The Storycontinues

FLORIDA . . . The Story Continues

CHAPTER 10, The Age of Jackson (1828–1840)

PEOPLE Mid 1700s: The Miccosukee Creeks settle in Florida. e Lower Creek and Upper Creek Indians moved from Georgia and Alabama to Florida in the mid-1700s. e two groups lived in Florida, but had di erent languages. e Upper Creek Indians came to be known as the Seminoles. e Lower Creek Indians, who came to be known as the Miccosukee, settled in central Florida where they built log cabins and farmed on communal plantations. Together the Seminoles and Miccosukee fought against the United States in the Seminole Wars.

EVENTS 1832: The Seminole Indians are forced to sign the Treaty of Payne’s Landing. e Indian Removal Act of 1830 stated that all Native Americans who lived east of the Missis- sippi River must move to a newly created Indian Territory, in what is now Oklahoma. Two years later, Florida’s Seminole Indians were forced to sign the Treaty of Payne’s Landing, in which they stated they would move west to the Indian Territory and give up all of their claims to land in Florida.

PEOPLE 1837: Chief Coacoochee (circa 1809–1857) escapes from the United States prison at Fort Marion. Chief Coa- coochee, whose name means “wild cat,” was a Seminole leader during the Second Seminole War. After being captured by American soldiers in 1837, Coacoochee and a few Seminole cellmates escaped. Coacoochee returned to lead his people in battle against the United States. As the Seminole War contin- ued, the Native Americans su ered hunger and starvation

when they could not plant crops to feed their people. By 1841, See Chapter 1 Florida. . .The Story Photo credits: Continues

317 FL1

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Photo credits: See Chapter 1 Florida. . .The Story Continues under the guise of peace talks. under theguiseofpeace talks. War.out theSecond Seminole led the Seminoles to many victories. In Wars. Osceola’s strategies andbattle plans intheFirstwarrior Seminole andSecond Osceola was a prominent Seminole move to theIndian Territory. children. He surrendered andagreed to su and women oftheSeminole ering couldCoacoochee nolonger the bear surrendering at all. remained intheEverglades, never war. In fact, after thewar, 350Seminoles Indiansthe Seminole throughout the Everglades provided excellent cover for PEOPLE PLACES 1800–1855, 1800–1855, 11, to Go Chapter Africans. enslaved and Expanding Native Americans West, Explore how the settlement of western regions of the United States affected both What doesitmean? Benchmark SS.8.A.4.4 to chapter. this related standards other all to unpack Read the following to learn what this standard says and what it means. See FL8–FL21 Unpacking theFloridaStandards slave populations. cultural practicesandmigrationpatternsofNative AmericanandAfrican 1837: Osceola (1804–1838) is 1835–1842: NativeAmericans captured by United States troops hide intheEverglades through- SS.8.A.2.1, SS.8.A.4.17,SS.8.A.4.18   content specificallyrelated totheseChapter10standards. and Chapter 13, 1790–1860, Chapter and South, The help. for  e Chief Chief Discuss theimpactofwestwardexpansionon forSee SpotlightonFloridaHistory tourists andsettlersalike. upFlorida’sboats opened also interior to River andtheAtlantic Steam- Ocean. steamboats came from theSt. both Johns Jacksonville grew where city asaport means oftravel andtrade.  of ecity ows becameanimportant north, soon River, Florida’s longestandonethat river of Florida’s steamboat age.  eSt. Johns sonville, Florida, marking thebeginning River, from Savannah, to Jack- Georgia Washington traveled along St. Johns the port at Jacksonville. atJacksonville. the port three months later. trick and Osceola was captured; he died invited totalks. peace Osceola It was a claimed they wanted to end the war and 1837United StatesOctober troops EVENTS < … 1827: The is thefi steamboatrst to enter George Washington Washington George  eGeorge 317 FL2 2/26/11 8:35:08 AM CHAPTER 10 1828–1840 The Age of Jackson

Essential Question What impact did Andrew Jackson’s presidency have on the nation?

Florida Next Generation Sunshine State Standards SS.8.A.4.4 Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations. SS.8.A.4.16 Identify key ideas and influences of Jacksonian democ- racy. SS.8.A.5.1 Explain the causes, course, and consequence of the Civil War (sec- tionalism, slavery, states’ rights, balance of power in the Senate). SS.8.C.1.3 Rec- ognize the role of civic virtue in the lives of citizens and leaders from the colonial period through Reconstruction. SS.8.C.1.4 Identify the evolving forms of civic and political participation from the colonial period through Reconstruction. SS.8.E.2.2 Ex- This statue of Andrew Jackson has plain the economic impact of government policies. SS.8.E.3.1 Evaluate domestic stood in Washington, D.C., for more and international interdependence. SS.8.G.1.1 Use maps to explain physical and cultural attributes of major regions throughout American history. SS.8.G.1.2 Use than 150 years and captures the drive appropriate geographic tools and terms to identify and describe significant places and spirit of the seventh president of and regions in American history. SS.8.G.2.1 Identify the physical elements and the United States. the human elements that define and differentiate regions as relevant to American history. SS.8.G.2.3 Use geographic terms and tools to analyze case studies of how selected regions of the United States have changed over time. SS.8.G.4.4 Interpret databases, case studies, and maps to describe the role that regions play in influenc- ing trade, migration patterns, and cultural/political interaction in the United States throughout time. SS.8.G.6.1 Use appropriate maps and other graphic representa- tions to analyze geographic problems and changes over time throughout American history. SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.

FOCUS ON WRITING 1828 An Interview You are a reporter for a large city newspaper in the year Andrew Jackson is 1837. Andrew Jackson has just left office, and you have been given the elected president. assignment of interviewing him about his presidency and his role in Sequoya finishes American politics. As you read this chapter, you will write interview a written language questions for your interview with Jackson. for the Cherokee. 1830 1829 Louis Braille publishes a reading system for the blind.

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1832 Andrew Jackson vetoes the charter 1838 renewal of the 1836 The Trail of Tears begins national Bank of Martin Van Buren is when U.S. troops remove the the United States. elected president. Cherokee from Georgia. 1835 1832 A British 1833 1838 1839 reform bill doubles Slavery is Dutch colonists known as The Opium War breaks the number of British abolished in the Boers clash with the Zulu out between Great men who can vote. British Empire. in southern Africa. Britain and China.

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6-8_SNLAESE484693_C10O.indd 319 7/2/10 2:19:43 PM Reading Social Studies Society Science and Geography Economics Politics and Culture Technology

Focus on Themes In this chapter you will read and northern states over tariff regulations. You will about the events that shaped the United States also read about the forced relocation of many from 1828 to 1838. You will see how political and Native Americans to the West. Understanding how economic decisions were intertwined. For instance, economic issues led to political decisions will help you will read about the tensions between southern you understand this time.

Drawing Conclusions about the Past

Focus on Reading Writers don’t always tell you everything you SS.8.A.1.1 Provide supporting details for need to know about a subject. Sometimes you need to think critically an answer from text, interview for oral history, check validity of information from about what they have said and make your own decisions about what research/text, and identify strong vs. weak you’ve read. arguments.

Drawing Conclusions Earlier in this book, you learned how to make inferences. Sometimes when you read, you will need to make sev- eral inferences and put them together. The result is a conclusion, an informed judgment that you make by combining information.

