgeographic.com

332

Why It Matters Activity

Tell students that many states droppedthe property requirements for votingbefore and during Jackson’s term.Encourage students to discuss peoplethey know who are eligible to vote.Remind them, if necessary, that all citi-zens 18 or older are eligible to vote. Askthem which adults they know would notbe able to vote if changes had notoccurred during and after the Jacksonera. They may name famous people aswell as those they know personally.

Jackson1829–1837

J. Q. Adams1825–1829

332

Jackson Era1824–1845

Why It MattersThe struggle for political rights took shape in the 1820s and 1830s, when many people

questioned the limits of American democracy.

The Impact TodayIn the years since the Jackson era:

• Women, African Americans, and other minorities have won the right to vote and to participate in the political process.

• Today every United States citizen aged 18 or older, regardless of gender, race, orwealth, has the right to vote.

The American Republic to 1877 Video The chapter 11 video, “Old Hickory,” chronicles events in Andrew Jackson’s military and political careers.

1830• Indian Removal Act passed

• Webster-Hayne debate

1823• President Monroe

outlines Monroe Doctrine

1822• Brazil gains independence

from Portugal

1826• French scientist

Niépce producesfirst photograph

1829• Louis Braille

publishes reading system for the blind

Monroe1817–1825

The

1833• Force Bill

passed

CHAPTER 11 The Jackson Era

1820 1825 1830

1833• Slavery abolished

in British colonies

IntroducingCHAPTER 11


TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERHave students think about the right to vote. Ask: Why do you think the right to vote is importantin a democracy? Have students brainstorm a list of reasons on the chalkboard why people vote.Then ask students to identify which reason they think is the most important and explain why. SS: 8.20D, 8.20F

Refer to Activity 11 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

The American Republic to1877 Video ProgramTo learn more about the Jackson era,have students view the Chapter 11Video, “Old Hickory” from TheAmerican Republic to 1877 VideoProgram.

Available in DVD and VHS

MindJogger VideoquizUse MindJogger Videoquiz to preview the Chapter 11 content.

Available in VHS

ELA: Page 332: 8.13D, 8.22B;Page 333: 8.10L, 8.13E

Student Edition TEKS

333



HISTORY

Introduce students to chapter content and key terms by havingthem access Chapter Overview 11at

George Caleb Bingham (1811–1879), a chronicler of the frontier, received his best inspiration fromthe spirited life along the Missouri and Mississippi Rivers. His best known paintings fall into two cat-egories: activity on the river and frontier politics. Examples of the latter include Country Election(1852) and Verdict of the People (1855) as well as Stump Speaking.

More About the Art

Purpose When making this fold-able, students are required to askthemselves questions about theJackson era. This reading strategyrequires students to ask questions ofthe chapter material as they read it,helping them focus on the mainideas and better understand thematerial.

Have students completeReading and Study SkillsFoldables Activity 11.

Tyler1841–1845

1840• Harrison elected president

333

1838• Cherokee forced

to move west

1837• Panic of 1837

1845• Deadly fungus

destroys much of Ireland’s potato crop

HISTORY

Chapter OverviewVisit and click on Chapter 11—Chapter Overviews to pre-view chapter information.


Stump Speaking by George Caleb Bingham Bingham’s series of electionpaintings expressed faith in the growth of democracy.

Van Buren1837–1841


W. H. Harrison1841

1835 18451840

1834• Indian Territory

created by Congress

1839• Scottish blacksmith,

Kirkpatrick Macmillian,produces first bicycle

1843• Charles Dickens writes

“A Christmas Carol”

12

12

Step 1 Fold a sheet of paper in half from side toside, leaving a inch tab along the side.

Step 2 Turn the paper and fold it into fourths.

Step 3 Unfold and cut up along the three foldlines.

Step 4 Label your foldable as shown.

Fold in half,then fold inhalf again.

Make fourtabs.

Evaluating Information Study FoldableMake this foldable to help you ask and answerquestions about the Jackson era.

Reading and Writing As you read, ask yourself“who” Andrew Jackson was, “what” he did, “when”he did it, and “why” it happened. Write yourthoughts and facts under each appropriate tab.

Leave inch tab

here.

Who? What? When? Why?

Social Studies TAKS tested at Grade 8: Obj 5:8.30A

As students read the chapter, havethem review the time line on pages 332–333. Ask students whetherthe Indian Territory was created beforeor after the passage of the IndianRemoval Act. Have them discuss howthese events might be related.SS: 8.1B; ELA: 8.13D

SOCIAL STUDIES:Page 332: 8.1A, 8.1B, 8.30C;Page 333: 8.1B, 8.5F, 8.30C



http://www.glencoe.com/sec/socialstudies/ushistory/tar12003/tx/content.php4/639/1


334

1 FOCUSSection OverviewThis section discusses thechanges that occurred to thepolitical system during theJackson presidency.

CHAPTER 11Section 1, 334–339CHAPTER 11Section 1, 334–339

Guide to Reading

Answers to Graphic: DemocraticRepublicans: Jackson—favored states’rights; National Republicans: Adams—favored strong federal government

Preteaching VocabularyCall on volunteers to define each ofthe Key Terms, and then use the text-book glossary to check the accuracyof the definitions. Then have studentsdiscuss the difference betweenmajority and plurality.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 11–1• Daily Lecture and Discussion Notes 11–1• Guided Reading Activity 11–1• Section Quiz 11–1• Reteaching Activity 11–1• Reading Essentials and Study Guide 11–1• Enrichment Activity 11–1

Transparencies• Daily Focus Skills Transparency 11–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM

1825John Quincy Adams wins

presidency in House election

1828Andrew Jackson

elected president

1830Webster and Hayne

debate

1832South Carolina

threatens to secede

Main Idea

The United States’s political system

changed under Andrew Jackson.

Key Terms

favorite son, majority, plurality,

mudslinging, landslide, suffrage,

bureaucracy, spoils system, caucus,

nominating convention, tariff,

nullify, secede

Reading Strategy

As you read Section 1, create a chart

like the one below and in the boxes

describe the political parties in 1828.

Read to Learn

• why the nation’s sixth president

was chosen by the House.

• what political changes came under

President Jackson.

Section Theme

Continuity and Change James

Monroe’s decision not to seek a third

term was followed by two hotly

contested presidential elections.

Jacksonian Democracy

The presidential campaign of 1828 was one of the most vicious in American history.

Supporters of John Quincy Adams in Philadelphia distributed a pamphlet titled “Some

Account of Some of the Bloody Deeds of General Jackson.” One illustration in the pam-

phlet showed a ferocious-looking Andrew Jackson plunging his sword through the body

of a helpless civilian. Meanwhile Jackson’s supporters falsely accused John Quincy

Adams of kidnapping a young American girl and selling her to the ruler of Russia.

The Election of 1824From 1816 to 1824, the United States had only one political party, the Jeffer-

sonian Republicans. Within the party, however, differences arose among variousgroups that had their own views and interests. In 1824 James Monroe was fin-ishing his second term as president but declined to run for a third term. Fourcandidates from the Republican Party competed for the presidency.

Jackson sewing box

334 CHAPTER 11 The Jackson Era

Candidate Views

Democratic

Republicans

National

Republicans

Preview of Events

Guide to Reading

✦1825 ✦1835✦1830

Social Studies TAKS tested at Grade 8: Obj 1:8.5C; Obj 5:8.30C Obj 1:8.5C

Project transparency and havestudents answer the question.

Available as a blacklinemaster.

DAILY FOCUS SKILLS TRANSPARENCY 11-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: ATeacher Tip: Remind students that this section discussesthe first time the House of Representatives needed toelect the president of the United States. Tell them that thelanguage of the document presented will help themanswer the question.

UNIT

5Chapter 11

Evaluating Print, Visual, and Electronic Sources of Information

Directions: Answer the following question based on the information presented.

What do you think might be the source of this quotation?

A the U.S. Constitution C the president

B the Senate D the House of Representatives

“The person having the greatest numberof (electoral) votes for President shall be

the President, . . . and if no person havesuch majority, then from the personshaving the highest numbers not exceedingthree on the list of those voted for as

President, the House of Representativesshall choose immediately, by ballot, the President.”

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 11–1

ELA: Page 334: 8.13D, 8.13E;Page 335: 8.10K, 8.13D


The four candidates’ opinions differed on therole of the federal government. They also spokefor different parts of the country. The RepublicanParty nominated William H. Crawford, a formercongressman from Georgia. However, Craw-ford’s poor health weakened him as a candidate.

The other three Republicans in the presiden-tial race were favorite son candidates, meaningthey received the backing of their home statesrather than that of the national party. Two ofthese candidates—Andrew Jackson and HenryClay—came from the West. Clay, of Kentucky,was Speaker of the House of Representatives.He fought for his program of internal improve-ments, high tariffs, and a stronger national bank.

General Andrew Jackson of Tennessee wasnot a Washington politician, but he was a hero ofthe War of 1812. Raised in poverty, he claimed tospeak for the Americans who had been left outof politics.

John Quincy Adams of Massachusetts, son offormer president John Adams, received supportfrom merchants of the Northeast.

Striking a BargainIn the election Jackson received the largest

number of popular votes. However, no candidatereceived a majority, or more than half, of the elec-toral votes. Jackson won 99 electoral votes, whichgave him a plurality, or largest single share.Under the terms of the Twelfth Amendment tothe Constitution, when no candidate receives amajority of electoral votes, the House of Repre-sentatives selects the president.

335CHAPTER 11 The Jackson Era

While the House was preparing to vote on thenext president, Henry Clay met with Adams.Clay agreed to use his influence as Speaker of theHouse to defeat Jackson. In return Clay may havehoped to gain the position of secretary of state.

With Clay’s help Adams was elected presi-dent in the House. Adams quickly named Clayas secretary of state, traditionally the stepping-stone to the presidency. Jackson’s followersaccused the two men of making a “corrupt bar-gain” and stealing the election.

The Adams PresidencyIn Washington, D.C., the “corrupt bargain”

had cast a shadow over Adams’s presidency.Outside the capital Adams’s policies ran againstpopular opinion. Adams wanted a strongernavy and government funds for scientific expe-ditions. Adams also wanted the federal govern-ment to direct economic growth.

Such ideas horrified those who desired amore limited role for the federal government,and Congress turned down many of Adams’sproposals. This was especially true after the con-gressional elections of 1826, when enemies ofAdams controlled both the House and Senate.

Describing Why were Adams andClay accused of making a “corrupt bargain”?

The Election of 1828By the election of 1828, the party had divided

into two separate parties: the Democratic-Republicans, who supported Jackson, and theNational Republicans, who supported Adams.Jackson’s Democratic-Republicans, or Demo-crats, favored states’ rights and mistrustedJackson campaign

poster

Candidate ElectoralVote

PopularVote

HouseVote

Jackson 99 153,544 7

Adams 84 108,740

46,618

47,136

4

Clay

13

Crawford 41

37

Election of 1824

The presidential election of 1824was decided in the House of Representatives.

Analyzing Information Whichcandidate received the most electoral votes?

Social Studies TAKS tested at Grade 8: Obj 1:8.5C; Obj 4: 8.18B Obj 5:8.30B, 8.30C

335

2 TEACH


COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCampaigning for Office Organize the class into groups to run real or mock campaigns for class orschool president. Have each group choose a candidate; decide on the issues; and make posters,campaign buttons, and other paraphernalia. Candidates should each give a short speech. At theend of the campaign, hold an election. Then discuss why the winner’s campaign was most effec-tive and how other campaigns might have been improved. L1, SS: 8.31D, 8.32A, 8.32B;ELA: 8.13I

Use the rubric for creating a poster on pages 54–55 in the Performance AssessmentActivities and Rubrics.

ELL

Daily Lecture and Discussion Notes 11–1

I. The Election of 1824 (Pages 334–335)

A. John Quincy Adams was elected president in 1824. William Crawford, AndrewJackson, and Henry Clay were the other Republican Party candidates. No candidatereceived a majority of the electoral votes, so the House of Representatives selected thepresident.

1. Clay and Adams struck a deal. Clay agreed to use his influence as speaker of thehouse to defeat Jackson, hoping to gain the secretary of state post in return.Adams did name Clay as secretary of state.

2. Andrew Jackson’s followers accused the two men of making a corrupt bargain andstealing the election.

B. During the Adams presidency, his policies ran against popular opinion. He wanted astronger navy, scientific expeditions supported by government funds, and direct federalinvolvement in economic growth.

C. Congress turned down many of his proposals. Some members of Congress wanted amore limited role for the federal government.

Discussion QuestionWhy do you think Clay and Adams got together to defeat Jackson in the election of1824? (Answers will vary, but should include the idea that both were politicians, while Jacksonwas a war hero. Clay also had ulterior motives to improve his political status. If Adams won the presidency, then he would make Clay the secretary of state. Adams won, and Clay becamesecretary of state.)

II. The Election of 1828 (Pages 335-336)

A. The election was a vicious campaign between Jackson and Adams. The party dividedinto two: the Democratic-Republicans nominated Jackson, and the National Republicansnominated Adams. Democratic-Republicans favored states’ rights.


Daily Lecture and Discussion Notes

Chapter 11, Section 1

Did You Know? In United States history, there have been twoinstances in which both a father and son became presidents: JohnAdams and John Quincy Adams, and George H. Bush and GeorgeW. Bush. So there have been two women who have been both thewife of a president as well as the mother of one: Abigail Adams and Barbara Bush.

turn

Answer: Critics charged that Clayhelped Adams get elected presidentin exchange for becoming Adams’ssecretary of state.

Answer: Jackson

Chart Skills PracticeAsk: How many House votes didAdams receive? (13)

Using Vocabulary Have students use each of the wordsin Key Terms plus Democratic-Republicans and NationalRepublicans in writing a summary of the section. L1SS: 8.30B, 8.31A; ELA: 8.10G

SOCIAL STUDIES:Page 334: 8.1B, 8.5C, 8.22A,8.30B, 8.30C; Page 335: 8.5C,8.18B, 8.22A, 8.30B, 8.30C


During his presidency Andrew Jackson surrounded himself witha group of trusted advisers. Because theymet in the White House kitchen, Jackson’scritics referred to the group as the“kitchen cabinet.” Martin Van Buren wasthe only member of this influential groupwho also belonged to the president’s offi-cial cabinet. Like Jackson, many laterpresidents—often mistakenly—put theirtrust in their kitchen cabinet of friendsrather than in officially appointed cabinetmembers.

strong central government. Many Democratswere individualists from the frontier, immi-grants, or laborers in the big cities.

The National Republicans wanted a strongcentral government. They supported federalmeasures, such as road building and the Bank ofthe United States, that would shape the nation’seconomy. Many were merchants or farmers.

During the campaign both parties resorted tomudslinging, attempts to ruin their opponent’sreputation with insults. The Democratic-Republi-cans accused Adams of betraying the people. Theyput out a handbill calling the election a contest“between an honest patriotism, on the one side,and an unholy, selfish ambition, on the other.”

The National Republicans fought back. Theycreated a vicious campaign song to play upembarrassing incidents in Jackson’s life. Oneinvolved Jackson’s order in the War of 1812 toexecute several soldiers who had deserted.

Mudslinging was not the only new elementintroduced in the 1828 campaign. Election slo-gans, rallies, buttons, and events such as barbe-cues were also used to arouse enthusiasm. All ofthese new features became a permanent part ofAmerican political life.

Jackson TriumphsIn the election of 1828, Jackson received most

of the votes cast by voters of the new frontierstates. He also received many votes in the South,where his support for states’ rights was popular.John C. Calhoun of South Carolina, who hadserved as Adams’s vice president, switched par-ties to run with Jackson. Calhoun also champi-oned states’ rights. Jackson won the election in alandslide, an overwhelming victory, with 56 per-cent of the popular vote and 178 electoral votes.

Summarizing How did Jackson

try to get the support of people in the election of 1828?

Jackson as PresidentAndrew Jackson was everything most Ameri-

cans admired—a patriot, a self-made man, and awar hero. On March 4, 1829, thousands of farm-ers, laborers, and other ordinary Americanscrowded into the nation’s capital to hear Jack-

son’s Inaugural Address. After Jackson’s speecha crowd joined him at a White House reception.They filled the elegant rooms of the mansion,trampling on the carpets with muddy shoes,spilling food on sofas and chairs. They werethere to shake the hand of the general whoseemed just like them.

“Old Hickory”Like many of his supporters, Andrew Jackson

had been born in a log cabin. His parents, poorfarmers, died before he was 15. As a teenagerJackson fought with the Patriots in the AmericanRevolution. Before he was 30, he was elected toCongress from Tennessee.

Jackson gained fame during the War of 1812.He defeated the Creek Nation in the Battle ofHorseshoe Bend and defeated the British at theBattle of New Orleans. His troops called him“Old Hickory” because he was as tough as ahickory stick.

Small farmers, craft workers, and others whofelt left out of the expanding American econ-omy loved Jackson. They felt that his rise froma log cabin to the White House demonstratedthe American success story. His popularitywith the common man changed politics inWashington, D.C.

CitizenshipNew Voters

President Andrew Jackson promised “equalprotection and equal benefits” for all Ameri-cans—at least for all white American men. Dur-ing his first term, a spirit of equality spreadthrough American politics.

In the nation’s early years, most states had lim-ited suffrage, or the right to vote, for men whoowned property or paid taxes. By 1815 manystates had or soon would loosen the propertyrequirements for voting. In the 1820s democracyexpanded as people who had not been allowed tovote voted for the first time. Between 1824 and1828, the percentage of white males voting inpresidential elections increased from 26.9 to 57.6percent. For the first time, white male sharecrop-pers, factory workers, and many others werebrought into the political process.


Social Studies TAKS tested at Grade 8: Obj 1:8.5C; Obj 4:8.18B Obj 1:8.5F; Obj 4:8.18B Obj 1:8.5F

336


MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSAuditory/Musical Challenge students to compose a song that Jackson supporters could have sungat rallies during his campaign. The song could focus on his own qualifications and achievements oron the shortcomings of his opponent. Allow time for students to sing the song for the class. SS: 8.31D; ELA: 8.15D

Refer to Inclusion for the Middle School Social Studies Classroom Strategies and Activities in the TCR.

Answer: He accused Adams ofbetraying the people. Like Adams,Jackson also used slogans, buttons,rallies, and events such as barbecuesto build enthusiasm during the campaign.

Political Terms Caucus probably isderived from the Algonquin word cau-cauasu, which means “counselor” or“adviser.” The first recorded use of theword to mean a meeting of political lead-ers came in the 1770s.

ELA: Page 336: 8.8C, 8.10K;Page 337: 8.10K, 8.13D



The expansion of suffrage continued, and in1840 more than 80 percent of white malesvoted in the presidential election. However,women still could not vote, and African Amer-icans and Native Americans had few rights ofany kind.

Another development in the broadening ofdemocracy involved presidential electors. By1828, 22 of the 24 states changed their constitu-tions to allow the people, rather than the statelegislatures, to choose presidential electors.

The Spoils SystemDemocrats carried the spirit of democracy

into government. They wanted to open up gov-ernment jobs to people from all walks of life.They were disturbed that the federal govern-ment had become a bureaucracy, a system inwhich nonelected officials carry out laws.Democrats argued that ordinary citizens couldhandle any government job.

President Jackson fired many federal workersand replaced them with his supporters. The dis-charged employees protested vehemently. Theycharged that Jackson was acting like a tyrant,hiring and firing people at will. Jacksonresponded that a new set of federal employeeswould be good for democracy.

One Jackson supporter explained it anotherway: “To the victors belong the spoils.” In otherwords, because the Jacksonians had won theelection, they had the right to the spoils—benefits of victory—such as handing out gov-ernment jobs to supporters. The practice ofreplacing government employees with the win-ning candidate’s supporters became known asthe spoils system.

Electoral ChangesJackson’s supporters worked to make the

political system more democratic as well. Theyabandoned the unpopular caucus system. In thissystem major political candidates were chosen bycommittees made up of members of Congress.The caucuses were replaced by nominating con-ventions in which delegates from the statesselected the party’s presidential candidate.

The Democrats held their first national partyconvention in 1832 in Baltimore, Maryland. Theconvention drew delegates from each state inthe Union. The delegates decided to nominatethe candidate who could gather two-thirds ofthe vote, and Jackson won the nomination. This system allowed many people to participatein the selection of political candidates.

Describing What is a caucus system?

B Nicholas BiddleA Andrew Jackson C Henry Clay D John C. Calhoun

A

D

C

B

A Political Card Game Andrew Jacksonplays a card game with his political ene-mies. Why did Jackson’s opponentscriticize the spoils system?

Analyzing Political Cartoons

Social Studies TAKS tested at Grade 8: Obj 1:8.5C, 8.5F

337


INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYLanguage Arts The election of Andrew Jackson marked a turning point in American politics.Have students use library sources to research and write a well-structured essay addressing how government and people’s relationship to government changed, along with describing theemergence of the modern Democratic Party. Remind students to use standard grammar,spelling, and punctuation. SS: 8.5F, 8.31B; ELA: 8.15C

Guided Reading Activity 11–1

33

pyg

yp

Name Date Class

Guided Reading Activity 11-1★

DIRECTIONS: Outlining Locate the heading in your textbook. Then use theinformation under the heading to help you write each answer. Use anothersheet of paper if necessary.I. The Election of 1824

A. Introduction—How many candidates ran for president? ��

B. Striking a Bargain—Who selects the president when no candidate receives a

majority of electoral votes?��

C. The Adams Presidency—Why was Adams unable to achieve his policy

objectives after the congressional elections of 1826? ��

II. The Election of 1828

A. Introduction—What negative element was introduced into the campaign?

��

B. Jackson Triumphs—What were the results of the election? ��III. Jackson as President

A. Introduction—What qualities did Jackson have that most Americans admired?

��

B. New Voters1. What did Jackson promise for all Americans? ��

2. Who could not vote? ��

C. The Spoils System—Who did the Democrats want to have government jobs?

��

D. Electoral Changes—When and where did the Democrats hold their first

national party convention? ��

IV. The Tariff Debate

A. Introduction—Why did American manufacturers welcome the tariff?

��

B. The South Protests—What did some Southerners threaten? ��

C. The Webster-Hayne Debate—Who defended the Constitution and the Union?D. Jackson Takes a Stand—Did President Jackson support states’ rights or the

preservation of the Union? ��

E. The Nullification Crisis—What did the Force Bill allow? ��

Answer: They felt he was acting like atyrant by hiring and firing people atwill.


Answer: system in which candidatesare chosen by committees made upof congressional members

SOCIAL STUDIES:Page 336: 8.5C, 8.5F, 8.18B, 8.20D,8.30B; Page 337: 8.5C, 8.5F,8.20D, 8.22A, 8.30B, 8.30C


338


Economics

The Tariff DebateAmericans from different parts of the country

disagreed strongly on some issues. One suchissue was the tariff, a fee paid by merchantswho imported goods. While president, Jacksonfaced a tariff crisis that tested the national gov-ernment’s powers.

In 1828 Congress passed a very high tariff on manufactured goods from Europe. Manu-facturers in the United States—mostly in the Northeast—welcomed the tariff. Becausetariffs made European goods more expensive,American consumers were more likely to buyAmerican-made goods.

Southerners, however, hated the new tariff.They called it the Tariff of Abominations—something hateful. These critics argued that,while tariffs forced consumers to buy Americangoods, tariffs also meant higher prices.

The South ProtestsSouthern politicians and plantation owners

were ready to act. Vice President John C. Calhounargued that a state or group of states had the right

$

to nullify, or cancel, a federal law it consideredagainst state interests. Some Southerners calledfor the Southern states to secede, or break away,from the United States and form their own gov-ernment. When Calhoun explored this idea,troubling questions arose. The United States hadbeen a nation for nearly 50 years. What if a statedisagreed with the federal government? Did astate have the right to go its own way?

Calhoun drew from the ideas that Madisonand Jefferson wrote in the Virginia and Ken-tucky Resolutions of 1798–1799. Calhoun arguedthat since the federal government was a cre-ation of the states, the states themselves are thefinal authority of the constitutionality of federallaws. The alternative to state sovereignty, Cal-houn pointed out, is to allow the Supreme Courtor Congress to tell the people what our Consti-tution means and what orders we must obey.

The Webster–Hayne DebateIn January 1830, Senator Daniel Webster deliv-

ered a stinging attack on nullification. Websterstood on the floor of the Senate to challenge aspeech given by Robert Hayne, a young senatorfrom South Carolina. Hayne had defended theidea that the states had a right to nullify acts ofthe federal government, and even to secede.

In his response, Webster defended the Consti-tution and the Union. He argued that nullificationcould only mean the end of the Union. Websterclosed with the ringing statement, “Liberty andUnion, now and forever, one and inseparable!”

Jackson Takes a StandNobody knew exactly where President Jack-

son stood on the issue of nullification. ManySoutherners hoped that Jackson might side withthem. In April 1830 supporters of states’ rightsinvited the president to speak at a dinner. The


King Andrew Some people called Andrew Jack-son “a man of the people.” Others called him apower-hungry ruler. What symbols does the

cartoonist use to suggest items of royalty?


Social Studies TAKS tested at Grade 8: Obj 5:8.30C, 8.30D Obj 3:8.5B, 8.13A Obj 4:8.18B

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYPredicting Consequences Discuss the spoils system with students. Have them speculate on thepossible negative and positive aspects of the system. (Positive: helps job of president to have loyalworkers, cooperation makes it easier to get work done; Negative: people could be given jobs onthe basis of their support rather than on their qualifications, experienced people would bereplaced with workers new to the job) L3/PRE-AP SS: 8.30B

Answer: Items may include crownwith jewels, scepter, throne, robe, andexpensive draperies.


Reteaching Activity 11–1

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use InteractiveTutor Self-Assessment CD-ROM.

Section Quiz 11–1

Name Date Class

Reteaching Activity 11-1★

DIRECTIONS: Matching Match each item in Column A with its correspondingitem in Column B. Write the correct letters in the blanks.

COLUMN BCOLUMN A

A. son of former president B. percentage of white male voters rose

from 36.9 to 57.6 percentC. vice president who resigned and

returned to CongressD. practice of replacing government

employees with the winningcandidate’s supporters

E. allowed the president to use the

1. Henry Clay

2. mudslinging

3. 1824–1828

4. bureaucracy

5. spoils system

6. nominating conventions

★

Section Quiz 11-1


Column A

1. tariff

2. majority

3. plurality

4. Old Hickory

5. supported federal bank

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the


ScoreChapter 11

Column B

A. more than halfB. Andrew JacksonC. National RepublicansD. increased cost of

European goodsE. largest single share

ELA: Page 338: 8.10K, 8.22B;Page 339: 8.5B, 8.10H, 8.10L,8.11A, 8.22B


339

CHAPTER 11Section 1, 334–339CHAPTER 11Section 1, 334–339guests, including Calhoun, waited anxiously for

Jackson to speak. Finally, the president rose tohis feet and spoke directly to Calhoun.

“Our federal union . . . must be preserved!”The states’ rights supporters were shocked and

disappointed, but Calhoun answered the presi-dent’s challenge. He raised his glass and said,

“The Union—next to our liberty, most dear.”He meant that the fate of the Union must takesecond place to a state’s liberty to overrule theConstitution if its interests were threatened.

Calhoun realized that Jackson would notchange his views. Wishing to return to Congressto speak for Southern interests, Calhoun wonelection to the Senate in December 1832. Notlong after he resigned the vice presidency.

The Nullification CrisisSouthern anger over the tariff continued to

build. The Union seemed on the verge of split-ting apart. In 1832 Congress passed a new, lowertariff, hoping that the protest in the South woulddie down. It did not.

South Carolina, Calhoun’s home state, hadled the fight against the so-called Tariff ofAbominations. Now South Carolina took the

Check for Understanding

1. Key Terms Use each of these terms

in a complete sentence that will help

explain its meaning: favorite son,

majority, plurality, mudslinging,

landslide, suffrage, spoils system,

secede.

2. Reviewing Facts Why did the House

of Representatives select the president

in the 1824 presidential election?

Reviewing Themes

3. Continuity and Change What elec-

tion practices used in the 1828 presi-

dential campaign are still used today?

Critical Thinking

4. Drawing Conclusions What was the

main reason President Adams was

not popular with the Democratic-

Republicans?

5. Organizing Information Re-create

the diagram below and describe the

changes that took place in the politi-

cal system under Andrew Jackson.

Analyzing Visuals

6. Analyzing Political Cartoons Look

at the cartoon on page 338. What

symbols are used to represent the

United States? How does the cartoon-

ist use labels? What does the car-

toonist want readers to think of

President Jackson?

CHAPTER 11 The Jackson Era 339

Interviewing Prepare a list of five

questions that you might have

asked President Jackson if you had

interviewed him.

Changes

battle one step further. The state legislaturepassed the Nullification Act, declaring that itwould not pay the “illegal” tariffs of 1828 and1832. The South Carolina legislators threatenedto secede from the Union if the federal govern-ment tried to interfere with their actions.

To ease the crisis, Jackson supported a com-promise bill proposed by Henry Clay thatwould greatly lower the tariff. At the same time,Jackson made sure that the South would acceptClay’s compromise. Early in 1833 he persuadedCongress to pass the Force Bill, which allowedthe president to use the United States military toenforce acts of Congress.

In response, South Carolina accepted the newtariff. However, to show that they had not beendefeated, state leaders voted to nullify the ForceAct. Calhoun and his followers claimed a vic-tory for nullification, which had, they insisted,forced the revision of the tariff. For the timebeing, the crisis between a state and the federalgovernment was over. Yet South Carolina andthe rest of the South would remember the lessonof the nullification crisis—that the federal gov-ernment would not allow a state to go its ownway without a fight.

Summarizing Why did South

Carolina pass the Nullification Act?

Social Studies TAKS tested at Grade 8: Obj 4:8.18B

Answer: to protest the tariffs of 1828and 1832

4 CLOSEHave students choose the candi-date they would have selected inthe elections of 1824 and 1828and defend their choice. SS: 8.30E

Enrichment Activity 11–1

41

Name Date Class

★ Enrichment Activity 11-1 ★★

Political PartiesThe two major political parties during the Jackson era (and today) emerged from

the two parties that formed around Alexander Hamilton and Thomas Jefferson duringGeorge Washington’s presidency. Study the flowchart of these two parties shown below.

SOURCE: Bailey, Thomas A. and David M. Kennedy. The American Pageant, Stanford University.

DIRECTIONS: Interpreting a Flowchart Write T if the statement is true based on the flowchart and F if it is false. For all false statements, write the correctstatement on a separate sheet of paper.

�� 1. The Federalist Party was supported by Hamilton and Jefferson.

�� 2. Jacksonian Democrats is another name for Democratic-Republicans.

�� 3. The Federalist Party existed for less than 20 years.

�� 4. During 1820 only one major political party existed.

�� 5. Federalists and Whigs emerged from Democratic-Republicans.

�� 6. Andrew Jackson’s opponent in the election of 1828 was most likely a Whig.

�� 7. Today’s Democratic Party is a product of an earlier party known as theJeffersonian Republicans.

DIRECTIONS: Creating a Poster Research to find out more about the United States’s political parties. Pick one of today’s parties

and create a poster with the title Why I Am a Democrat or Why I Am a Republican.Display your posters in the classroom. Then discuss the major differences in the two political parties.

Evolution of Major Political PartiesHamiltonians Jeffersonians

Federalists c. 1792Death of Federalists c. 1816

Democratic-Republicans c. 1792(Jeffersonian Republicans)

Republicans(One party: Era of

Good Feelings)1820–1825

National Republicans c. 1825

Whigs 1834

Republicans 1854

Democratic-Republicans c. 1825(Jacksonian Democrats)

Democrats 1834

Reading Essentials and Study Guide 11–1

For use with textbook pages 334–339

JACKSONIAN DEMOCRACY

Study GuideChapter 1, Section 1


KEY TERMS

favorite son Candidates backed by their home states instead of the national party (page 335)

majority More than half the votes (page 335)

plurality The largest single share of votes (page 335)

mudslinging Attempts to ruin opponent’s reputation with insults (page 336)

landslide An overwhelming victory (page 336)

suffrage The right to vote (page 337)

bureaucracy A system in which nonelected officials carry out laws (page 337)

spoils system The practice of replacing government employees with the

SOCIAL STUDIES:Page 338: 8.5B, 8.13C, 8.18B,8.22A, 8.30B, 8.30C, 8.30F;Page 339: 8.5F, 8.18B, 8.22A,8.30B, 8.30C, 8.30F, 8.31A, 8.31D

Student Edition TEKS1. Student work should reflect correct

use of terms. SS: 8.31A2. No candidate received a majority

of electoral votes.3. mudslinging, election slogans,

rallies, buttons, staged events to arouse voter enthusiasm

4. He tried to make the federal

government too powerful. SS: 8.30B

5. Answers may include: a moredemocratic process for nominatingpolitical candidates, expansion ofsuffrage, and the spoils system.SS: 8.5F

6. The eagle and the Constitution; thecartoonist uses labels to stand for

an item, institution, or concept.The cartoonist wants readers tothink Jackson is assuming the powers of a king. SS: 8.30F

Interdisciplinary Activity Questionsshould take into account Jackson’spersonality and activities as describedin the section. ELA: 8.5B

340

TEACHAnalyzing Primary SourcesPoint out that primary sourcesinclude not only written materi-als but also paintings, photo-graphs, and artifacts.

Ask students whether their text-book is a primary source. (No, butit contains many primary sources.)Ask students why two eyewit-ness accounts of the same eventmight be very different. (Answersmay include: people have differentbiases; one person might be inten-tionally trying to deceive; one personmight be better at rememberingdetails.)

Additional Practice

Study & WritingStudy & Writing

ANSWERS TO PRACTICING THE SKILL1 the coming of white people and the forcing of Native

Americans from their land

2 Native Americans

3 The writer feels disgust, anger, distrust, and resent-ment because the white settlers have overpowered

the Native Americans and taken their lands, pushingthem farther and farther west.

Applying the Skill Students should use a primary sourcefrom their past and explain what it shows about that time intheir lives.

Chapter Skills Activity 11Name Date Class

Chapter Skills Activity 11★

Analyzing Primary Sources

DIRECTIONS: The following excerpt is from an eyewitness account of the inaugurationof Andrew Jackson in 1829. Read the excerpt and answer the questions below.

. . . Some one came and informed us the crowd before the President’shouse was so far lessened that they thought we might enter. This time weeffected our purpose. But what a scene did we witness! . . .

. . . Ladies and gentlemen only had been expected at this levee, not thepeople en masse. But it was the people’s day, and the people’s President, andthe people would rule. . . . I fear, enlightened freemen as they are, they willbe found, as they have been found in all ages and countries where they getthe power in their hands, that of all tyrants, they are the most ferocious,cruel, and despotic. The noisy and disorderly rabble in the President’s house

CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 1

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Analyzing Primary SourcesWhy Learn This Skill?

Historians determine what happened in the past by combing through bits of evidence to reconstructevents. This evidence—both written and illus-trated—is called primary sources. Examining primary sources can help you understand history.

Learning the SkillPrimary sources are records of events made by the

people who witnessed them. They include letters,diaries, photographs and pictures, news articles, andlegal documents. To analyze primary sources, followthese steps:

• Identify when and where the document was written.

• Read the document for its content and try toanswer the five “W” questions: Who is it about?What is it about? When did it happen? Where didit happen? Why did it happen?

• Identify the author’s opinions.

Practicing the SkillThe primary source that follows comes fromSpeckled Snake, an elder of the Creek Nation, in1829. He was more than 100 years old at the time

he said these words. Read the quote, then answerthe questions that follow.

“Brothers! I have listened to many talksfrom our Great Father. When he first cameover the wide waters, he was but a little man.. . . But when the white man had warmed

himself before the Indians’ fireand filled himself with theirhominy, he became very large.With a step he bestrode themountains and his feet coveredthe plains and the valleys. Hishand grasped the eastern and thewestern sea, and his head restedon the moon. Then he becameour Great Father. Brothers, I havelistened to a great many talksfrom our Great Father. But they

always began and ended in this—‘Get a littlefurther; you are too near me.’”

1 What events are described?

2 Who was affected by these events?

3 What is the general feeling of the person whostated this opinion?

Study & WritingStudy & Writing


Choctaw forced from their land

Social Studies TAKS tested at Grade 8: Obj 5:8.30A Obj 5:8.30A, 8.30C

Applying the SkillAnalyzing Primary Sources Find a primarysource from your past—a photograph, a reportcard, an old newspaper clipping, or your first base-ball card. Bring this source to class and explainwhat it shows about that time in your life.

Glencoe’s Skillbuilder InteractiveWorkbook CD-ROM, Level 1, providesinstruction and practice in key social studies skills.

ELA: Page 340: 8.13D;Page 341: 8.13D, 8.13E


341

1830Congress passes theIndian Removal Act

1832Black Hawk leads Saukand Fox people to Illinois

1835Seminole refuse toleave Florida

1838Cherokee driven fromtheir homelands on theTrail of Tears

Main IdeaAs more white settlers moved into theSoutheast, conflict arose between theNative Americans who lived there andthe United States government.

Key Termsrelocate, guerrilla tactics

Reading StrategyAs you read Section 2, create a chartlike the one below that describes whathappened to each group of NativeAmericans as the United Statesexpanded.

Read to Learn• how Native American peoples were

forced off their lands in the South-east.

• how President Jackson defied theSupreme Court.

Section ThemeGroups and Institutions In the1830s many Native American peopleswere forced to relocate.

Conflicts Over Land


The Cherokee held their land long before European settlers arrived. Through treatieswith the United States government, the Cherokee became a sovereign nation withinGeorgia. By the early 1800s the Cherokee had their own schools, their own newspaper,and their own written constitution. Sequoya’s invention of a Cherokee alphabet enabledmany of the Cherokee to read and write in their own language. The Cherokee farmedsome of Georgia’s richest land, and in 1829 gold was discovered there. Settlers, miners,and land speculators began trespassing on Cherokee territory in pursuit of riches.

Moving Native AmericansWhile the United States had expanded westward by the 1830s, large numbers

of Native Americans still lived in the eastern part of the country. In Georgia,Alabama, Mississippi, and Florida lived the “Five Civilized Tribes”—the Cherokee, Creek, Seminole, Chickasaw, and Choctaw. The tribes had estab-lished farming societies with successful economies.

Description

Cherokee

Sauk/Fox

SeminolePreview of Events

Guide to Reading

✦ 1830 ✦1833 ✦1836 ✦1839

Sequoya

Social Studies TAKS tested at Grade 8: Obj 1:8.5G; Obj 5:8.30C

341


1 FOCUSSection OverviewThis section describes the reloca-tion of Native Americans duringthe 1830s.

Guide to Reading

Answers to Graphic: Cherokee:legally challenged removal and won, were forced to move anyway;Sauk/Fox: tried to reclaim land, weredriven off; Seminole: waged guerrillawar until the United States allowedthe Seminole to stay in Florida

Preteaching VocabularyExplain the meaning of the term relocate. Have students predict whator whom will relocate in Chapter 11.


Reproducible Masters• Reproducible Lesson Plan 11–2• Daily Lecture and Discussion Notes 11–2• Guided Reading Activity 11–2• Section Quiz 11–2• Reteaching Activity 11–2• Reading Essentials and Study Guide 11–2• Enrichment Activity 11–2

Transparencies• Daily Focus Skills Transparency 11–2

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: strong, proud, defiant, self-confidentTeacher Tip: Explain to students how quotes fromindividuals in history help us to understand somethingabout them and the time in which they lived. Remindstudents that Osceola’s quotes do not necessarily give thecomplete picture of what happened.

UNIT

5Chapter 11

Using Primary Sources

Directions: Answer the following question based on the two quotes.

How would you describe Osceola’s attitude?

“You have guns, and so have we. You have

men and so have we. Your men will fight

and so will ours, till the last drop of the

Seminole’s blood has moistened the dust

of his hunting ground.”— Osceola, 1836

“They could not capture me except under

a white flag. They cannot hold me except

with a chain.”— Osceola, 1838

Osceola—Seminole Leader



SOCIAL STUDIES:Page 340: 8.30A, 8.30C;Page 341: 8.1B, 8.5G, 8.30B, 8.30C


INDIANTERR.

MO.

ARK. TERR.

MISS.

LA.

ALABAMA

FLORIDATERR.

GEORGIA

TENN.

KENTUCKY

ILL.

WISCONSINTERR.

MICH.

IND.

OHIO

S.C.

N.C.

VA.

PA.

N.Y.

ME.

VT.N.H.

MASS.

R.I.

N.J.

DEL.

MD.

CONN.

Fox

Sauk

Red

R.

Missou

ri

R.

M

issis

sip

piR

.

Ohio R.

Lake

Superior

Lake

Mich

igan

L

ake

Huron

Lake

Eri

e

Lake Ontario

Gulf of

Mexico

ATLaNTIC

OCEaN

40°N

30°N

70°W80°W90°W

New Orleans

Vicksburg

MemphisFt. CoffeeFt. Gibson

Ft. Smith

11

22

33

Albers Conic Equal-Area projection

300 kilometers0

300 miles0

N

S

EW

Because the area west of the Mississippi wasdry and seemed unsuitable for farming, fewwhite Americans lived there. Many settlerswanted the federal government to relocateNative Americans living in the Southeast. Theyproposed to force the Native Americans toleave their land and move west of the Missis-sippi River. President Andrew Jackson, a manof the frontier himself, supported the settlers’demand for Native American land.

Indian Removal ActCongress responded by passing the Indian

Removal Act in 1830. The act allowed the fed-eral government to pay Native Americans tomove west. Jackson then sent officials to negoti-ate treaties with Native Americans of the South-east. Most felt compelled to accept payment fortheir lands. In 1834 Congress created the IndianTerritory, an area in present-day Oklahoma, forNative Americans from the Southeast.

Chief Black Hawk led Native Americans back to Illinois in 1832, but they were driven away.

The Cherokee took their refusal to move tothe Supreme Court – and won. Federaltroops forced them to leave anyway.

Chief Osceola led the Seminole in rebellion.

11

22

33

Ceded by Native AmericansCeded to Native AmericansCommon Removal RouteCherokee Removal RouteChickasaw Removal RouteChoctaw Removal RouteCreek Removal RouteSeminole Removal RouteFortBorders as of 1840

Removal of Native Americans, 1820–1840

30°N

80°W

Lake

Okeechobee

Dade Massacre1835

Ft. King

Ft. Dade

N

S

EW

100 kilometers0

100 miles0

Albers Conic Equal-Area projection

Seminole area, 1740–1822Seminole area, 1822–1842Seminole Reservation,1823–1832Fort

Battle

Social Studies TAKS tested at Grade 8: Obj 1:8.5G Obj 5:8.30C

Between 1830 and 1840, the U.S. government moved about60,000 Native Americans to reservations.1. Movement What group was forced to move farthest

from its homeland?2. Analyzing Information Which groups were forced to

move from Mississippi?

342


2 TEACH

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYMaking an Illustrated Booklet Have students work in small groups to make an illustratedbooklet on one of the topics in the section, such as Osceola and the Seminole Wars. Tasks, suchas researching, writing, and illustrating, should be divided according to the strengths of groupmembers. Students might be especially moved by the description of Osceola’s deathbed sceneon page 127 of The New Nation, by Joy Hakim (New York: Oxford University Press, 1993). L1, SS: 8.30C; ELA: 8.24AELL

Classifying Responses Havestudents review the section andlist the three main ways NativeAmericans responded to theIndian Removal Act. (acceptedpayment and agreed to move; suedthe government; resisted forcefully)Ask: How were the outcomes ofeach response alike? (Most endedwith relocation of the NativeAmericans.) L1 SS: 8.5G


I. Moving Native Americans (Pages 341–344)

A. President Andrew Jackson supported relocating Native Americans to lands west of the Mississippi River. Congress passed the Indian Removal Act in 1830. The federalgovernment paid Native Americans to move west.

B. Jackson also sent officials to negotiate treaties with the southeastern NativeAmericans. In 1834 Congress created the Indian Territory (a region in present-dayOklahoma) for Native Americans from the southeast.




Did You Know? In their war against the United States, theSeminoles used guerrilla tactics, making surprise attacks and thenretreating back to the forests. The word guerrilla comes from aSpanish word for war, guerra. The word was first used to describeSpanish-Portuguese rebels who helped the Duke of Wellington drivethe French from the Iberian Peninsula during the wars of 1809–1813.

Answers:1. Seminole2. Choctaw, Chickasaw

Geography Skills PracticeAsk: Where were Native Americanssent? (to reservations or to IndianTerritory)

ELA: Page 342: 8.10K, 8.13D,8.22B; Page 343: 8.10K, 8.13C,8.13DMATH: Page 342: 8.14A


The Cherokee NationThe Cherokee Nation, however, refused to

give up its land. In treaties of the 1790s, the fed-eral government had recognized the Cherokeepeople in the state of Georgia as a separatenation with their own laws. Georgia, however,refused to recognize Cherokee laws.

The Cherokee sued the state government andeventually took their case to the Supreme Court.In Worcester v. Georgia (1832), Chief Justice JohnMarshall ruled that Georgia had no right tointerfere with the Cherokee. Only the federalgovernment had authority over matters involv-ing the Cherokee. ; (See page 627 of the Appendix for a

summary of Worcester v. Georgia.)

President Jackson had supported Georgia’sefforts to remove the Cherokee. He vowed toignore the Supreme Court’s ruling. “John Mar-shall has made his decision,” Jackson reportedlysaid. “Now let him enforce it.”

The Trail of TearsIn 1835 the federal government persuaded a

few Cherokee to sign a treaty giving up theirpeople’s land. Yet most of the 17,000 Cherokeerefused to honor the treaty. They wrote a protestletter to the government and people of theUnited States.

“We are aware that some persons suppose it

will be for our advantage to [re]move beyond

the Mississippi. . . . Our people universally think

otherwise. . . . We wish to remain on the land of

our fathers.”The Cherokee plea for understanding did

not soften the resolve of President Jackson orthe white settlers of the area. In 1838 GeneralWinfield Scott and an army of 7,000 federaltroops came to remove the Cherokee from theirhomes and lead them west.

Scott threatened to use force if the Cherokeedid not leave. He told them he had positionedtroops all around the country so that resistanceand escape were both hopeless. “Chiefs, headmen, and warriors—Will you then, by resist-ance, compel us to resort to arms?” The Chero-kee knew that fighting would only lead to theirdestruction. Filled with sadness and anger, theirleaders gave in, and the long march to the Westbegan. One man in Kentucky wrote of seeinghundreds of Cherokee marching by:

Trail of Tears by Robert Lindneux NativeAmericans who were forced from their landtraveled west in the 1830s. Why was the

forced march called the “Trail of Tears”?

History Through Art


Social Studies TAKS tested at Grade 8: Obj 1:8.5G; Obj 5:8.30A

343


MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIntrapersonal Have each student choose an event discussed in the section (such as the Trail ofTears). Ask them what it would have been like to live through the event. Then have students writea first-person narrative describing their experiences. Encourage them to share their narratives withthe rest of the class. SS: 8.30D; ELA: 8.15F

Refer to Inclusion for the Middle School Social Studies Classroom Strategies and Activities in the TCR.

Although created a century after theevent, Robert Lindneux’s painting cap-tures the defeat and sadness of theCherokee people.Answer: because the Cherokee wereforced to leave their homes, and thou-sands died on the march

History Through Art

Guided Reading Activity 11–2

Copyright ©

by The M

cGraw

-Hill C

ompanies, Inc.



DIRECTIONS: Filling in the Blanks Use your textbook to fill in the blanksusing the words in the box. Use another sheet of paper if necessary.

General Winfield Scott Trail of Tears IllinoisIndian Removal Act 1,500 Chief Justice John Marshall100 million Indian Territory Black HawkOsceola Cherokee 17,000Seminole

Moving Native Americans

After Congress passed the (1) in 1830, Jackson sent federal officials to

negotiate treaties with Native Americans in the Southeast. In 1834 Congress created

the (2) , an area in present-day Oklahoma. President Jackson supported

Georgia’s efforts to remove the (3) even after (4) ruled against

Georgia. Most of the (5) Cherokee refused to give up their land. In 1838

(6) and an army of 7,000 federal troops went to Georgia to remove the

Cherokee from their homes and lead them west. Thousands of Cherokee died

on the forced journey west, which became known as the (7) .

Native American Resistance

In 1832 the Sauk chieftain (8) led a force of Sauk and Fox people back to

(9) , their homeland. Most of the Sauk and Fox were killed by the state militia.

The (10) of Florida were the only Native Americans who successfully resisted

their removal. Chief (11) and his people went to war against the United

States rather than leave Florida. By 1842 more than (12) American soldiers

had died, and the government gave up. Native Americans gave up more than

(13) acres in exchange for $68 million and 32 million acres.

Economics The Cherokee Nationin Georgia enjoyed economic success.The nation owned 22,000 head ofcattle, 2,000 spinning wheels, 700 looms, 10 sawmills, and 1,300 enslaved persons.

SOCIAL STUDIES:Page 342: 8.5G, 8.10B, 8.30C;Page 343: 8.5G, 8.19A, 8.24C,8.30A, 8.30C


Osceola was born in1804. His ancestors wereCreek, African American,British, Irish, and Scot-tish. After President Jack-son signed the IndianRemoval Act in 1830,Osceola became theleader of the Seminolesand led successful

attacks on United Statesforts. Hiding in theswampy lands of theEverglades, the Semi-noles grew tired, sick,and hungry. Osceolaattempted to surrenderbut was captured. He andhis family were impris-oned at Fort Moultrie,

South Carolina, where hedied of a throat infectionin 1838. Although he hadwaged a war against theUnited States, the publicconsidered Osceola anhonorable hero and a vic-tim of trickery, and hewas given a funeral withfull military honors.

“Even [the] aged . . . nearly ready to drop in

the grave, were traveling with heavy burdens

attached to their backs, sometimes on frozen

ground and sometimes on muddy streets, with

no covering for their feet.”Brutal weather along the way claimed thou-

sands of Cherokee lives. Their forced journeywest became known to the Cherokee people asthe Trail Where They Cried. Historians call it theTrail of Tears.

Explaining What was the purpose

of the Indian Removal Act?

Native American ResistanceIn 1832 the Sauk chieftain, Black Hawk, led

a force of Sauk and Fox people back to Illinois,their homeland. They wanted to recapture thisarea, which had been given up in a treaty. TheIllinois state militia and federal troopsresponded with force, gathering nearly 4,500soldiers. They chased the Fox and Sauk to theMississippi River and slaughtered most of theNative Americans as they tried to flee west-ward into present-day Iowa.

The Seminole peopleof Florida were the onlyNative Americans whosuccessfully resistedtheir removal. Althoughthey were pressured inthe early 1830s to signtreaties giving up theirland, the Seminole chief,Osceola, and some of his people refused to leaveFlorida. The Seminole decided to go to waragainst the United States instead.

In 1835 the Seminole joined forces with a groupof African Americans who had run away toescape slavery. Together they attacked white settlements along the Florida coast. They usedguerrilla tactics, making surprise attacks andthen retreating back into the forests and swamps.In December 1835, Seminole ambushed soldiersunder the command of Major Francis Dade. Onlya few of the 110 soldiers survived the attack. TheDade Massacre pressured the call for more troopsand equipment to fight the Seminole.

By 1842 more than 1,500 American soldiershad died in the Seminole wars. The governmentgave up and allowed some of the Seminole toremain in Florida. Many Seminole, however,

CHAPTER 11 The Jackson Era344

HISTORY

Student Web ActivityVisit

and click on Chapter 11—

Student Web Activities

for an activity on the Trail

of Tears.


Social Studies TAKS tested at Grade 8: Obj 1:8.5GCHAPTER 11Section 2, 341–345CHAPTER 11Section 2, 341–345

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYDaily Life The Cherokee and Seminole were not the only Southern Native Americans to beremoved from lands east of the Mississippi River during the 1830s. The Choctaw, Chickasaw, and Creek peoples were also driven from their lands. Have students do research for a report onone of these groups. Students may describe the culture as a whole or the circumstances of thegroup’s removal, or they may choose to do a biographical sketch of one of the leaders. L2

Use the rubric for doing a research report on pages 56–57 in the Performance AssessmentActivities and Rubrics. SS: 8.30C; ELA: 8.13C

344

Answer: to resettle Native Americanswest of the Mississippi River

In 1837, under a flag of truce, Osceolawent with several chiefs to attend ameeting with General T.S. Jesup.Osceola and the Seminoles wereseized and imprisoned. Ask: Inwhich present-day state did theSeminole live? (Florida)

HISTORY

Objectives and answers to the stu-dent activity can be found in theWeb Activity Lesson Plan feature at



Section Quiz 11–2

Section Quiz 11-2


Column A

1. Indian Territory

2. Osceola

3. Black Hawk

4. Winfield Scott

5. Cherokee

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of theh i th t b t l t th t t t th ti (10 i t h)

★


ScoreChapter 11

Column B

A. led Sauk and Fox warriorsB. marched the Trail of TearsC. sent to remove CherokeeD. present-day OklahomaE. led Seminole rebellion

ELA: Page 344: 8.10K, 8.13D;Page 345: 8.10K, 8.10L, 8.11A,8.13D, 8.15A, 8.22B



http://www.glencoe.com/qe/qe36tx.php?&st=639&pt=2&bk=19


345





DIRECTIONS: Recalling Facts In the space provided, write the words or sentence thatanswer the questions.

1. What did the Indian Removal Act allow? ��

2. What area did Congress create in 1834? ��

3. How did Chief Justice John Marshall rule in Worcester v. Georgia? ��

Answer: The Seminoles respondedby attacking the white settlements ontheir land, and the Cherokee tookaction in the United States court system.

Enrichment Activity 11–2Name Date Class Name Date Class


The Voice of a NationNative Americans struggled to keep their cultures alive. Sequoya, a man from the

Cherokee Nation, developed an alphabet that made the Cherokee the first NativeAmerican people who could read and write. Sequoya’s system was a syllabary (a system where symbols stand for sounds in the language).

DIRECTIONS: Applying Information The message below was printed in the first publication of the Cherokee Phoenix in 1828. The publication was named for a mythical bird that burned and then rose again from the ashes. Use Sequoya’s syllabary to write the pronunciation of the message.

Pronunciation ofCherokee Message

Message Pronunciation

Cherokee Pronunciation Chart


Study Guide


CONFLICTS OVER LAND


DRAWING FROM EXPERIENCEII

To move to another region of the United States, what would you miss most about where youlive? How would you feel about moving?

In the last section, you read about two bitter presidential elections. This section focuses on themany Native American peoples driven from their homelands during the 1830s.

ORGANIZING YOUR THOUGHTSII

KEY TERMS

relocate To move from one place to another (page 342)

guerrilla tactics Surprise attacks followed by a quick retreat (page 344)

4 CLOSEHave students make questionsout of the Read to Learn items,and then answer the questions.

SOCIAL STUDIES:Page 344: 8.5G, 8.24C, 8.30C;Page 345: 8.1B, 8.5G, 8.6E, 8.10B,8.11A, 8.17C, 8.30B, 8.30C, 8.30E,8.31A, 8.31D


had died in the long war, and many more werecaptured and forced to move westward. After1842 only a few scattered groups of NativeAmericans lived east of the Mississippi. Mosthad been removed to the West. Native Ameri-cans had given up more than 100 million acresof eastern land to the federal government. Theyhad received in return about $68 million and 32million acres in lands west of the MississippiRiver. There they lived, divided by tribes, inreservations. Eventually, these reservations, too,would face intrusion from white civilization.

