Section 4 Step-by-Step Instruction Jackson’s Viewpoint SECTION SECTION “ It will incalculably strengthen the southwestern frontier and render the adjacent states strong enough to repel future invasions without remote Review and Preview aid . and enable those states to advance rapidly Students have learned about the election in population, wealth, and power.” of Andrew Jackson. Now they will study his policies toward Native Americans. —Andrew Jackson, explaining the benefits of Indian removal, 1830 ᮤ Seminole woman Indian Removal Section Focus Question Objectives Why It Matters As a general, Andrew Jackson won great Why did Jackson use force to •Describe the culture of Native Americans popularity for his victories over Indians in Georgia and remove Native Americans from in the Southeast. Florida. As President, he worked to remove Native Ameri- the Southeast? • Describe the conflict over land occupied by cans from their homelands. This forced migration still Before you begin the lesson for the day, Native Americans in the Southeast. affects Native Americans today. write the Section Focus Question on the •Discuss the forced removal of Native Section Focus Question: Why did Jackson use force board. (Lesson focus: Whites wanted their Americans. to remove Indians from the Southeast? land, and Native Americans would not move voluntarily. The government decided that Reading Skill Native Americans of the Southeast Native Americans stood in the way of west- When Andrew Jackson became President, more than ward expansion.) Identify Long-Term Effects Many 100,000 Native Americans still lived east of the Mississippi historical events have long-term effects—lasting River. Many were farmers or lived in towns. effects that build up over time. As you read The Choctaw, Chickasaw, Cherokee, and Creek nations Prepare to Read Section 4, look for events that have long-term lived in parts of Mississippi, Alabama, Georgia, North Caro- effects. Think about why these causes have had Build Background such a lasting effect. lina, and Tennessee. The Seminoles, who lived in Florida, had an unusual origin. They were a combination of Creeks Knowledge L2 who had moved into Florida, Florida Native Americans, Key Person Tell students that in this section, they will and escaped African American slaves. Sequoyah read how Andrew Jackson used his power The Cherokees had adopted some white customs. Aside as President. Ask students to speculate from farming, they ran successful businesses, such as grain about whether a President of today could and lumber mills. Some could speak and read English. Many take actions contrary to a Supreme Court had converted to Christianity. decision. The Cherokees even had a written alphabet for their language. It had been created by a learned leader named Set a Purpose L2 Sequoyah (sih KWOY uh). In 1827, the Cherokees established a government based on a written constitution. They claimed I Form students into pairs or groups of status as a separate nation. The next year, they started a four. Distribute the Reading Readiness newspaper in both English and Cherokee. Guide. Ask students to fill in the first two columns of the chart. What were some of the customs and ways of life of the Cherokees? Teaching Resources, Unit 3, Reading Readiness Guide, p. 83 Section 4 Indian Removal 355 I Use the Numbered Heads strategy (TE, p. T24) to call on students to share one piece of information they already know Use the information below to teach students this section’s high-use words. and one piece of information they want to know. The students will return to High-Use Word Definition and Sample Sentence these worksheets later. voluntary, p. 357 adj. done willingly, of one’s own free will Settlers began a huge voluntary movement westward. quote, p. 357 v. to repeat the exact words spoken or written The newspaper quoted long excerpts from the President’s speech. Answer Many converted to Chris- tianity, spoke English, and ran businesses. Chapter 10 355 Teach Indian Removal Superio Native Americans of the L. r ME Southeast VT WISCONSIN L . H p. 355 L2 u M TERRITORY r NH o is n s n is a si g pp i L. Ontario i R h . c NY MA Instruction i M M . I iss MI Vocabulary Builder Before teaching ou L CT r Sauk i ie R Er RI . this section, preteach the High-Use L 40˚ N Fox Words voluntary and quote, using PA the strategy on TE p. T21. OH NJ IL IN MD Key Terms Have students continue to DE fill in the See It–Remember It chart for . o R N the key terms in this chapter. MO Ohi VA I Read Native Americans of the South- KY E INDIAN W east, using the ReQuest strategy (TE, p. TERRITORY NC Ft. Smith TN S T23). Ft. Gibson ! Memphis Ft. Coffee! ! I Students may have misconceptions SC ATLANTIC AR OCEAN about the customs and lifestyle