Election of 1828 Inference: Jackson shared many qualities The 1828 campaign focused a great deal on the with American voters. candidates’ personalities. Jackson’s campaign- ers described him as a war hero who had been + born poor and rose to success through his own hard work. Inference: Adams enjoyed many privileges that most Americans did not. Adams was a Harvard graduate whose father had been the second U.S. president. Jackson’s + supporters described Adams as being out of touch with everyday people . . . When the Inference: Jackson easily won the election ballots were counted, Jackson had defeated by a huge majority. Adams, winning a record number of popular votes. (pp. 323–324)

Conclusion: In 1828, Americans chose a president to whom they could relate.

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6-8_SSFLAESE607511_C10RS.indd 320 1/20/11 1:45:36 PM LA.8.1.6.1 The student will use new vocabulary that is introduced and taught directly. LA.8.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text. LA.8.6.2.2 The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a Key Terms variety of techniques by examining several sources of information, including both primary and secondary sources. and People You Try It! Chapter 10 Section 1 The following passage is from the chapter you are getting ready to nominating conventions (p. 323) read. As you read the passage, look for the facts of the situation. Jacksonian Democracy (p. 323) Democratic Party (p. 323) John C. Calhoun (p. 323) spoils system (p. 324) The Election of 1834 Martin Van Buren (p. 324) In 1834 a new political party had formed to From Kitchen Cabinet (p. 324) oppose Jackson. Its members called them- Chapter 10, p. 330 Section 2 selves Whigs, after an English political party Tariff of Abominations (p. 327) that opposed the monarchy, to make the states’ rights doctrine (p. 328) point that Jackson was using his power like nullification crisis (p. 328) Daniel Webster (p. 328) a king. The Whig Party favored the idea of McCulloch v. Maryland (p. 330) a weak president and a strong Congress. Whig Party (p. 330) Unable to agree on a candidate, the Whigs Panic of 1837 (p. 331) chose four men to run against Van Buren. William Henry Harrison (p. 331) Because of this indecision, and with strong Section 3 backing from Jackson, Van Buren won the Indian Removal Act (p. 332) election. Indian Territory (p. 332) Bureau of Indian Affairs (p. 332) Sequoya (p. 333) Worcester v. Georgia (p. 334) After you read the passage, answer the following questions. Trail of Tears (p. 334) 1. From this passage, what can you infer about President Jackson’s Black Hawk (p. 335) Osceola (p. 335) popularity with the Whig Party?

2. The Whigs could not choose a single presidential candidate, so Academic Vocabulary they nominated four men. Based on what you know about Success in school is related to elections from your studies and your past experiences, how do knowing academic vocabulary— the words that are frequently used you think this affected the votes each man received? in school assignments and discus- sions. In this chapter, you will learn 3. Jackson’s backing helped Van Buren win the presidency. From this, the following academic words: what can you infer about Jackson’s popularity with the American criteria (p. 328) people as a whole? contemporary (p. 333) 4. Using the inferences you made answering questions 1 through 3, draw a conclusion about why Van Buren won the election of 1834.

As you read Chapter 10, use your personal background knowledge and experience to draw conclusions about what you are reading.

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6-8_SSFLESE607511_C10RS.indd 321 10/4/11 8:59:51 AM SECTION Jacksonian SS.8.A.1.3, SS.8.A.1.5, SS.8.A.4.3,1 SS.8.A.4.16, SS.8.C.1.3, SS.8.C.1.4 Democracy

What You Will Learn… If YOU were there... Main Ideas It’s 1829, and you live in Washington, D.C. You’ve come with a 1. Democracy expanded in the friend to the party for Andrew Jackson’s inauguration as president. 1820s as more Americans held the right to vote. Your friend admires Jackson as a man of the people. You are 2. Jackson’s victory in the elec- less sure about his ability. Jackson’s inauguration soon turns into tion of 1828 marked a change in American politics. a rowdy party, as mobs crowd into the White House. They break glasses and overturn the furniture. The Big Idea How would you feel about having The expansion of voting rights and the election of Andrew Jackson as your president? Jackson signaled the growing power of the American people. BUILDING BACKGROUND In the early years of the United States, Key Terms and People the right to vote belonged mainly to a few—free white men who nominating conventions, p. 323 owned property. As the country grew, more men were given the right Jacksonian Democracy, p. 323 to vote. This expansion of democracy led to the election of Andrew Democratic Party, p. 323 Jackson, a war hero. But not everyone approved of Jackson. John C. Calhoun, p. 323 spoils system, p. 324 Martin Van Buren, p. 324 Kitchen Cabinet, p. 324 Expansion of Democracy America in the early 1800s was changing fast. In the North, work- shops run by the craftspeople who owned them were being replaced by large-scale factories owned by businesspeople and staffed by hired Use the graphic organizer online workers. In the South, small family farms began to give way to large to take notes on how an expansion cotton plantations, owned by wealthy white people and worked by of voting rights led to Andrew enslaved African Americans. Wealth seemed to be concentrating Jackson’s election to the into fewer hands. Many ordinary Americans felt left behind. presidency. These same people also began to believe they were losing power SS.8.A.4.16 Identify in their government. In the late 1700s some Americans thought that key ideas and influ- government was best managed by wealthy, property-owning men. ences of Jacksonian democracy. Government policies seemed targeted to help build the power of these people. The result was a growing belief that the wealthy were tightening their grip on power in the United States. Hoping for change, small farmers, frontier settlers, and slave- holders rallied behind reform-minded Andrew Jackson, the popular hero of the War of 1812 and presidential candidate in the 1824 elec- tion. They believed Jackson would defend the rights of the common

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6-8_SSFLAESE607511_C10S1-3.indd 322 1/25/11 11:18:27 AM LINKING TO TODAY Democracy in Action Democracy spread in the early 1800s as more people became active in politics. Many of these people lived in the new western states. In these mostly rural areas, a political rally could be as simple as neighboring farmers meeting to talk about the issues of the day, as the farmers in the painting on the right are doing. During the early 1800s democracy and demonstrations blossomed in the United States. The demonstrators of today owe much to the Americans of Andrew Jackson’s time. Today, political rallies are a familiar sight in communi- ties all over the country.

ANALYSIS SKILL ANALYZING INFORMATION How are the people in both pictures practicing democracy?

people and the slave states. And they had Election of 1828 been bitterly disappointed in the way Jack- Jackson supporters were determined that son had lost the 1824 election because of the their candidate would win the 1828 election. decision in the House of Representatives. They formed the Democratic Party to sup- During the time of Jackson’s popularity, port Jackson’s candidacy. Many people who many democratic reforms were made. Some backed President Adams began calling them- states changed their qualifi cations for vot- selves National Republicans. ers to grant more white males suffrage. The The 1828 presidential contest was a revised rules, however, usually excluded free rematch of the 1824 election. Once again, THE IMPACT blacks from voting as they had been allowed TODAY John Quincy Adams faced Andrew Jackson. under original state constitutions. Political Jackson chose John C. Calhoun as his vice Just as they did parties began holding public nominating in the 1820s, presidential running mate. presidential conventions , where party members choose campaigns today the party’s candidates instead of the party frequently focus leaders. This period of expanding democracy The Campaign on personal in the 1820s and 1830s later became known The 1828 campaign focused a great deal on image—strong the candidates’ personalities. Jackson’s cam- versus weak or as Jacksonian Democracy. government- paigners described him as a war hero who insider versus READING CHECK Finding Main Ideas had been born poor and rose to success newcomer, for How did voting rights change in the early 1800s? through his own hard work. example.

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6-8_SNLAESE484693_C10S1-3.indd 323 7/2/10 2:35:09 PM Primary Source Jackson’s Inauguration Jackson’s supporters saw his victory as a win LETTER for the common people. A crowd cheered People’s President outside the Capitol as he took his oath of Washington resident Margaret Bayard Smith was surprised by offi ce. The massive crowd followed Jackson to the chaos surrounding Jackson’s inauguration. a huge party on the White House lawn. The

What a scene did we witness! . . . a rabble, a mob, of boys, few police offi cers on hand had diffi culty con- .“ . . women, children, scrambling, fighting, romping . . . Cut glass trolling the partygoers. and china to the amount of several thousand dollars had been As president, Jackson rewarded some of broken . . . But it was the people’s day, and the people’s Presi- his supporters with government jobs. This dent, and the people would rule.” spoils system —the practice of giving gov- —Margaret Bayard Smith, quoted in Eyewitness to America, ernment jobs to political backers—comes edited by David Colbert from the saying “to the victor belong the ANALYSIS SKILL ANALYZING PRIMARY SOURCES spoils [valued goods] of the enemy.” Secretary of State Martin Van Buren was How does the author view the people that support Jackson? one of Jackson’s strongest allies in his offi cial cabinet. President Jackson also relied a great deal on his Kitchen Cabinet, an informal Adams was a Harvard graduate whose group of trusted advisers who sometimes met father had been the second U.S. president. in the White House kitchen. Jackson’s supporters described Adams as READING CHECK Analyzing How might the being out of touch with everyday people. spoils system cause disputes? Even a fan of Adams agreed that he was “as cold as a lump of ice.” In turn, Adams’s sup- porters said Jackson was hot tempered, crude, S UMMARY AND PREVIEW The expansion and ill-equipped to be president of the United of democracy swept Andrew Jackson into States. When the ballots were counted, Jack- offi ce. In the next section you will read son had defeated Adams, winning a record about the increasing regional tensions that number of popular votes. occurred during Jackson’s presidency.

Section 1 Assessment ONLINE QUIZ Reviewing Ideas, Terms, and People Critical Thinking 1. a. Recall What changes did the new west- 3. Identifying Effect Review your notes on the ern states make that allowed more people to vote? election of Andrew Jackson to the presidency. b. Draw Conclusions How did nominating Then use a cause-and-effect chart like this one to conventions allow the people more say in politics? show the ways in which Jacksonian Democracy c. Predict How might changes to the voting pro- increased Americans’ political power. cess brought about by Jacksonian Democracy affect politics in the future? Jacksonian increased Americans’ 2. a. Recall What two new political parties faced off Democracy political power in the election of 1828? Which candidate did each party support? b. Make Inferences Why did Andrew Jackson FOCUS ON WRITING have more popular support than did Adams? c. Evaluate Do you think the spoils system was 4. Noting Signifi cance As you read this section, note an acceptable practice? Explain your answer. things that made Jackson’s political campaign and election signifi cant in the history of American politics.

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6-8_SNLAESE484693_C10S1-3.indd 324 7/2/10 2:35:56 PM B IOGRAPHY Andrew Jackson KEY EVENTS 1796–1797 Served in the If you were president, how would you use U.S. House of your powers? Representatives 1797–1798 When did he live? 1767–1845 Served in the U.S. Senate Where did he live? Jackson was born in Waxhaw, a region along the border of the North and South Carolina colonies. In 1788 he moved to 1798–1804 Nashville, Tennessee, which was still a part of North Carolina. There he built Served on a mansion called the Hermitage. He lived in Washington as president, then the Tennessee retired to the Hermitage, where he died. Supreme Court 1821 What did he do? Jackson had no formal education, but he taught himself Governor of law and became a successful lawyer. He became Tennessee’s fi rst representative Florida Territory to the U.S. Congress and also served in the Senate. Jackson became a national hero when his forces defeated the Creek and Seminole 1823–1825 Served in the Indians. He went on to battle the British in the Battle of New U.S. Senate Orleans during the War of 1812. Jackson was elected as the nation’s seventh president in 1828 and served until 1837. 1829–1837 Served as president Why is he so important? Jackson’s belief in a strong of the United States presidency made him both loved and hated. He vetoed as 1832 many bills as the six previous presidents together. Jackson also Vetoed rechartering believed in a strong Union. When South Carolina tried to nullify, the Second Bank of or reject, a federal tariff, he threatened to send troops into the the United States. state to force it to obey. Threatened to send troops to South Identifying Cause and Effect Why did Jackson gain loyal friends Carolina when it tried and fierce enemies? to nullify a federal tariff

Jackson received a scar from a British officer as a boy.

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6-8_SNLAESE484693_C10S1-3.indd 325 7/5/10 7:56:09 PM SECTION Jackson’s LA.8.6.2.2, SS.8.A.1.3, SS.8.A.1.4,2 SS.8.A.1.5, SS.8.A.1.6, SS.8.A.1.7, SS.8.A.4.3, SS.8.A.4.13, SS.8.A.4.16, SS.8.A.5.1, SS.8.E.2.2, SS.8.E.3.1, SS.8.G.2.1 Administration

What You Will Learn… If YOU were there... Main Ideas You live on a small farm in South Carolina in 1829. Your family grows 1. Regional differences grew corn and cotton to sell, as well as vegetables for your own table. during Jackson’s presidency. 2. The rights of the states were Although you grow your own food, you also depend on imported debated amid arguments wool, fl ax, iron, and hemp to make ropes. But the government has about a national tariff. 3. Jackson’s attack on the Bank just put new taxes on these products from Europe. Now they’re too sparked controversy. expensive for you to buy! 4. Jackson’s policies led to the Panic of 1837. How would you feel about the new taxes on imports? The Big Idea Andrew Jackson’s presidency was marked by political conflicts.

BUILDING BACKGROUND Even though Americans had a new Key Terms and People feeling of national unity, different sections of the country still had Tariff of Abominations, p. 327 very different interests. The industrial North competed with the states’ rights doctrine, p. 328 nullification crisis, p. 328 agricultural South and the western frontier. As Congress favored Daniel Webster, p. 328 one section over another, political differences grew. McCulloch v. Maryland, p. 330 Whig Party, p. 330 Panic of 1837, p. 331 Sectional Differences Increase William Henry Harrison, p. 331 Regional differences had a major effect on Andrew Jackson’s presi- dency. Americans’ views of Jackson’s policies were based on where they lived and the economy of those regions.

Use the graphic organizer online Three Regions Emerge to take notes on the conflicts that Andrew Jackson faced during his There were three main U.S. regions in the early 1800s. The North, administration. fi rst of all, had an economy based on trade and on manufacturing. Northerners supported tariffs because tariffs helped them compete with British factories. Northerners also opposed the federal gov- ernment’s sale of public land at cheap prices. Cheap land encour- aged potential laborers to move from northern factory towns to the West. The second region was the South. Its economy was based on farming. Southern farmers raised all types of crops, but the most popular were the cash crops of cotton and tobacco. Southerners sold a large portion of their crops to foreign nations.