The area of present-day Oklahoma became partof the United States in 1803 with the LouisianaPurchase. The United States set aside this area asthe home for various Native American groups.

The Five Civilized Tribes were relocated inthe eastern half of present-day Oklahoma onlands claimed by several Plains groups, includ-ing the Osage, Comanche, and Kiowa. UnitedStates Army leaders got agreements from thePlains groups to let the Five Civilized Tribeslive in peace. Settled in their new homes, theFive Tribes developed their governments,improved their farms, and built schools. TheFive Tribes also developed a police force calledthe Lighthorsemen. This law enforcement unitmaintained safety for the region.

Comparing How was the response

of the Seminoles different from that of the Cherokee when

they were removed from their lands?

Checking for Understanding

1. Key Terms Use the terms relocate

and guerrilla tactics in complete

sentences that will explain their

meanings.

2. Reviewing Facts Describe how Pres-

ident Jackson reacted to the Supreme

Court decision supporting the Chero-

kees’ rights.

Reviewing Themes

3. Groups and Institutions How

were the Seminole able to resist

relocation?

Critical Thinking

4. Drawing Conclusions How was

Georgia’s policy toward the Cherokee

different from the previous federal

policy?


the diagram below to show how the

Cherokee were eventually removed

from their land.

Analyzing Visuals

6. Geography Skills Study the maps

on page 342. Which groups of Native

Americans were located in Alabama?

What does the inset map show? In

what area of Florida was the Semi-

nole reservation?


Persuasive Writing Write a letter

to Andrew Jackson telling him why

the Native Americans should or

should not be allowed to stay in

their homelands.

“We told them to letus alone and keepaway from us; butthey followed on.”

—Black Hawk, Sauk leader (far right),pictured here with his son, Whirling Thunder.

The

Indian

Removal

Act is

signed

Social Studies TAKS tested at Grade 8: Obj 1:8.5G; Obj 2:8.6E Obj 1:8.5G; Obj 5:8.30B

1. Student work should reflect correctuse of terms. SS: 8.31A

2. He ignored the ruling and sidedwith Georgia in its efforts toremove the Cherokee. SS: 8.5G

3. They waged a guerrilla war until theUnited States allowed the Seminolesurvivors to stay in Florida. SS: 8.5G

4. The previous federal policy hadrecognized the Cherokee people inthe state of Georgia as a separatenation with their own laws. SS: 8.5G

5. The Cherokee sued and won thelegal right to stay; Jackson ignoredthe Supreme Court ruling; Federal

troops removed the Cherokee. SS: 8.5G

6. Cherokee and Creek; Seminoleareas in Florida; central SS: 8.10B,ELA: 8.22B

Interdisciplinary Activity Letterswill vary, but should present convinc-ing reasons for the position taken.ELA: 8.15A

346

1 FOCUSHave students brainstorm a listof reasons the United States gov-ernment might order soldiers tomove Cherokee families fromtheir homes and relocate themfrom their homeland in Georgiato a territory 800 miles away.Ask: Who might benefit fromthe removal of NativeAmericans? (Students may answersettlers who wanted the land or whohad experienced conflict with theCherokee.) SS: 8.5G

2 TEACHAnalyzing a Graphic Have stu-dents refer to the graph, ForcedMigration, and the informationin Trail of Tears. Ask: Themajority of relocated NativeAmericans belonged to whattribe? (Cherokee) Which tribehad the least number of itsmembers relocated? Why?(Seminole; they fought removaluntil the government allowed them to remain on their lands.) L1SS: 8.5G; ELA: 8.13D

GEOGRAPHY HISTORY&

EXTENDING THE CONTENTEXTENDING THE CONTENTDisplacement Removal actually began on a smaller scale in the early 1800s, before the IndianRemoval Act of 1830 legitimized and accelerated it. Removal was just the beginning of NativeAmerican hardships. Native peoples displaced from the east had great difficulty in adapting theirways of life to a very different environment on the Great Plains, and the Plains Native Americansresented the influx of new tribes into their territories. White settlers eventually moved into thePlains territory, causing further hostilities.


LewisburgFort Coffee

Fort Gibson

Decatur

Hopkinsville

Memphis

Tahlequah

Tulsa

FortSmith

Fayetteville

Stilwell

Springfield

Nashville

Little Rock

ALABAMA

MISSISSIPPI

TENNESSEE

ARKANSAS

OKLAHOMA

ILLINOIS

MISSOURI

O z a r kP

la

te

au

Cherokee Nation

Territory prior to

Oklahoma statehood

Cherokee Outlet

Ohio River

Mis

siss

ippi

Rive

r

Arkansas River

N

S

W E

&GEOGRAPHY HISTORY

Cherokee

CreekChoctaw

Seminole

Indian

Territory

Chickasaw

ATLANTIC

OCEAN

Gulf of Mexico

0 300 miles

0 300 kilometers

Removal and Relocation

0 50 miles

0 50 kilometers

Cherokee Trail of Tears(East to West)

September 28, 1838–January 17, 1839

October 11, 1838–January 7, 1839

October 23, 1838–March 24, 1839

June 6–19, 1838

Historic site

John Ross (left), the principal chief of the Cherokee, opposed the removal of hispeople. Rebecca Neugin (right) was one of the Cherokee forced to march west to Oklahoma. In this 1931 photograph, Neugin is 96 years old.

The Cherokee supple-mented their meager dietwith ground acorns andother foods they foundalong the route.

Social Studies TAKS tested at Grade 8: Obj 1:8.5G

The state of Oklahomaentered the Union in 1907. It was createdfrom the Indian and Oklahoma territories.The state seal displays a large circle witha five-pointed star in its center. Within the points of the star are five symbolsrepresenting the Cherokee, Seminole,Choctaw, Chickasaw, and Creek peoples.

ELA: Page 346: 8.22B; Page 347:8.8B, 8.10K, 8.11C, 8.13D, 8.22BMATH: Page 347: 8.14A



1. To what present-day state were the Five CivilizedTribes forced to move?

2. Through what cities did the Cherokee travel duringthe removal that began on June 6, 1838?

L E A R N I N G f r o m G E O G R A P H Y

TRAIL OF TEARSLONG BEFORE EUROPEAN EXPLORERS ARRIVED,the Cherokee, Chickasaw, Choctaw, Creek, and Seminole were living in eastern North America. TheNative Americans built permanent communities,practiced agriculture, and developed complex tribalgovernments—thereby earning the name of Five Civilized Tribes.

REMOVAL

As white settlers moved into the southeastern states,they began demanding the land held by Native Americans.In 1830, Congress passed the Indian Removal Act to movethe Five Civilized Tribes west of the Mississippi. Underpressure, the Choctaw, Chickasaw, and Creek moved westwhile the Cherokee and the Seminole resisted.

RESISTANCE

Despite a Supreme Court ruling that allowed theCherokee to stay, they were forced to march west. In 1838,13 ragged groups trekked to Fort Gibson in the newly created Indian Territory (see maps). Along the journey,which became known as the “Trail of Tears,” 4,000 Cherokee died of cold, hunger, or disease.

Some of the Seminole refused to abandon their home-land and waged a guerrilla war in the Florida Evergladesuntil the government gave up its efforts to resettle them in 1842.

Fort Cass

New Echota

Chattanooga

Fort Payne

Cherokee

Atlanta

SOUTH

CAROLINA

NORTH

CAROLINA

KENTUCKY

GEORGIA

APPA

LA

CH

I AN

MO

UN

TA I NS

Most Cherokee farmers lived in log cabins.

Choctaw

Creek

Chickasaw

Cherokee

Seminole

Number of people

Forced Migration, 1830–1840

0 5,000 10,000 15,000 20,000

347

Social Studies TAKS tested at Grade 8: Obj 1:8.5G Obj 1:8.5G; Obj 5:8.30C

347

3 ASSESSHave students answer theLearning from Geographyquestions.

4 CLOSEHave groups of studentsresearch the ways in which theFive Civilized Tribes met theirsurvival needs in their originalhomelands. Tell students to learnabout the geography, wildlife,and climate of the southeasternstates and of Oklahoma. Then,have them hold a panel discus-sion about why the relocatedtribes might have difficulty surviving by their traditionalmeans. SS: 8.5G; ELA: 8.13C

Access National Geographic’sWeb site for current events, atlasupdates, activities, links, interac-tive features, and archives atwww.nationalgeographic.com

GEOGRAPHY HISTORY&

1. Oklahoma 2. Decatur, Memphis, Little Rock

Answers to Learning from Geography

SOCIAL STUDIES:Page 346: 8.5G, 8.30C;Page 347: 8.5G, 8.30C


http://www.nationalgeographic.com

1832Andrew Jackson challenges

the Bank of the United States

1836Martin Van Buren is

elected president

1837Panic of 1837 strikes

the nation

1841Vice President John Tyler

becomes president

Main Idea

Economic issues affected the

presidencies of Andrew Jackson and

Martin Van Buren.

Key Terms

veto, depression, laissez-faire, log

cabin campaign

Reading Strategy

Sequencing Information As you

read the section, re-create the dia-

gram below. In the spaces provided,

describe the steps Andrew Jackson

took that put the Bank of the United

States out of business.

Read to Learn

• why Jackson wanted to destroy the

Bank of the United States.

• how the Whigs came to power

in 1840.

Section Theme

Economic Factors Economic issues

influenced politics in the mid-1800s.

Jackson and the Bank

President Andrew Jackson made many enemies. His most outspoken rivals, the

Whigs, were strong in Congress. They accused “King Andrew” of increasing his power

and spreading corruption with the spoils system. In response, Jackson declared that the

president was responsible for the protection of “the liberties and rights of the people

and the integrity of the Constitution against the Senate, or the House of Representa-

tives, or both together.”

War Against the BankJackson had another great battle during his presidency. For years, he had

attacked the Bank of the United States as being an organization of wealthy East-erners over which ordinary citizens had no control. The Bank of the United Stateswas a powerful institution. It held the federal government’s money and con-trolled much of the country’s money supply. Although the Bank had been char-tered by Congress, it was run by private bankers rather than elected officials.


Bank note issued inthe mid-1800s

Preview of Events

Guide to Reading

✦ 1830 ✦1835 ✦1840 ✦1845

Jackson

stops

Bank

Social Studies TAKS tested at Grade 8: Obj 1:8.5F; Obj 5:8.30C Obj 3:8.5B

348

1 FOCUSSection OverviewThis section examines how eco-nomic issues affected politics inthe mid 1800s.


Guide to Reading

Answers to Graphic: Jackson vetoesthe bill to renew the Bank’s charter;Jackson orders the withdrawal of allgovernment deposits from the Bank.

Preteaching VocabularyUse the Vocabulary PuzzleMaker

CD-ROM to create crossword andword search puzzles.


