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Unit 4

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President James Polk: Mexican–American War Speech - 1846 - Hear and Read the Text. Mexican American War - 1of6. Lewis & Clark’s Expedition to the Complex West | DocsTeach: Activities. This activity can be used as an introduction or for a closer study of the Lewis & Clark Expedition. Students will learn that the United States purchased the Louisiana Territory in 1803 and President Thomas Jefferson sent Lewis and Clark to explore west of the Mississippi River in 1804, though the land was already inhabited and politically complicated.

Students will analyze primary sources demonstrating various political interests in the West, including the Spanish, French, British, and those of several Native American groups, and place them on a historic map of the West (created for the centennial of the Louisiana Purchase). Learning Objectives Students will identify various groups involved in land use and ownership in the West and learn that territorial acquisition required careful negotiation. For grades 9-12. Approximate time needed is 45 minutes. Instructions As a class, begin the activity with the introduction and discuss the brief historical background provided. Trail of Tears National Historic Trail. America's Great Indian Nations - Full Documentary. The Effects of Removal on American Indian Tribes, Native Americans and the Land, Nature Transformed, TeacherServe, National Humanities Center.

(part 1 of 7)The removal of American Indian tribes from lands east of the Mississippi River to what is now the state of Oklahoma is one of the tragic episodes in American history. Early treaties signed by American agents and representatives of Indian tribes guaranteed peace and the integrity of Indian territories, primarily to assure that the lucrative fur trade would continue without interruption. American settlers' hunger for Indian land, however, led to violent conflict in many cases, and succeeding treaties generally compelled tribes to cede large areas to the United States government. One rationale for these treaties was that Indians were migratory hunters who only followed the game and had no attachment to any particular lands.

This rationale ignored the fact that tribes in the southeast raised significant crops of corn and lived in settled villages. Americans were already swayed by arguments based on stereotypes of Indians as hostile, savage, wandering people. Indian Removal Act. By Robert V. Remini The great Cherokee Nation that had fought the young Andrew Jackson back in 1788 now faced an even more powerful and determined man who was intent on taking their land.

But where in the past they had resorted to guns, tomahawks, and scalping knives, now they chose to challenge him in a court of law. They were not called a ‘civilized nation’ for nothing. Many of their leaders were well educated; many more could read and write; they had their own written language, thanks to Sequoyah, a constitution, schools, and their own newspaper. And they had adopted many skills of the white man to improve their living conditions. Why should they be expelled from their lands when they no longer threatened white settlements and could compete with them on many levels? Prior to that action, they sent a delegation to Washington to plead their cause. So the Cherokees hired William Wirt to take their case to the Supreme Court.

On March 3, 1832, Marshall again ruled in Worcester v. President Andrew Jackson's Message to Congress 'On Indian Removal' (1830) On December 6, 1830, in a message to Congress, President Andrew Jackson called for the relocation of eastern Native American tribes to land west of the Mississippi River, in order to open new land for settlement by citizens of the United States. With the onset of westward expansion and increased contact with Indian tribes, President Jackson set the tone for his position on Indian affairs in his message to Congress on December 6, 1830.

Jackson’s message justified the removal policy already established by the Indian Removal Act of May 28, 1830. The Indian Removal Act was passed to open up for settlement those lands still held by Indians in states east of the Mississippi River, primarily Georgia, Tennessee, Alabama, Mississippi, North Carolina, and others. Jackson declared that removal would “incalculably strengthen the southwestern frontier.”

Removal of the Indian tribes continued beyond Jackson’s tenure as President. War of 1812 (Katy Perry "Roar" Parody) - @MrBettsClass. Monroe Doctrine. Two things had been uppermost in the minds of Adams and Monroe. In 1821 the Russian czar had proclaimed that all the area north of the fifty-first parallel and extending one hundred miles into the Pacific would be off-limits to non-Russians. Adams had refused to accept this claim, and he told the Russian minister that the United States would defend the principle that the ‘American continents are no longer subjects of any new European colonial establishments.’

More worrisome, however, was the situation in Central and South America. Revolutions against Spanish rule had been under way for some time, but it seemed possible that Spain and France might seek to reassert European rule in those regions. The British, meanwhile, were interested in ensuring the demise of Spanish colonialism, with all the trade restrictions that Spanish rule involved. Secretary of State William H. The greatest extension of the doctrine’s purview came with Theodore Roosevelt’s famous corollary. Indian removal. Early in the 19th century, while the rapidly-growing United States expanded into the lower South, white settlers faced what they considered an obstacle. This area was home to the Cherokee, Creek, Choctaw, Chicasaw and Seminole nations.