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6-8_SSFLAESE607511_C10S1-3.indd 326 1/25/11 11:18:38 AM Regions of the United States, Early 1800s

NORTH SOUTH WEST • Economy based on manufacturing • Economy based on agriculture • Emerging economy • Support for tariffs—American • Opposition to tariffs, which • Support for internal improvements goods could be sold at lower increased the cost of imported and the sale of public lands prices than could British goods goods

Southerners imported their manufactured to protect their industries from foreign com- goods. Tariffs made imported goods more petition, especially from Great Britain. expensive for southern farmers. In addition, British companies were driving American high tariffs angered some of the South’s Euro- ones out of business with their inexpensive pean trading partners. These trading partners manufactured goods. The tariff northerners would likely raise their own tariffs in retali- supported, however, was so high that import- ation. To avoid this situation, southerners ing wool would be impossible. Southerners called for low tariffs. opposed the tariff, sayng it would hurt their Southerners also relied on enslaved Afri- economy. can Americans to work the plantations. The Before Andrew Jackson took offi ce, Con- issue of slavery would become increasingly gress placed a high tariff on imports. Angry controversial between the North and South. southerners called it the Tariff of Abomina- In the third region, the West, the frontier tions. (An abomination is a hateful thing.) economy was just emerging. Settlers favored Southern voters were outraged. policies that boosted their farming economy President John Quincy Adams signed the and encouraged further settlement. Western tariff legislation, though he did not fully farmers grew a wide variety of crops. Their support it. In early U.S. history, presidents biggest priority was cheap land and internal tended to reserve veto power for legislation improvements such as better roads and water that they believed violated the Constitution. transportation. Signing the tariff bill meant Adams would surely be defeated in his re-election bid. The Tariff of Abominations new tariff added fuel to the growing sectional Tariffs became one of the fi rst issues that differences plaguing the young nation. President Jackson faced. In 1827, the year before Jackson’s election, northern manufac- READING CHECK Summarizing Describe turers began to demand a tariff on imported the sectional economic differences in the United woolen goods. Northerners wanted the tariff States during the early 1800s.

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6-8_SNLAESE484693_C10S1-3.indd 327 7/2/10 2:57:10 PM States’ Rights Debate The Hayne-Webster Debate The debate about states’ rights began early in When Andrew Jackson took office in 1829, our nation’s history. Thomas Jefferson and he was forced to respond to the growing con- James Madison supported the states’ power flict over tariffs. At the core of the dispute was to disagree with the federal government in the question of an individual state’s right to the Virginia and Kentucky Resolutions of disregard a law that had been passed by the 1798–99. Some of the delegates at the Hart- U.S. Congress. ford Convention supported states’ rights. But Nullification Crisis Calhoun’s theory went further. He believed that states could judge whether a law was or ACADEMIC Early in his political career, Vice President was not constitutional. This position put the VOCABULARY John C. Calhoun had supported the criteria power of the Supreme Court in question. criteria of a strong central government. But in 1828 basic require- The issue of nullification was intensely when Congress passed the Tariff of Abomina- ments debated on the floor of the Senate in 1830. tions, Calhoun joined his fellow southerners Robert Y. Hayne, senator from South Caro- in protest. Economic depression and previous lina, defended states’ rights. He argued that tariffs had severely damaged the economy of nullification gave states a way to lawfully his home state, South Carolina. It was only protest federal legislation. Daniel Webster of beginning to recover in 1828. Some leaders Massachusetts argued that the United States in the state even spoke of leaving the Union was one nation, not a pact among indepen- over the issue of tariffs. dent states. He believed that the welfare of FOCUS ON In response to the tariff, Calhoun drafted the nation should override that of individual READING the South Carolina Exposition and Protest. It said states. What conclusions that Congress should not favor one state or can you draw about the region over another. Calhoun used the Protest Jackson Responds importance of to advance the states’ rights doctrine, which Although deeply opposed to nullification, the states’ rights said that since the states had formed the debate after Jackson was concerned about economic national government, state power should be reading this problems in the southern states. In 1832 he section? greater than federal power. He believed states urged Congress to pass another tariff that had the right to nullify, or reject, any federal lowered the previous rate. South Carolina law they judged to be unconstitutional. thought the slight change was inadequate. Calhoun’s theory was controversial, and The state legislature took a monumental it drew some fierce challengers. Many of them step; it decided to test the doctrine of states’ were from the northern states that had bene- rights. fited from increased tariffs. These opponents South Carolina’s first action was to pass believed that the American people, not the the Nullification Act, which declared the 1828 individual states, made up the Union. Con- and 1832 tariffs “null, void … [and not] bind- flict between the supporters and the oppo- ing upon this State, its officers or citizens.” nents of nullification deepened. The dispute South Carolina threatened to withdraw from became known as the nullification crisis. the Union if federal troops were used to col- Although he chose not to put his name lect duties. The legislature also voted to form on his Exposition and Protest, Calhoun did its own army. Jackson was enraged. resign from the vice presidency. He was then The president sternly condemned nul- elected to the Senate, where he continued his lification. Jackson declared that he would arguments in favor of nullification. Martin enforce the law in South Carolina. At his Van Buren replaced Calhoun as vice president request, Congress passed the Force Bill, when Jackson was re-elected president.

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6-8_SNLAESE484693_C10S1-3.indd 328 7/2/10 2:57:19 PM approving use of the army if necessary. In example, he opposed the Second Bank of the light of Jackson’s determined position, no United States, founded by Congress in 1816. other state chose to support South Carolina. The Second Bank of the United States Early in 1833, Henry Clay of Kentucky was given a 20-year charter. This charter had proposed a compromise that would gave it the power to act exclusively as the gradually lower the tariff over several years. federal government’s fi nancial agent. The As Jackson’s intentions became clear, both Bank held federal deposits, made transfers of the U.S. Congress and South Carolina moved federal funds between states, and dealt with quickly to approve the compromise. The any payments or receipts involving the fed- Congress would decrease the tariff, and South eral government. It also issued bank notes, or Carolina’s leaders would enforce the law. paper currency. Some 80 percent of the Bank Despite the compromise, neither side was privately owned, but its operations were changed its beliefs about states’ rights. The supervised by Congress and the president. argument continued for years, ending in the Many states, particularly in the South, huge confl ict known as the Civil War. had opposed the Bank. Small farmers believed that the Bank only helped wealthy business- READING CHECK Summarizing What led to people. Jackson also questioned the legality the nullification crisis, and why was it important? of the Bank. He believed it was an unconsti- tutional extension of the power of Congress. Jackson Attacks the Bank The states, he thought, should have the power President Jackson upheld federal authority in to control the banking system. the nullifi cation crisis. He did not, however, Some states decided to take action. Mary- always support greater federal power. For land tried to pass a tax that would limit the

Primary Source

POINTS OF VIEW gorgeous ensign [flag] of the States’ Rights vs. republic . . . bearing for its motto . . . the Union Liberty and Union, now and forever The framers of the Constitution one and inseparable.” created a document that was —Daniel Webster remarkable in its scope. But a from the Hayne-Webster debate, few issues were unresolved. 183 0 One of the most controversial was the matter of states’ rights versus the authority of the federal “If there be no protec- government. Daniel Webster insisted tive power in the reserved that the interests of the Union should prevail. rights of the states, they John C. Calhoun believed that the powers of must in the end be forced the states were greater. to rebel . . . ” —John C. Calhoun While the Union lasts we have high, “ from a letter to Virgil Maxcy, exciting, gratifying [rewarding] prospects September 11, 1830 spread out before us, for us and our ANALYSIS children. God grant that in my day . . . SKILL ANALYZING PRIMARY SOURCES my eyes shall be turned to behold the Finding Main Ideas How did the views of Calhoun and Webster differ?

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6-8_SNLAESE484693_C10S1-3.indd 329 7/2/10 2:57:39 PM Primary Source

POLITICAL CARTOON Jackson against the Bank Andrew Jackson’s fight with the Nicholas Biddle is at the Bank was the subject of many center of the political cartoons, like this one. hydra. Why?

In this scene, Jackson is shown fighting a hydra that represents Andrew Jackson the national bank. The hydra is fights the hydra a mythological monster whose with a cane labeled “veto.” heads grow back when cut off. The heads of the hydra are portraits of politicians who Why do you think the opposed Jackson’s policies. cartoonist chose this monster to represent ANALYSIS the Bank? SKILL ANALYZING PRIMARY SOURCES How does this image show the difficulty Jackson had politically?

VIDEO Jackson Bank’s operations. James McCulloch, cashier land. This policy did not help the national Censured in of the Bank’s branch in Maryland, refused economy as Jackson had hoped. Jackson Bank War to pay this tax. The state took him to court, did improve the economy by lowering the and the resulting case went all the way to the national debt. However, his policies opened U.S. Supreme Court. In McCulloch v. Maryland, the door for approaching economic troubles. the Court ruled that the national bank was READING CHECK Analyzing Why did critics of FOCUS ON constitutional. the Second Bank of the United States oppose it? Maysville Turnpike Nicholas Biddle, the Bank’s director, Veto Andrew decided to push for a bill to renew the Bank’s Jackson’s opposi- Panic of 1837 tion to a national charter in 1832. Jackson campaigned for the bank wasn’t his bill’s defeat. “I will kill it,” he promised. True Jackson was still very popular with voters first veto. In 1830, to his word, Jackson vetoed the legislation in 1836. He chose not to run in 1836, how- Jackson prevented the federal govern- when Congress sent it to him. ever, and the Democrats nominated Vice ment from invest- Congress could not get the two-thirds President Martin Van Buren. ing in a Kentucky majority needed to override Jackson’s veto. In 1834 a new political party had formed turnpike. He vetoed the bill, calling it Jackson also weakened the Bank’s power by to oppose Jackson. Its members called them- unconstitutional. It moving most of its funds to state banks. In selves Whigs, after an English political party would be another many cases, these banks used the funds to that opposed the monarchy, to make the 20 years before the U.S. government offer easy credit terms to people buying land. point that Jackson was using his power like would provide While this practice helped expansion in the a king. The Whig Party favored the idea of a money to improve West, it also led to infl ation. weak president and a strong Congress. Unable roads or railways. In the summer of 1836 Jackson tried to to agree on a candidate, the Whigs chose four slow this infl ation. He ordered Americans men to run against Van Buren. Because of this to use only gold or silver—instead of paper indecision, and with backing from Jackson, state-bank notes—to buy government-owned Van Buren won the election.

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330_6-8_SSFLAESE607511_C10S1-3 330 2/26/11 7:57:31 AM The Supreme Court and Capitalism

CONNECT TO ECONOMICS 1810 1819 1824 During the early 1800s, the Supreme Court made several rulings that helped define fed- Fletcher v. Peck Dartmouth College McCulloch Gibbons v. Woodward v. Maryland v. Ogden eral power over contracts and commerce. State legislatures These rulings reinforced capitalism as the could not pass laws State legislatures States do not have Only the federal violating existing could not pass laws the power to tax government has the ruling economic system in the United States. contracts. to change the char- federal institutions. power to regulate What effect did the Supreme Court have ters of institutions or interstate and on economic development? businesses. foreign commerce.

Shortly after Van Buren took offi ce, the READING CHECK Identifying Cause and Effect SS.8.A.4.13 Explain country experienced the Panic of 1837, a the consequences of What contributed to the Panic of 1837, and how did landmark Supreme severe economic depression. Jackson’s bank- it affect the 1840 election? Court decisions ing policies and his unsuccessful plan to curb (McCulloch v. Mary- land [1819], Gibbons infl ation contributed to the panic. But people v. Odgen [1824], Cherokee Nation v. blamed Van Buren. Georgia [1831], and In 1840 the Whigs united against the SUMMARY AND PREVIEW The states’ Worcester v. Georgia [1832]) significant to weakened Van Buren to stand behind one rights debate dominated much of Jack- this era of American candidate, William Henry Harrison, an army son’s presidency. In the next section you history. general. Harrison won in an electoral land- will learn about the removal of American slide. The Whigs had achieved their goal of Indians from the southeastern United winning the presidency. States.

Section 2 Assessment ONLINE QUIZ Reviewing Ideas, Terms, and People Critical Thinking 1. a. Recall On what were the economies 5. Identifying Cause and Effect Review your notes of the northern, southern, and western on the political confl icts during Jackson’s adminis- states based? tration. Then use a graphic organizer like the one b. Predict How might the sectional issues involved below to show how some of Jackson’s policies in the dispute over the Tariff of Abominations lead dealing with confl icts led to the Panic of 1837. to future problems between North and South? Jackson’s 2. a. Describe What roles did Daniel Webster and Policies Panic of John C. Calhoun play in the nullifi cation crisis? 1837 b. Summarize What idea did supporters of the states’ rights doctrine promote? 3. a. Describe What problems resulted from weak- ening the Bank? FOCUS ON WRITING b. Draw Conclusions Why did Jackson veto the bill 6. Identifying Important Confl icts Stories about to renew the Second Bank of the United States? confl ict sell newspapers. As you read this section, 4. a. Recall What caused the Panic of 1837? list important confl icts that occurred during Jack- b. Summarize How did the Whig Party win the son’s presidency and note the role Jackson played election of 1840? in creating or resolving the confl icts. c. Elaborate Why do you think Jackson chose not to run for the presidency in 1836? Do you think he made the right decision? Why?

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6-8_SSFLAESE607511_C10S1-3.indd 331 1/31/11 1:51:01 PM SECTION Indian Removal LA.8.6.2.2, SS.8.A.1.2, SS.8.A.1.4,3 SS.8.A.1.6, SS.8.A.1.7, SS.8.A.4.1, SS.8.A.4.3, SS.8.A.4.4, SS.8.A.4.13, SS.8.G.1.1, SS.8.G.1.2 If YOU were there... You belong to the Cherokee nation. Your family has farmed rich What You Will Learn… lands in Georgia for as long as anyone can remember. You’ve learned some new ways from white settlers, too. At school you’ve Main Ideas 1. The Indian Removal Act learned to read both English and Cherokee. But now that doesn’t authorized the relocation of seem important. The U.S. government is sending you and your Native Americans to the West. 2. Cherokee resistance to people far away to unknown places in the West. removal led to disagreement between Jackson and the How would you feel about being Supreme Court. taken away from your home? 3. Other Native Americans resisted removal with force.