Reproducible Masters• Reproducible Lesson Plan 11-3• Daily Lecture and Discussion Notes 11-3• Guided Reading Activity 11-3• Section Quiz 11-3• Reteaching Activity 11-3• Reading Essentials and Study Guide 11-3• Enrichment Activity 11-3

Transparencies• Daily Focus Skills Transparency 11-3

MultimediaVocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROM




Copyright © by The McGraw-Hill Companies, Inc. ANSWER: BTeacher Tip: Have students read all the information in thetable before answering the question. Remind them thatelections are won based on electoral votes not popularvotes.

UNIT

5Chapter 11

Interpreting Charts and Tables

Directions: Answer the following question based on the table.

Who won the presidential election in 1836?

A both candidates

B Martin Van Buren

C William Henry Harrison

D a third-party candidate

Election of 1836 Election of 1840

Popular Electoral Popular ElectoralVote Vote Vote Vote

Martin Van Buren 726,676 170 1,128,702 60

William Henry Harrison 548,007 73 1,275,017 234

(Source: 1994 World Almanac, page 614)

Presidential Elections of 1836 and 1840



ELA: Page 348: 8.13D, 8.13E;Page 349: 8.10K, 8.13D, 8.22B



The Bank’s president, Nicholas Biddle, repre-sented everything Jackson disliked. Jacksonprided himself on being a self-made man whostarted with nothing. Biddle, on the other hand,came from a wealthy family and had a goodeducation and social standing.

In 1832 Jackson’s opponents gave him thechance to take action against the Bank. SenatorsHenry Clay and Daniel Webster, friends of Bid-dle, planned to use the Bank to defeat Jackson inthe 1832 presidential election. They persuadedBiddle to apply early for a new charter—a gov-ernment permit to operate the Bank—eventhough the Bank’s current charter did not expireuntil 1836.

Clay and Webster believed the Bank had pop-ular support. They thought that an attempt byJackson to veto its charter would lead to hisdefeat and allow Henry Clay to be elected president.

When the bill to renew the Bank’s charter cameto Jackson for signature, he was sick in bed. Jack-son told his friend Martin Van Buren, “The bank,Mr. Van Buren, is trying to kill me. But I will killit!” Jackson vetoed, or rejected, the bill.

Jackson, like many others, still felt the Bankwas unconstitutional despite the SupremeCourt’s decision to the contrary in McCulloch v.Maryland (1819). In a message to Congress, Jack-son angrily denounced the Bank, arguing that

“. . . when laws . . . make the rich richer and

the potent more powerful, the humble members

of society—the farmers, mechanics, and labor-

ers—who have neither the time nor the means

of securing like favors to themselves, have a

right to complain of the injustice of their

Government.”The Election of 1832

Webster and Clay were right about one thing.The Bank of the United States did play a largepart in the campaign of 1832. Their strategy for

Many cartoons from the period depicted Jackson’s battleagainst the Second Bank of the United States. Does this

cartoon support the president or the Bank? Explain.


B President JacksonA The Bank C American people

A B C

Social Studies TAKS tested at Grade 8: Obj 1:8.5F; Obj 3:8.5B Obj 3:8.5B; Obj 5:8.30C

349

2 TEACH


COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYProduct Promotion Marketing, or promoting a product, is an important part of business. Organizethe class into small groups. Have each group choose a technological innovation that has changedthe way goods are marketed nationally and overseas. Have groups present their innovations andhow they have been used. L2 SS: 8.28C

Matching Have students creatematching quizzes using the peo-ple and terms in the section anda brief definition or identifica-tion of each. Then have pairs ofstudents exchange quizzes andtry to complete each other’squiz. L1, ELA: 8.13AELL


I. War Against the Bank (Pages 348–351)

A. President Jackson challenged the Bank of the United States. He attacked it for being anorganization of the wealthy in which the people had no control. Private bankers ranthe Bank even though it was chartered, or given a government permit, to operate bythe federal government.

1. In 1832 Nicolas Biddle, the Bank’s president, applied early for a new charter eventhough the charter was good until 1836. Senators Clay and Webster, friends of Biddle,used the Bank as a ploy to try to defeat Jackson and allow Clay to become presidentin 1832. They figured that Jackson would veto the charter and lose support.

2. Jackson did veto the bill and denounced the Bank for not caring about the poor,only the wealthy.

B. In the 1832 presidential election, many people supported Jackson’s veto of the Bankcharter. He was reelected, receiving 219 electoral votes to Clay’s 49. Martin Van Burenwas elected vice president.

C. Jackson decided on a plan to “kill” the Bank after he was reelected. He ordered thewithdrawal of all government deposits from the Bank and placed them in smaller statebanks. By 1836 Biddle was forced to close the Bank.

D. Jackson did not run for a third term. The Democrats selected Martin Van Buren, whofaced opposition from the Whigs, a new political party that included former NationalRepublicans and others opposed to Jackson. Van Buren easily defeated his Whigopponents and became president.

E. The Panic of 1837 hit right after Van Buren took office. Land values dropped, investmentssuddenly fell off, and banks failed. People lost confidence. The panic led into a recessionthat lasted for about six years.

F. During the depression, thousands of businesses closed and hundreds of thousands ofpeople lost jobs. Prices rose so high that people could hardly afford their basic needs.Van Buren believed in laissez-faire, or the principle that the government should notinvolve itself in the nation’s economy, so he did little to help the economic problems.




Did You Know? President William Henry Harrison is mostknown for catching a cold at his inauguration that turned intopneumonia and killed him. He was the first president to die inoffice. He was also the only president to have studied to become a doctor.

turn

Answer: It supports the presidentbecause the Bank is depicted nega-tively as a monster.


SOCIAL STUDIES:Page 348: 8.1B, 8.5B, 8.5F, 8.30B,8.30C; Page 349: 8.5B, 8.5F,8.19A, 8.22A, 8.30C, 8.30F


Shortly after Van Buren’s elec-tion, the country entered a severeeconomic depression, a period inwhich business and employmentfall to a very low level. The depres-sion began with the Panic of 1837, atime when land values droppedsharply, investments declined sud-denly, banks failed, and people lostconfidence in the economic system.

Within a few weeks, thousandsof businesses had closed and hun-dreds of thousands of people hadlost their jobs. Many Americanscould not afford food or rent. In

February 1837, people in New York put up signsvoicing their anger:

“Bread, Meat, Rent, and Fuel!

Their prices must come down!

The Voice of the People shall be heard

and will prevail!”President Van Buren believed in the principle

of laissez-faire—that government should inter-fere as little as possible in the nation’s economy.Van Buren did persuade Congress to establishan independent federal treasury in 1840. Thegovernment would no longer deposit its moneywith private individual banks as it had startedto do during President Jackson’s war with theBank of the United States. Instead the govern-ment would store its money in the federal treas-ury. The private banks had used governmentfunds to back their banknotes. The new treasurysystem would prevent banks from using gov-ernment funds in this way and so help guardagainst further bank crises.

Van Buren and his supporters hailed the newlaw as a “second declaration of independence.”However, criticism of the act came from members

In the 1840 election campaign, the Whigs marchedin street parades, often carrying miniature log cab-ins on poles. Why did Harrison’s supporters

make the log cabin their symbol?

History

gaining support for Clay as president, however,backfired. Most people supported Jackson’sveto of the bank charter bill. Jackson was re-elected, receiving 55 percent of the popular voteand collecting 219 electoral votes to Clay’s 49.Martin Van Buren was elected vice president.

Once re-elected, Jackson decided on a plan to“kill” the Bank ahead of the 1836 schedule. Heordered the withdrawal of all governmentdeposits from the Bank and placed the funds insmaller state banks. In 1836 he refused to sign anew charter for the Bank, and it closed.

EconomicsThe Panic of 1837

When Jackson decided not to run for a thirdterm in 1836, the Democrats selected Martin VanBuren of New York, Jackson’s friend and vicepresident, as their candidate. Van Buren facedbitter opposition from the Whigs, a new politicalparty that included former National Republi-cans and other anti-Jackson forces. Jackson’sgreat popularity and his personal supporthelped Van Buren easily defeat several Whigopponents. Van Buren was inaugurated in 1837.

$


William Henry Harrison

Miniature log cabin

Social Studies TAKS tested at Grade 8: Obj 1:8.5C; Obj 3:8.5B

350


MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSLogical/Mathematical Today’s national debt is over $5 trillion ($5,700,000,000,000), and ourpopulation is about 270 million (270,000,000). Have students express both figures in numerals.Then have them figure out how much every man, woman, and child in the United States wouldhave to contribute to pay off the debt if it were distributed equally (about $21,000). Ask studentsto calculate how much their own family would have to contribute ($21,000 times the number offamily members). SS: 8.30H; MATH: 8.2A

Guided Reading Activity 11–3Name Date Class


DIRECTIONS: Recalling the Facts Use the information in your textbook toanswer the questions. Use another sheet of paper if necessary.

1. Why did President Andrew Jackson attack the Bank of the United States? ��

��

2. Who was president of the Bank? ��3. What did Jackson do when the bill to renew the Bank’s charter came to him for

his signature? ��

4. How did Jackson “kill” the Bank once he was reelected? ��

��

5. Whom did the Democrats select to succeed Jackson as president in 1836?

Answer: to show Harrison was a manof the people

History




Section Quiz 11–3

Name Date Class


DIRECTIONS: Organizing Facts The numbered items in the Fact Bank arecharacteristics of United States presidents in the mid-1800s. Write thenumber of each item in the appropriate section of the chart.

Presidents in the Mid-1800sMartin Van William Henry

Andrew Jackson Buren Harrison John Tyler James Polk

★

Section Quiz 11-3


Column A

1. Andrew Jackson’s rivals

2. Bank president

3. veto

4. New York

5. 1840 Whig candidate

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the


ScoreChapter 11

Column B

A. Martin Van Buren’shome state

B. WhigsC. William Henry HarrisonD. rejectE. Nicholas Biddle

ELA: Page 350: 8.8C, 8.10K;Page 351: 8.10L, 8.11A, 8.13E,8.22B, 8.24A


of Van Buren’s own Democratic Party as well asfrom Whigs. The split in the Democratic Partymeant the Whigs had a chance to win the presi-dency in 1840.

Explaining What was the new

treasury system supposed to prevent?

The Whigs Come to PowerThe Democrats had controlled the presidency

for 12 years. However, with the country still in thedepths of depression, the Whigs thought they hada chance to win the election in 1840. They nomi-nated William Henry Harrison, a hero of the Warof 1812, to run against President Van Buren. JohnTyler, a planter from Virginia, was Harrison’srunning mate. Because Harrison had gainednational fame defeating Tecumseh’s followers inthe Battle of Tippecanoe, the Whigs’ campaignslogan was “Tippecanoe and Tyler Too.”

To win the election, Harrison had to gain thesupport of the laborers and farmers who hadvoted for Jackson. The Whigs adopted a log cabinas their symbol. Political cartoons in newspapersshowed Harrison, a wealthy man from Virginia,in front of a log cabin. The Whigs wanted to showthat their candidate was a “man of the people.”

The Whigs also ridiculed Van Buren as “KingMartin,” a wealthy snob who had spent the peo-ple’s money on fancy furniture for the White

House. The log cabin campaign seemed towork, and Harrison went on to defeat Van Burenby a wide margin.

William Henry Harrison was inaugurated in1841 as the first Whig president. The Whigswere still celebrating their victory when Harri-son died of pneumonia on April 4, 1841. JohnTyler of Virginia became the first vice presidentto gain the presidency because the elected pres-ident died in office.

Although Tyler had been elected vice presi-dent as a Whig, he had once been a Democrat. Aspresident, Tyler, a strong supporter of states’rights, vetoed several bills sponsored by Whigsin Congress, including a bill to recharter theBank of the United States. His lack of party loy-alty outraged Whigs. Most of Tyler’s cabinetresigned, and Whig leaders in Congress expelledTyler from the party.

It seemed that the Whigs could not agree ontheir party’s goals. Increasingly, Whigs votedaccording to sectional ties—North, South, andWest—not party ties. This division may explainwhy the Whig candidate, Henry Clay, lost theelection of 1844 to Democratic candidate JamesPolk. After only four years, the Whigs were outof power again.

Describing How did John Tyler

become president?

Checking for Understanding

1. Key Terms Use each of these terms

in a complete sentence that will help

explain its meaning: veto, depression,

laissez-faire, log cabin campaign.

2. Reviewing Facts List Jackson’s rea-

sons for wanting to “kill” the Bank of

the United States.

Reviewing Themes

3. Economic Factors Why did Presi-

dent Van Buren do little to solve the

nation’s economic problems during

the depression?

Critical Thinking

4. Analyzing Information What tactics

did the Whigs borrow from Jackson’s

campaign to win the election of

1840?


the diagram below to show how the

Panic of 1837 affected the presidency

of Martin Van Buren.

Analyzing Visuals

6. Analyzing Political Cartoons Study

the cartoon on page 349. Do you

think the Bank of the United States is

portrayed positively or negatively?

Explain your answer.


Art Write a campaign slogan for

Van Buren or Harrison in the elec-

tion of 1840. Then design a cam-

paign button that incorporates

your slogan.

Panic of

1837

Social Studies TAKS tested at Grade 8: Obj 1:8.5C

351


4 CLOSEAsk students which of Jackson’snicknames they think is more fitting: King Andrew or OldHickory. Explain.

Answer: He was vice presidentwhen President Harrison died inoffice.


Enrichment Activity 11–3

Name Date Class


Political SlogansBy 1840 slogans had been part of the American election scene for almost

half a century. Identify and explain the slogans below from the campaigns of1824, 1828, 1832, 1836, and 1840, using what you have learned in the chapter.

DIRECTIONS: Recalling Facts Name the candidate and/or the election year foreach slogan below.

1. 2. 3.

TH

ELO

GCABIN CAND

IDA

TE

THE PEOPLE

OR

THE PEOPLEMUST BE HEARD!



JACKSON AND THE BANK


DRAWING FROM EXPERIENCEII

Can you think of any catchy phrases or slogans that are used to advertise products, health

KEY TERMS

veto To reject (page 349)

depression A period in which business and employment fall to a very low level (page 350)

laissez-faire The principle that government should interfere as little as possible in the nation’s economy (page 350)

log cabin campaign A campaign to show the laborers and farmers that the candidate was a “man of the people” (page 351)

Answer: It was supposed to preventbanks from using government fundsto back their banknotes.

SOCIAL STUDIES:Page 350: 8.5B, 8.5C, 8.22A;Page 351: 8.5A, 8.5B, 8.5C, 8.30B,8.30C, 8.30F, 8.31A, 8.31D


1. Student work should reflect correctuse of terms. SS: 8.31A

2. He believed it favored the rich andhurt the poor and that it had toomuch power. SS: 8.5B

3. He believed in the principle of laissez-faire, that governmentshould not interfere in the nation’s economy. SS: 8.5A

4. They tried to appeal to the “com-mon man” by portraying Harrisonas a man of the people. Theyridiculed Van Buren, calling himKing Martin to suggest that he wasinterested only in the welfare ofthe rich. SS: 8.5C

5. Supporters turn against him; heloses 1840 election, ending his

presidency. SS: 8.30B, 8.30C6. Answers may include that it is neg-

ative because it is portrayed as anugly, green monster. SS: 8.30F

Interdisciplinary ActivityStudents’ slogans and buttons shouldshow an understanding of each candi-date’s platform. ELA: 8.24A

CHAPTER 11Assessment and Activities

MJ

MindJogger VideoquizUse MindJogger Videoquiz to review the Chapter 11 content.

Available in VHS

352

Reviewing Key TermsOn graph paper, create a word search puzzle using thefollowing terms. Crisscross the terms vertically and hori-zontally. Then fill in the remaining squares with extra let-ters. List the definitions below the puzzle as clues. Shareyour puzzle with a classmate.1. plurality 5. nullify

2. landslide 6. secede

3. suffrage 7. depression

4. majority

Reviewing Key Facts8. How did the supporters of Jackson and Adams differ

in their beliefs?

9. What were some of the political tactics used by

Democratic-Republicans and the National Republicans

in the election of 1828?

10. Which Americans were prohibited from voting in most

states before the 1800s?

11. How did nominating conventions make the selection

of political candidates more democratic?

12. Why was the South against high tariffs?

13. Who did the Seminoles join forces with as they fought

against forced removal from their land?

14. How did the Panic of 1837 affect the nation’s economy?

15. Why was Harrison’s log cabin campaign successful?

Critical Thinking16. Drawing Conclusions President Andrew Jackson

promised “equal protection and equal benefits” for all

Americans. Do you think he included Native Ameri-

cans in his promise? Why or why not?

17. Analyzing Themes: Groups and Institutions What

agreement did the Cherokee Nation make with the

federal government that Georgia refused to recognize?

18. Organizing Information Re-create the chart below.

List the issues that Jackson dealt with during his presi-

dency. Then describe how he responded to each issue.

The Jackson Era

Issues Jackson’s response

Stopped

South Carolina

from seceding

Established

spoils system

Jackson

presidency

Supported

nominating

conventions

Congress

passed Indian

Removal Act

Closed the

Bank of the

United States

Reviewing Key TermsStudents’ puzzles will vary but shouldconform to the written instructions.1. largest single share SS: 8.31A2. an overwhelming victory SS: 8.31A3. the right to vote SS: 8.31A4. more than half SS: 8.31A5. cancel SS: 8.31A6. break away SS: 8.31A7. a period in which business and

employment fall to a very low levelSS: 8.31A

Reviewing Key Facts8. Jackson’s supporters: favored states’

rights, suspicious of a strong centralgovernment; Adams’s supporters:supported a strong central govern-ment, supported measures such asroad building and a national bankSS: 8.22A

9. mudslinging, election slogans, rallies,buttons, staged events to arouseenthusiasm SS: 8.5C

10. Women, African Americans, andNative Americans were still excludedfrom voting. Only white male prop-erty owners could vote before the1800s.

11. Nominating conventions replacedcaucuses, which were made up ofmembers of Congress. Delegatesfrom the states selected the party’spresidential candidate at nominatingconventions, allowing more peopleto participate. SS: 8.5C

12. The South, with little manufacturing,bought its manufactured goods fromabroad. The tariffs made themexpensive. SS: 8.5B

13. escaped slaves SS: 8.5G14. Businesses closed. Many people lost

their jobs.

15. By focusing on the “common man,” it appealed to thesame voters that were attracted to Jackson. SS: 8.5C

Critical Thinking16. No; he supported their relocation, showing that he did

not consider them to have the same rights as otherAmericans. SS: 8.30B

17. In treaties of the 1790s, the federal governmentacknowledged the Cherokee in Georgia as a separatenation with its own laws. SS: 8.5G

18. Federal employees: fired many and replaced with sup-porters; Electoral change: replaced caucuses with nom-inating conventions; Nullification: opposed nullificationand supported preservation of the Union; IndianRemoval: ordered forcible removal when tribes did not leave voluntarily; National Bank: He ordered allgovernment deposits to be withdrawn and placed themoney in state banks; by 1836 the Bank was forced to close SS: 8.5F

352

CHAPTER 11Assessment and Activities

353

Ask: Who was the first president tobe born a United States citizen?(Martin Van Buren)

Bonus QuestionBonus Question ??

Citizenship CooperativeActivity 25. Students’ outlines should show

organized planning and evidence of research. SS: 8.31D; ELA: 8.15C

Economics Activity 26. Students’ paragraphs should show

knowledge of the terms.

Self-Check QuizVisit and click on Chapter 11—Self-Check Quizzes to prepare for the chapter test.


HISTORY


Directions: Choose the bestanswer to the following question.

Which of the following statements expresses anopinion about Andrew Jackson?

A Jackson served two terms as president. B He spoke out against South Carolina’s

Nullification Act.C Because of Jackson, the United States has the

best system of filling government positions.D Jackson supported the Indian Removal Act.

Test-Taking Tip

An opinion is a person’s belief. It is not a proven fact (such as answer A). Opinions often contain

subjective words, like easier or best.

22. Whose opinion is stated in the excerpt?23. What is the speaker’s attitude toward Native Americans?24. According to the speaker, why should Native Americans

be assigned to a country west of Missouri and Arkansas?

Citizenship Cooperative Activity25. Becoming an Informed Voter With a partner, choose

an election in your community. Outline how you wouldbecome informed on the candidates and/or the issues.Then follow your outline and become an informed voter.Share your outline and your findings with the class.

Economics Activity26. Look in a dictionary to find definitions of “recession” and

“depression.” Write a paragraph to explain the differencebetween the two.

200 kilometers0Lambert Equal-Area projection

200 miles0

N.H. 8

MAINE

MASS.15

VT. 7

N.Y.

PA. 28

R.I. 4

CONN. 8N.J. 8

DEL. 3MD. 6MD. 5

KY. 14VA. 24

N.C. 15

1

8

20 16

TENN. 11

S.C.11GA.

9

OHIO16IND.

5ILL.3

MO.3

ALA.5

MISS.3

LA.5

40ºN

30ºN

90ºW 80ºW

ATLaNTIC

OCEaN

N

S

EW

Geography and History ActivityThe issue of states’ rights was debated in the election of 1828.Study the map below and answer the questions that follow.

19. Region Which general areas of the United States votedfor Andrew Jackson in the election of 1828?

20. Location Which candidate won more votes in Adams’shome state of Massachusetts?

21. Place Which three states divided their total electoralcount between the two candidates?

Practicing SkillsAnalyzing Primary Sources In an annual message to Con-gress in 1835, President Andrew Jackson spoke the wordsbelow. Read the excerpt and answer the questions that follow.

“All preceding experiments for the improvementof the Indians have failed. It seems now to be anestablished fact that they cannot live in contactwith a civilized community and prosper. . . . A country west of Missouri and Arkansas has beenassigned to them, into which the white settlementsare not to be pushed.”

Total electoral votes received

Jackson

Adams

178

83

Democrat

Republican

Election of 1828

Geography and History Activity19. the West and the South SS: 8.30C20. Adams SS: 8.30C21. Maine, New York, Maryland SS: 8.10B

Practicing Skills 22. Andrew Jackson’s SS: 8.30A23. The speaker’s attitude is negative. He considers them

uncivilized and less important than the whites. SS: 8.30F

24. White settlers would not move to that country, andNative Americans could not prosper if they livedamong whites. SS: 8.20D

HISTORY

Have students visit the Web site atto review

Chapter 11 and take the Self-CheckQuiz.


Answer: CQuestion Type: HistoryAnswer Explanation: Only C statesan opinion. The other statementsare facts. SS: 8.30F