of R ed R. Native Americans in the 1800s. Based on GA 0 km 200 70˚ AL W movies and novels, they may think Indi- LA 0 miles 200 Vicksburg Azimuthal Equal-Area Projection 30˚ N ans were only hunters and warriors. MS Address these impressions when dis- FLORIDA TERR ITO KEY cussing this section. (Many Cherokees New Orleans RY were farmers or businessmen. They had their Ceded to Native Americans own schools. Some could read and write Ceded by Native Americans English. Many had converted to Christian- Common removal route Cherokee removal route ity. (Trail of Tears) ) Gulf of Mexico Chickasaw removal route I Discuss the status of the Cherokees in Choctaw removal route 1827. (Although they had adapted many Creek removal route white customs, they had their own govern- Seminole removal route ment with a constitution written in their ! Forts 100˚ W own language. They claimed status as a 80˚ W separate nation living in the United States.) W 90˚ 20˚ N Independent Practice Have students begin filling in the study guide for this section. Interactive Reading and In the 1830s, some 100,000 Native Americans of the Southeast were driven from their homes and forced to walk to a new home across the Mississippi River. Notetaking Study Guide, Chapter 10, (a) Read a Map Which five Southeast nations were affected by the For: Interactive map Section 4 (Adapted Version also available.) movement? Visit: PHSchool.com (b) Apply Information Use the scale of miles and the map above to answer Web Code: myp-3064 the following question: About how far did the Seminoles have to travel to Monitor Progress get from Florida Territory to New Orleans? As students fill in the Notetaking Study Guide, circulate to make sure students understand how the Cherokees adapted to 356 Chapter 10 A Changing Nation whites. Provide assistance as needed. Differentiated Instruction L3 Gifted and Talented Retracing the Trail of Tears Have stu- Indian Territory by foot. Suggest that one dents work in pairs to plan a walking trip group plan to make the trip in the summer, that retraces the Trail of Tears. Tell them to while another plans for a winter trip. Have make lists of everything they would need groups share their lists. to take in order to get from Georgia to the Answers (a) Cherokee, Choctaw, Chickasaw, Creek, Seminole (b) 525 miles 356 Chapter 10 Conflict Over Land Conflict Over Land To government leaders, the presence of Native Americans in the p. 357 Southeast stood in the way of westward expansion of the United States. Furthermore, the Native Americans lived on fertile land. Instruction L2 White farmers wanted that land for growing cotton. I Have students read Conflict Over Land. Forced Movement Policies to move Native Americans from Remind students to look for details to their lands dated from the presidency of Thomas Jefferson. Jefferson Vocabulary Builder answer the Section Focus Question. hoped the movement would be voluntary. He believed that moving voluntary (VAHL ahn tair ee) I Ask: Why did Jackson want the Native west was the only way the Native Americans could preserve their adj. done willingly, of one’s own free will American groups to move? (To govern- cultures. ment leaders, the Native Americans stood in After the War of 1812, the federal government signed treaties the way of westward expansion.) with several Native American groups of the Old Northwest. Under those treaties, the groups gave up their lands and moved west of the I Discuss the Supreme Court cases Mississippi River. involving the Cherokees. Ask: Which However, the Native Americans of the Southeast would not case supported the Cherokees? (Worces- move. In 1825, President James Monroe suggested a plan to move all ter v. Georgia) Native Americans living east of the Mississippi to land west of the I Ask: In what way do you think Jack- river. However, nothing came of the plan. Yet, year by year, the pres- son’s defiance of the Supreme Court’s sure on the Native Americans of the Southeast grew. By the 1820s, decision was typical of his history and many white southerners were demanding that Native Americans be removed by force. character? (Possible answers: He was used In 1825 and 1827, the state of Georgia passed a law forcing the to doing things on his own, as when he Creeks to give up most of their land. In 1828, Georgia tried to get the attacked Spanish settlements in Florida. He Cherokees to do the same. The state said the Cherokees were not a knew that whites would support his deci- separate nation and they had to move off their land. sion, and he was accustomed to meeting the general public’s wishes.) Ask: Why did Support for Native Americans Georgia’s actions were Jackson enforce the Indian Removal challenged in two suits that reached the Supreme Court.