The Big Idea BUILDING BACKGROUND President Andrew Jackson had President Jackson supported a policy of Indian removal. become famous as an American Indian fighter. He had no sympathy with Native Americans’ claim to the lands where they had always lived. With public support, he reversed the government’s pledge to Key Terms and People respect Indian land claims. The result was the brutal removal of the Indian Removal Act, p. 332 Indian Territory, p. 332 southeastern peoples to empty lands in the West. Bureau of Indian Affairs, p. 332 Sequoya, p. 333 Worcester v. Georgia, p. 334 Indian Removal Act Trail of Tears, p. 334 Black Hawk, p. 335 Native Americans had long lived in settlements stretching from Osceola, p. 335 Georgia to Mississippi. However, President Jackson and other politi- cal leaders wanted to open this land to settlement by American farmers. Under pressure from Jackson, Congress passed the Indian Removal Act in 1830, authorizing the removal of Native Americans who lived east of the Mississippi River to lands in the West. Use the graphic organizer online to take notes on the steps Andrew Congress then established Indian Territory — U.S. land in what Jackson and the U.S. government is now Oklahoma—and planned to move Native Americans there. took toward Indian removal. Some supporters of this plan, like John C. Calhoun, argued that removal to Indian Territory would protect Indians from further SS.8.A.4.1 Examine the causes, course, and consequences of United States westward confl icts with American settlers. “One of the greatest evils to which expansion and its growing diplomatic as- they are subject is that incessant [constant] pressure of our popula- sertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, tion,” he noted. “To guard against this evil . . . there ought to be Monroe Doctrine, Trail of Tears, Texas an- nexation, Manifest Destiny, Oregon Territory, the strongest . . . assurance that the country given [to] them should Mexican American War/Mexican Cession, be theirs.” To manage Indian removal to western lands, Congress California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase). approved the creation of a new government agency, the Bureau of Indian Affairs.

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6-8_SSFLAESE607511_C10S1-3.indd 332 1/25/11 11:19:05 AM Indian Removal During the Trail of Tears, thousands of Cherokee died from disease, starvation, and harsh weather. They were forced to walk hundreds of miles to their new land in the West. Other Native Ameri- cans were also moved, with similar results. What can you see in this painting that SS.8.A.4.13 Explain the consequences of landmark Supreme indicates this was a difficult journey? Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Geor- gia [1832]) significant to this era of American history. VIDEO The Choctaw were the fi rst Indians sent READING CHECK Jackson: Finding Main Ideas What Cherokees, Tariffs to Indian Territory. The Mississippi legislature major changes did President Jackson make to U.S. and Nullification abolished the Choctaw government and then policy regarding Native Americans? forced the Choctaw leaders to sign the Treaty of Dancing Rabbit Creek. This treaty gave more ACADEMIC than 7.5 million acres of their land to the state. Cherokee Resistance VOCABULARY The Choctaw moved to Indian Territory dur- Many Cherokee had believed that they could contemporary existing at the ing a disastrous winter trip. Federal offi cials in prevent confl icts and avoid removal by same time charge of the move did not provide enough adopting the contemporary culture of white food or supplies to the Choctaw, most of people. In the early 1800s they invited mis- FOCUS ON whom were on foot. About one-fourth of the sionaries to set up schools where Cherokee Cherokee Nation v. Choctaw died of cold, disease, or starvation. children learned how to read and write in Georgia (1831) The News of the Choctaw’s hardships caused English. The Cherokee developed their own Cherokee fought other Indians to resist removal. When the government modeled after the U.S. Consti- the 1830 Indian Removal Act by as- Creek resisted in 1836, federal troops moved tution with an election system, a bicameral serting their status in and captured some 14,500 of them. They council, and a court system. All of these were as an independent led the Creek, many in chains, to Indian Ter- headed by a principal chief. nation. The United States Supreme ritory. One Creek woman remembered the A Cherokee named used 86 Sequoya Court held that the trip being fi lled with “the awful silence that characters to represent Cherokee syllables to Cherokee Nation showed the heartaches and sorrow at being create a writing system for their own com- was not an inde- taken from the homes and even separation plex language. In 1828 the Cherokee began pendent nation, but instead a “domes- from loved ones.” The Chickasaw, who lived publishing a newspaper printed in both Eng- tic, dependent in upper Mississippi, negotiated a treaty for lish and Cherokee. nation,” resem- better supplies on their trip to Indian Ter- The adoption of white culture did not pro- bling a “ward to his guardian [the ritory. Nevertheless, many Chickasaw lives tect the Cherokee. After gold was discovered United States].” were also lost during removal. on their land in Georgia, their treaty rights

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6-8_SSFLAESE607511_C10S1-3.indd 333 1/25/11 6:19:42 AM THE IMPACT were ignored. Georgia leaders began prepar- enforcing the Court’s decision, Jackson vio- TODAY ing for the Cherokee’s removal. When they lated his presidential oath to uphold the laws Members of the refused to move, the Georgia militia began of the land. However, most members of Con- Cherokee Nation attacking Cherokee towns. In response, the gress and American citizens did not protest of northeastern Oklahoma are Cherokee sued the state. They said that they the ways Jackson removed Native Americans. descendants were an independent nation and claimed In the spring of 1838, U.S. troops began of the Cherokee that the government of Georgia had no legal to remove all Cherokee to Indian Territory. who were removed to Indian Terri- power over their lands. A few were able to escape and hide in the tory. The group’s In 1832 the Supreme Court, under the mountains of North Carolina. After the population is about leadership of Chief Justice John Marshall, Cherokee were removed, Georgia took their 70,000. Members of the Eastern agreed. In Worcester v. Georgia the Court businesses, farms, and property. Band of Chero- ruled that the Cherokee nation was a distinct The Cherokee’s 800-mile forced march kee Indians are community in which the laws of Georgia became known as the Trail of Tears. During descendants of the Cherokee who had no force. The Court also stated that only the march, the Cherokee suffered from dis- escaped removal. the federal government, not the states, had ease, hunger, and harsh weather. Almost one- The 8,100 members authority over Native Americans. fourth of the 18,000 Cherokee died on the of this group live mostly in western Georgia, however, ignored the Court’s march. North Carolina. ruling, and President Jackson took no action READING CHECK Finding Main Ideas to make Georgia follow the ruling. “John What was the Worcester v. Georgia ruling, and Marshall has made his decision; now let him what was Jackson’s response? enforce it,” Jackson supposedly said. By not

Primary Source

PERSONAL ACCOUNTS March 10, 1838 Trail of Tears Beloved Martha, I have delayed writing to you so long . . . If we Cherokees are to be driven The Cherokee knew that they would be forced to march West, to the west by the cruel hand of oppression to but they did not know that so seek a new home in the west, it will be impos- many of their people would sible . . . It is thus all our rights are invaded.” die on the way. Here are two accounts of the Trail of Tears, —Letter from Jenny, a Cherokee girl, just before her removal one written before it started and one written after, both by Cherokee who made the trip. “Long time we travel on way to new land. People feel bad when they leave Old Nation. Women cry and make sad wails, Children cry and

ANALYSIS many men cry . . . but they say nothing and just SKILL ANALYZING POINTS OF VIEW put heads down and keep on go towards West. 1. What is different about the concerns of the Cherokee before and after the Trail of Tears? Many days pass and people die very much.” 2. How do you think the survivors of the Trail —Recollections of a survivor of the Trail of Tears of Tears felt when they reached Indian Territory?

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6-8_SNLAESE484693_C10S1-3.indd 334 7/2/10 3:02:08 PM Other Native Second Seminole War 3030°N Americans Resist FLORIDAFLORIDA N TERRITORY Fort Mellon Other Native Americans decided to fi ght 1837 W E Clinch's Battle ATLANTIC U.S. troops to avoid removal. Chief Black 1835 S OCEAN Hawk, a leader of Fox and Sauk Indians, led Dade's Massacre Fort Armstrong 1836 his people in a struggle to protect their lands 1835 Gulf of Mexico Okeechobee in Illinois. By 1832, however, the Sauk forces 1837 Indian lands Fort Jupiter were running out of food and supplies, and given up by treaty 1838 Lake Okeechobee by 1850 they had been forced to leave. Battles Fort Lauderdale 1842 In Florida, Seminole leaders were forced 0 50 100 Miles to sign a removal treaty that their followers 0 50 100 Kilometers decided to ignore. A leader named Osceola GEOGRAPHY 80°W INTERPRETING MAPS called upon his people to resist with force, SKILLS and the Second Seminole War began. Osceo- 1. Location In what parts of Florida was the Second Seminole War fought? la was captured and soon died in prison. 2. Place Where was the last battle of the Second Seminole War His followers, however, continued to fi ght. ah06se_c09map009a_leg.ai The Second Seminolefought? Indian War Legend Some 4,000 Seminole were removed and Middle School -- American History MapQuest.com/HRW hundreds of others killed. Eventually, U.S. Final Proof: 09/03/04 S UMMARY AND PREVIEW President Jackson offi cials decided to give up the fi ght. Small Replaced:12/02/04 supported the removal of thousands of Native groups of Seminole had resisted removal, Americans from their traditional lands to the and their descendants live in Florida today. federal territory in the West. In the next chap- ter you will learn about the westward growth READING CHECK Evaluating How effective of the nation as farmers, ranchers, and other was Native American resistance to removal? settlers moved West. ah06se_c09map009a.ai The Second Seminole Indian War Middle School -- American History MapQuest.com/HRW F2 - 11/03/04

Section 3 Assessment ONLINE QUIZ Reviewing Ideas, Terms, and People Critical Thinking 1. a. Identify What Native American groups were 4. Comparing and Contrasting Review your notes affected by the Indian Removal Act? Where were on Indian removal. Then copy the chart below and they relocated? use it to identify the Native American groups and their b. Explain Why did government offi cials want to responses to removal. relocate Native Americans to the West? c. Predict What are some possible effects that the Native American Group Response to Removal Indian Removal Act might have on Native Ameri- cans already living in the West? 2. a. Identify What was the Trail of Tears? b. Analyze Why did the state of Georgia want to relocate the Cherokee, and what did the Cherokee do in response? c. Elaborate What do you think of President Jack- son’s refusal to enforce the Worcester v. Georgia ruling? 3. a. Describe What led to the Second Seminole War? FOCUS ON WRITING b. Compare and Contrast How were the Seminole and the Sauk resistance efforts similar and different? 5. Understanding Causes and Effects As you read, identify the causes and effects of the Jackson administration’s policy of Indian relocation. THE AGE OF JACKSON 335

6-8_SNLAESE484693_C10S1-3.indd 335 7/2/10 3:02:39 PM 40° N History and Geography ANIMATED GEOGRAPHY Removal of South- east Tribes The 1820–1840 Indian 75° W MO KY Removal KS Trail of Tears, 1838–39 35° N

Treaties Cherokee In 1830 President Andrew Jackson signed TN the Indian Removal Act into law. As its name Creek implies, the purpose of the act was to remove AR Cherokee Native Americans from land that white settlers Seminole wanted for themselves. Five tribes were forced Chickasaw to leave their traditional lands and walk to a OK Chickasaw territory west of the Mississippi River. The land Choctaw in the new Indian Territory was land white settlers did not want. It was poor and not good for farming. Creek GA The poor land made life very diffi cult for newly AL arrived Indians. Many died from malnutrition and TX Choctaw disease. Within 10 years, about 60,000 Indians 30° N had been relocated. LA

MS AT L A N T I C Indian Results for Results for O C E A N Treaty Date Outcome Group United States Indian Groups FL Seminole 80° W Treaty of 1795 12 Groups Ended battles in Payment of $20,000; Indian land claims disregarded Greenville Northwest Territory acknowledgment of by American settlers G u l f o f M e x i c o lands

Treaty at 1798 Cherokee Received land Payment of $5,000 Cherokee lands reduced Holston promised to followed by annual River Cherokee payments Treaty at 1804 Sauk and Received land from Annual payment of Indians claimed their leaders St. Louis Fox Sauk and Fox $1,000 acted without permission; 85° W confl icts arose as settlers moved to Sauk and Fox land

Treaty at 1814 Creek Ended battles with Received small amount Confl icts between settlers and 90° W Ft. Jackson Red Eagle; received of land in Alabama Creek led to removal of Creek 25° N 23 million acres of to Indian Territory land in Georgia 95° W Treaty of 1830 Choctaw Received all Choctaw Received land in Choctaw became fi rst tribe Dancing lands east of Indian Territory moved from southeast to land Rabbit Mississippi River in Indian Territory Creek

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SS.8.G.4.4 Interpret databases, case studies, and maps THE CHEROKEE to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in For generations, the the United States throughout time. Cherokee had called the southern Appalachian Mountain region home. W But when they were forced 75° W off their land in the Trail of THE CREEK Tears, thousands died. MO The Creek had to leave a land rich in variety. It KY stretched from the ridges KS and valleys of the 35° N Appalachian Mountains in the north, through a Cherokee region of low hills and valleys, to a flat area of TN pine forest in the south. Creek

AR Cherokee Seminole THE SEMINOLE Chickasaw OK Chickasaw Many Seminole Indians Choctaw refused to leave Florida. They hid in the swamps, battling American soldiers. Creek Many of their descendants GA still live in Florida today. AL TX Choctaw

LA 30° N

MS AT L A N T I C O C E A N FL W Seminole 80° W G u l f o f M e x i c o

THE CHICKASAW The Chickasaw lived in a land of rich, black prairie soil. They would find the soil west of the Mississippi much less suited for farming. 85° W

THE CHOCTAW W 90° W 25° N The Choctaw were forced to leave behind the low, rolling GEOGRAPHY INTERPRETING MAPS 95° W hills and plains of their SKILLS homeland. For generations 1. Place How did land in the Indian Territory they had farmed the rich compare to the land in the Indians’ homelands? soil there. 2. Movement How do you think being forced to leave their homelands affected the Indians’ way of life?

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6-8_SSFLESE607511_C10GH.indd 337 10/4/11 12:01:49 PM Social Studies Skills

Analysis Civic Study Critical Participation Thinking

Solving Problems

Define the Skill 4 Evaluate the options. Weigh each option you are considering. Think of and list the Problem solving is a process for fi nding workable advantages it has as a solution, as well as its solutions to diffi cult situations. The process involves potential disadvantages. asking questions, identifying and evaluating infor- 5 Choose and implement a solution. After mation, comparing and contrasting, and making comparing the advantages and disadvantages judgments. Problem solving is useful in studying of each possible solution, choose the one that history because it helps you better understand prob- seems best and apply it. lems people faced at certain points in time and how they dealt with those diffi culties. 6 Evaluate the solution. Once the solution has The ability to understand and evaluate how been tried, evaluate its effectiveness in solving people solved problems in the past also can help in the problem. This step will tell you if the solu- solving similar problems today. The skill can also be tion was a good one, or if another of the pos- applied to many other kinds of diffi culties besides sible solutions should be tried instead. historical ones. It is a method for thinking through almost any situation. Practice the Skill

Learn the Skill One of the most challenging situations that President Jackson faced was the nullifi cation cri- Using the following steps will enable you to better sis. You can use the problem-solving skills to bet- understand and solve problems. ter understand this problem and to evaluate his solution for it. Review the information about the Identify the problem. Ask questions of your- 1 nullifi cation crisis in this chapter. Then answer the self and others to make sure you know exactly questions below. what the situation is and understand why it is a problem. 1. What was the specifi c problem that Jackson faced? Why was it a problem? 2 Gather information. Ask questions and con- 2. What event led to the problem? What earlier duct research to learn more about the problem, circumstances and conditions contributed to it? such as its history, what caused it, what contrib- utes to it, and other factors. 3. List possible solutions to the problem that you would have considered if you had been presi- 3 List options. Based on the information you dent, along with advantages and disadvantages. have gathered, identify possible options for 4. Jackson threatened to send troops to South solving the problem that you might consider. Carolina to enforce federal law. Do you think Be aware that your fi nal solution will probably his solution was the best one? Explain why, or if be better and easier to reach if you have not, what solution would have been better. as many options as possible to consider.

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6-8_SNLAESE484693_C10SK.indd 338 7/2/10 2:26:05 PM History’s Impact ▲ CHAPTER video series Chapter Review Review the video to answer 10 the closing question: How may the U.S. government’s early treatment of Native Visual Summary Americans have contributed to the reservations’ current Use the visual summary below to help you review situation? the main ideas of the chapter.

Jackson’s Policies Shut the Door on Key Issues

Second Bank of the United States Jackson vetoed the legislation to renew the Bank’s charter and removed federal funds from the Bank.

Indian Removal Jackson pressured Congress to pass a law to move Native Americans out of the Southeast and into Indian Territory.

Nullification Crisis Jackson threatened to send federal troops into South Carolina to enforce federal law.

Reviewing Vocabulary, Comprehension and Terms, and People Critical Thinking Complete each sentence by fi lling in the blank with the SECTION 1 (Pages 322–324) correct term or person. 6. a. Identify What changes took place in the 1. In the Supreme Court case of ______, early 1800s that broadened democracy in the the Court ruled that the federal government, not United States? the states, had authority over the Cherokee. b. Analyze How was Jackson’s victory in the 2. President Jackson’s group of advisers was known election of 1828 a reflection of a change in as the ______because of where its mem- American politics? bers met in the White House. c. Evaluate Do you think the changes brought 3. ______served as Andrew Jackson’s vice about by Jacksonian Democracy went far president until he resigned due to the dispute enough in expanding democracy? Why or why over nullification. not? 4. The ______supported the power of the SECTION 2 (Pages 326–331) states over the federal government. 7. a. Describe What conflicts troubled the Jack- 5. The practice of rewarding supporters with posi- son administration? tions in government is known as the ______.

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6-8_SNLAESE484693_C10RT.indd 339 7/2/10 2:24:56 PM b. Draw Conclusions What were the results of Reading Skills the conflict over the Second Bank of the United States? Drawing Conclusions about the Past Use the Reading Skills taught in this chapter to answer the question about c. Predict How might sectional differences the reading selection below. and the debate over states’ rights lead to future problems for the United States? Native Americans had long lived in settlements SECTION 3 (Pages 332–335) stretching from Georgia to Mississippi. However, President Jackson and other political lead- 8. a. Identify Who was Sequoya? What important ers wanted to open this land to settlement by contribution did he make? American farmers. (p. 332) b. Contrast In what different ways did the Cherokee and the Seminole attempt to resist removal to Indian Territory? 1 2 . Which statement below can you conclude from the passage above? c. Elaborate Do you agree with Jackson’s refusal to enforce the Worcester v. Georgia ruling? Why a. Farmers moved onto the Native Americans’ or why not? land after removal. b . Native Americans wanted to move from Reviewing Themes their lands. c. Native Americans resisted removal. 9. Politics What new political party rose in oppo- d. Government officials had to use force to sition to President Andrew Jackson? What was remove Native Americans from their land. the party’s attitude toward the power of the president? 10. Economics What economic factors influenced Using the Internet the policy of Indian removal? 13. Activity: Writing a newspaper In addition to your online textbook, use articles, editorials, Social Studies Skills journals, periodicals, reports and other media to research Andrew Jackson’s presidency. Then use Solving Problems Use the Social Studies Skills taught your research to write a party newspaper that in this chapter to answer the question about the reading supports or criticizes Jackson’s policies. Write selection below. from the point of view of a Jackson supporter or from the point of view of a political enemy. Northerners wanted the tariff to protect their Be sure to provide evidence to support your industries from foreign competition, especially opinions. from Great Britain. British companies were driving American ones out of business with their inexpensive manufac- tured goods. . . . Southerners opposed the tariff, FOCUS ON WRITING saying it would hurt their economy. (p. 327) 14. Writing Interview Questions Review the notes you have taken about Jackson’s political signifi- 11. Which of the following might be a reasonable cance, the conflicts he was involved in, and the solution to the problem discussed above? causes and effects of his policies toward Indians. a. passing a low tariff Then, based on your notes, begin writing ques- b. passing a high tariff only in the South tions for your interview with Jackson. What will c. Britain passing a tariff the readers of your newspaper want to learn more about? Write at least 10 interview ques- d. selling northern and British goods for a higher tions that your readers will want answered. price

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6-8_SSFLESE607511_C10RT.indd 340 10/4/11 9:47:46 AM CHAPTER10 Florida Standardized Test Practice

DIRECTIONS: Read each question and write the ^ The ruling in the Supreme Court case of letter of the best response. Worcester v. Georgia A established the policy of Indian removal. ! The era surrounding the presidency of Andrew Jackson is best known for an B determined that Georgia laws did not apply to expansion in the Cherokee. A freedom of speech. C was enforced by President Andrew Jackson. B religious toleration. D established protective tariffs for imported goods. C states’ rights. & Read the following quote from Daniel Web- D voting rights. ster’s “Seventh of March” speech and use it to answer the question below. @ Which of the following was important to the South’s economy in the 1830s? A manufacturing “The people have preserved . . . their . . . B plantation agriculture Constitution, for forty years, and have seen their happiness, prosperity, and renown C shipbuilding grow with its growth, and strengthen with D weaving its strength . . . I have not coolly weighed the chances of preserving liberty when What action did the Cherokee take to # the bonds that unite us together shall be resist their removal from Georgia and North Carolina to the West? broken . . . [Let us not have] ‘Liberty fi rst and Union afterwards,’ but . . . that other A sued the state of Georgia in the courts sentiment, dear to every true American B destroyed neighbors’ farms and businesses heart,—Liberty and Union, now and for- C went to war against the U.S. government ever, one and inseparable!” D staged a protest called the Trail of Tears –Daniel Webster, Seventh of March $ The debate between John C. Calhoun and Speech, 1830 Daniel Webster over states’ rights was most like the debate between Document-Based Question How does A the Patriots and the Loyalists. Webster appeal to listeners to preserve the B the Antifederalists and the Federalists. Union? C England and France during the French and Indian War. D the large states and the small states during the Constitutional Convention.

% President Jackson’s weakening of the Second Bank of the United States resulted in A infl ation and other economic problems. B the nullifi cation crisis. C the rise of the Democratic Party. D increasing sectionalism.

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