These Indian nations, in the view of the settlers and many other white Americans, were standing in the way of progress. Eager for land to raise cotton, the settlers pressured the federal government to acquire Indian territory. Andrew Jackson, from Tennessee, was a forceful proponent of Indian removal. In 1814 he commanded the U.S. military forces that defeated a faction of the Creek nation. From 1814 to 1824, Jackson was instrumental in negotiating nine out of eleven treaties which divested the southern tribes of their eastern lands in exchange for lands in the west. In 1823 the Supreme Court handed down a decision which stated that Indians could occupy lands within the United States, but could not hold title to those lands.

Previous | next. The Trail of Tears — The Indian Removals. Over 20,000 Cherokees were forced to march westward along the Trail of Tears. About a quarter of them died along the way. Not everyone was included in the new Jacksonian Democracy. There was no initiative from Jacksonian Democrats to include women in political life or to combat slavery. But, it was the Native American who suffered most from Andrew Jackson's vision of America. Jackson, both as a military leader and as President, pursued a policy of removing Indian tribes from their ancestral lands. This relocation would make room for settlers and often for speculators who made large profits from the purchase and sale of land. According to legend, a Cherokee rose, the state flower of Georgia, grew in every spot a tear fell on the Trail of Tears. Indian policy caused the President little political trouble because his primary supporters were from the southern and western states and generally favored a plan to remove all the Indian tribes to lands west of the Mississippi River. The U.S.-Mexican War . For Educators . Manifest Destiny. Grade Level(s): Subject Area(s) Language Arts - Reading and Writing, Civics, Geography, U.S. History Estimated Time One to two 45-50 minute class periods Summary Manifest Destiny represented the forward-looking outlook of a young expanding nation, the United States. Objectives Students will: Learn about an idea that was one of the driving forces of the young United States. Materials Needed This activity can be completed using a computer lab where students can access the video clips and handouts themselves via "The U.S. Video clips used: Procedure Pre-viewing Activity: Introduce the idea of Manifest Destiny and explain a bit about its importance in the 19th century United States.

Have the students read the following short article from the U.S. For additional background, you can reference the other excellent articles on Manifest Destiny on the 'U.S. Go over the questions on the Power of Perspective worksheet with students before they watch the video clips. Classroom Assessment National Standards. The Mexican-American War: Arguments for and against Going to War. The U.S.-Mexican War . Interactive Timeline. HISTORY TALKS: James Madison, Father of the Constitution.

CHRONOLOGICAL TABLE of the PRINCIPAL EVENTS in America From 1776 to 1876 | The Patriot Brotherhood From Sea to Shining Sea. September 7. —General Lafayette embarked for France in the United States frigate Brandywine. July 4. —John Adams, aged 91, of Massachusetts, and Thomas Jefferson, aged 83, of Virginia, both died on the fiftieth anniversary of the independence of their native country. September 13. —William Morgan, who had published a pamphlet divulging the secrets of Masonry, was abducted from Canandaigua, N.

Y., and was never afterward satisfactorily heard of. It was thought that he was drowned in Lake Ontario. Heavy forces were sent against the Winnebago Indians, who had become troublesome They were overawed and gave up a number of murderers in their tribe. November 14. February I1. January 19. March 4. May 27. Fifth census of the United States. January 6. May 27. October 5. April 19. July 4. January 1. July 10. The Indian chief Black Hawk was captured. November. December 11.— President Jackson issued his proclamation in relation to nullification in South Carolina. January 16. December 26. February 18. April 15. March.

War of 1812

Introduction to the Antifederalists. Who were the Antifederalists and what did they stand for? Why the name Antifederalist? The name, Antifederalists, captures both an attachment to certain political principles as well as standing in favor and against trends that were appearing in late 18th century America. It will help in our understanding of who the Antifederalists were to know that in 1787, the word “federal” had two meanings.

One was universal, or based in principle, and the other was particular and specific to the American situation. The first meaning of “federal” stood for a set of governmental principles that was understood over the centuries to be in opposition to national or consolidated principles. Thus the Articles of Confederation was understood to be a federal arrangement: Congress was limited to powers expressly granted, the states qua states were represented equally regardless of the size of their population, and the amending of the document required the unanimous consent of the state legislatures. Revolutionary War Timeline. Learning Resources - Info Sheets, Handouts, Bibliographies - The Monticello Classroom.

(1) America, the Story of US - Rebels. Westward - American History in HD - Documentary.


We the People: The Citizen & the Constitution, Level 3. Welcome to the companion website for the new, 2009 edition of the We the People: The Citizen & the Constitution Level 3 student text. The We the People curriculum enhances students' understanding of the institutions of American constitutional democracy and helps them to identify the contemporary relevance of the Constitution and Bill of Rights. Critical thinking exercises, problem-solving activities, and cooperative learning techniques help develop the participatory skills necessary for students to become active, responsible citizens.

The culminating activity is a simulated congressional hearing in which students testify before a panel of judges. Students demonstrate their knowledge and understanding of constitutional principles and have opportunities to evaluate, take, and defend positions on relevant historical and contemporary issues. Here is a guide to what you will find in the We the People companion website: