CHAPTER Jackson 1824–18401824–1840 · 2016-11-29 · Battle of New Orleans in 1815, Jackson soundly defeated the British even though his troops were greatly outnumbered. He became

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The Age ofJackson 1824–1840

The Age ofJackson 1824–1840

Section 1Politics ofthe People

Section 2Jackson’sPolicyTowardNativeAmericans

Section 3Conflictsover States’Rights

Section 4Prosperityand Panic

12

1824Simón Bolívar becomespresident of Peru.

1830Revolutions occur

in Belgium, France,and Poland.

1824John Quincy Adams iselected president.

1828Tariff of Abominations

signed into law.Andrew Jackson iselected president.

366

1830IndianRemovalAct ispassed.

1828Uruguay gainsindependence.

President-elect Andrew Jacksonis on his way to Washington inthis painting.

1824

As a general, Andrew Jackson wasa hero of the War of 1812,defeating the British at the Battleof New Orleans.

CHAPTER

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Visit the Chapter 12 links for more informationabout the Age of Jackson.

Interact with History

The Age of Jackson 367

1832Reform Actincreases numberof voters in Britain.

1838Zulu clash withBoer settlers inSouth Africa.

1837Victoria

becomes queenof Great Britain.

1840William Henry

Harrison is electedpresident.

1836Martin VanBuren iselectedpresident.

1838Cherokees

begin totravel the

Trail of Tears.

1832Jackson vetoes charter ofBank of the United States.South Carolina nullifies tariffs.Jackson is reelected.

1840

The year is 1828. You will vote for president

for the first time. Important economic, social,

and political issues face the country. The

favored candidate is Andrew Jackson, a

military hero. Before you vote, you should

decide what you are looking for in a leader.

What qualities do you thinkmake a strongleader?What Do You Think?• Which earlier presidents would you consider

strong leaders and which not?

• Would qualities that make a military leader alsomake a good president? Why or why not?

http://www.classzone.com/books/ca05_ww1

368 CHAPTER 12

Finding Main IdeasTo make it easier for you to understand what you read, learn to find the main idea of eachparagraph, topic heading, and section. Remember that the supporting details help explainthe main ideas. On the chart below, write down the main ideas about the political, eco-nomic, and social changes during Jackson’s presidency.

See Skillbuilder Handbook, page R5.

What Do You Know?What do you already know about the issues that faced the nationin the first half of the 19th century? How did presidents beforeJackson deal with problems?

Think About• what you have learned about Andrew Jackson from books and

movies• how American life is affected by the actions of a president, by

conflicts among different parts of the country, and by the willof the people

• your responses to the Interact with History about qualities thatmake a strong leader (see page 367)

What Do You Want to Know?What questions do you have about Jackson and his presidency? Record them in your notebook before reading the chapter.

Reading Strategy: Finding Main Ideas12

Political SocialEconomic

Main Ideas:• Democratic and Whig

parties formed• common people given

voice in government• spoils system created• Union strengthened

Main Ideas:• common people had

more importance• Native Americans

removed to the West• whites settled on for-

mer Native Americanlands

Main Ideas:• higher tariffs enacted• national bank closed• inflation grew

CHANGES DURING JACKSON’S PRESIDENCY

CHAPTER

Taking Notes

CALIFORNIA STANDARDS

Reading 2.0 Students readand understand grade-level-appropriate material. Theydescribe and connect theessential ideas, arguments,and perspectives of the textby using their knowledge oftext structure, organization,and purpose.


Politics of the People

11

MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES

ONE AMERICAN’S STORYFor 40 years, Margaret Bayard Smith and her

husband, a government official, were central

figures in the political and social life of

Washington. In 1824, Smith described how John

Quincy Adams reacted to his election as president.

A VOICE FROM THE PAST

When the news of his election was communicated toMr. Adams by the Committee . . . the sweat rolled downhis face—he shook from head to foot and was so agitated that he could scarcely stand or speak.

Margaret Bayard Smith, The First Forty Years ofWashington Society

Adams had reason to be shaken by his election. It had been hotly

contested, and he knew that he would face much opposition as he tried

to govern. In this section, you will learn how Adams defeated Andrew

Jackson in 1824, only to lose to him four years later.

The Election of 1824In 1824, regional differences led to a fierce fight over the presidency. TheDemocratic-Republican Party split apart, with four men hoping to replaceJames Monroe as president. John Quincy Adams, Monroe’s secretary ofstate, was New England’s choice. The South backed William Crawford ofGeorgia. Westerners supported Henry Clay, the “Great Compromiser,”and Andrew Jackson, a former military hero from Tennessee.

Jackson won the most popular votes. But he did not receive a major-ity of electoral votes. According to the Constitution, if no person wins amajority of electoral votes, the House of Representatives must choose thepresident. The selection was made from the top three vote getters.

Clay had come in fourth and was out of the running. In the Housevote, he threw his support to Adams, who then won. Because Adams

Margaret Bayard Smith

Andrew Jackson’s election to thepresidency in 1828 brought a newera of popular democracy.

Jackson’s use of presidential powers laid the foundation of the modern presidency.

John QuincyAdams

Andrew Jackson

Jacksoniandemocracy

spoils system

Taking Notes Use your chart to take notes about political changes.


POLITICAL


8.2.7 Describe the principles of fed-eralism, dual sovereignty, separa-tion of powers, checks andbalances, the nature and purposeof majority rule, and the ways inwhich the American idea of consti-tutionalism preserves individualrights.

8.3.6 Describe the basic law-makingprocess and how the Constitutionprovides numerous opportunitiesfor citizens to participate in thepolitical process and to monitorand influence government (e.g.,function of elections, political par-ties, interest groups).

8.8.1 Discuss the election of AndrewJackson as president in 1828, theimportance of Jacksonian democ-racy, and his actions as president(e.g., the spoils system, veto of theNational Bank, policy of Indianremoval, opposition to theSupreme Court).

REP4 Students assess the credibilityof primary and secondary sourcesand draw sound conclusions fromthem.

later named Clay as his secretary of state, Jackson’s supporters claimedthat Adams gained the presidency by making a deal with Clay. Chargesof a “corrupt bargain” followed Adams throughout his term.

Adams had many plans for his presidency. He wanted to build roads andcanals, aid education and science, and regulate the use of natural resources.But Congress, led by Jackson supporters, defeated his proposals.

Jacksonian DemocracyJackson felt that the 1824 election had been stolen from him—that thewill of the people had been ignored. Jackson and his supporters wereoutraged. He immediately set to work to gain the presidency in 1828.

For the next four years, the split in the Democratic-Republican Partybetween the supporters of Jackson and of Adams grew wider. Jacksonclaimed to represent the “common man.” He said Adams represented agroup of privileged, wealthy Easterners. This division eventually createdtwo parties. The Democrats came from among the Jackson supporters,while the National Republicans grew out of the Adams camp.

The election of 1828 again matched Jackson against Adams. It was abitter campaign—both sides made vicious personal attacks. Even Jackson’swife, Rachel, became a target. During the campaign, Jackson crusadedagainst control of the government by the wealthy. He promised to look outfor the interests of common people. He also promoted the concept ofmajority rule. The idea of spreading political power to all the people andensuring majority rule became known as Jacksonian democracy.

Actually, the process of spreading political power had begun beforeJackson ran for office. When Jefferson was president in the early 1800s,

370 CHAPTER 12

Why do you think Jackson was popular but Adams was not?

JOHN QUINCY ADAMS1767–1848

John Quincy Adams was born intowealth and social position. He wasthe son of President John Adams. Likehis father, he had a sharp mind, spoke

eloquently, workedtirelessly in public service,and had high principles.But he was sometimesvain, and unwilling tocompromise. This madehim unpopular withmany people and oftenineffective. After hispresidency, he servedwith distinction inCongress.

ANDREW JACKSON1767–1845

Andrew Jackson wasthe son of a poor farmcouple from SouthCarolina. Orphaned byage 14, he was a wildand reckless youth.

Jackson moved on to become asuccessful lawyer and plantationowner in Tennessee. But his quicktemper still got him into brawls andduels. Bullets in his body from twoduels frequently caused him pain.

Jackson’s humble background andreputation for toughness endearedhim to voters. They considered himone of their own.

A. AnalyzingCauses What wasthe main reasonJohn QuincyAdams was noteffective aspresident?A. PossibleAnswer His proposals facedopposition fromJackson support-ers in Congress,and he wasunwilling to bargain.

additional people had gained the right to vote as statesreduced restrictions on who could vote. Before, forexample, only those who owned property or paid taxescould vote in many states. This easing of voting restric-tions increased the number of voters. But voting wasstill limited to adult white males.

The expansion of voting rights helped Jackson achievean overwhelming win in the 1828 presidential election.Jackson’s triumph was hailed as a victory for commonpeople. Large numbers of Western farmers as well asworkers in the nation’s cities supported him. Their voteput an end to the idea that the government should becontrolled by an educated elite. Now, the common peo-ple would be governed by one of their own. (See chart“Changes in Ideas About Democracy,” page 373.)

The People’s PresidentJackson’s humble background, and his reputation as awar hero, helped make him president. Many saw his rise above hardshipas a real American success story. He was the first president not from anaristocratic Massachusetts or Virginia family, and the first from the West.

Jackson indeed had had a hard life. His father died shortly before hisbirth, and Jackson grew up on a frontier farm in South Carolina. At 13,he joined the militia with his older brother to fight in the RevolutionaryWar. In 1781, they were taken prisoner by the British. While captive, heallegedly refused when commanded to shine an officer’s boots. The offi-cer struck Jackson with a sword, leaving scars on his hand and head.Later, Jackson’s mother obtained her sons’ release from a military prison,where they had become ill with smallpox. Jackson’s brother died, but hismother nursed Jackson back to health. A short time later, she also died.Jackson’s experiences during the Revolution left him with a lifelonghatred of the British.

After the war, Jackson moved to the Tennessee frontier. In 1784, hebegan to study law. He built a successful legal practice and alsobought and sold land. Jackson then purchased a plantation nearNashville and ran successfully for Congress. After the War of1812 broke out, he was appointed a general in the army. At theBattle of New Orleans in 1815, Jackson soundly defeated theBritish even though his troops were greatly outnumbered. Hebecame a national war hero. He earned the nickname “OldHickory,” after a soldier claimed that he was “tough as hickory.”

Jackson Takes OfficeJackson’s success in the presidential election of 1828 came at a highprice. Shortly after he won, his wife, Rachel, died of a heart attack.Jackson believed that the campaign attacks on her reputation had killedher. She was a private woman who preferred a quiet life. In fact, she had


Jackson usuallywore this miniatureoil portrait of hisbeloved wife,Rachel, around his neck.

B. RecognizingEffects What factor madeJackson’s appealto the “commonman” especiallyimportant in theelection of 1828?B. Answer Morepeople had gainedthe right to vote,including peoplewithout propertyor much money.

ADAMS AND JEFFERSONJohn Adams and ThomasJefferson died on the sameday—the Fourth of July, 1826,the 50th anniversary of theadoption of the Declaration of Independence.

Both Adams and Jeffersonwere founders of the nation,signers of the Declaration, andpresidents. They were alsopolitical enemies who hadbecome friends late in life.

Adams was 90; Jefferson, 83. Adams’s last words were“Jefferson still survives.” He wasunaware that Jefferson haddied hours earlier.

said that she would “rather be a doorkeeper in the house of God than . . .live in that palace at Washington.” Margaret Bayard Smith describedRachel’s importance to Jackson, saying she “not only made him a happier,but a better man.”

Jackson looked thin, pale, and sad at his inauguration on March 4,1829. But the capital was full of joy and excitement. Thousands of peo-ple were there. Senator Daniel Webster wrote about the inauguration.


I have never seen such a crowd before. Persons have come five hundred milesto see General Jackson, and they really seem to think that the country hasbeen rescued from some dreadful danger.

Daniel Webster, Correspondence

At the inauguration ceremony, the crowd shouted, waved, applauded,and saluted its hero. He bowed low to the people in turn. A throng fol-lowed Jackson to the White House reception. One person described thecrowd as containing “all sorts of people, from the highest and most pol-ished, down to the most vulgar and gross in the nation.”

The crowd grew rowdy. People broke china and glasses as theygrabbed for the food and drinks. The pushing and shoving finally drovethe new president to flee the White House. As Supreme Court JusticeJoseph Story observed, “The reign of King Mob seemed triumphant.”

Exercising the VoteDuring the Age of Jackson, rules on who could vote were eased. Thisincreased the number of voters. But voting was still limited to adultwhite males. Over the years, other groups gained the right to vote,including African Americans, women, and Native Americans. Today’selections are open to all citizens aged 18 and over.

Future voters can practice casting their votes in mock, or pre-tend, elections. The National Student/Parent Mock Election teachesstudents to be informed voters. Mock presidential elections attractcoverage by the media. Television stations may even broadcast livefrom schools, interviewing student voters.

One high school student,Charlie Tran from San Jose,California, said, “Students seemto catch the important politicalevents surrounding them. Somestudents are taking their views . . .to a new level by campaigningfor the candidate they support.”

How Do You Set Up a Mock Election?1. Choose issues and candidates

and then set up a mockelection in your classroom. (Youcould focus on the national,state, or local level.)

2. Create the materials of anelection, such as the pollingplace, ballots, and posters.

3. Campaign for the candidates or the issues you support.

4. Conduct the voting.

5. Prepare mock media reports onthe election’s outcome. Youmay want to interview voters.

See Citizenship Handbook, page 283.

For more about citizenship and voting . . .

RESEARCH LINKSCLASSZONE .COM

Students registerto vote in amock election.

C. PossibleAnswer The common peoplefelt one of theirown was nowpresident.

C. DrawingConclusions Whydid Jackson’s supporters reactwith such enthu-siasm at his inauguration?

372


SKILLBUILDER Interpreting Charts1. What do you think was the most important change in democracy?2. Did Jefferson or Jackson exercise more power?

JACKSONIAN DEMOCRACY

Changes in Ideas About Democracy

A New Political Era BeginsJackson’s inauguration began a new political era. In his campaign, hehad promised to reform government. He started by replacing manygovernment officials with his supporters. This practice of giving gov-ernment jobs to political backers became known as the spoils system.The name comes from a statement that “to the victor belong the spoils[possessions] of the enemy.” Jackson’s opponents charged that the prac-tice was corrupt. But he defended it, noting that it broke up one group’shold on government.

As president, Jackson would face three major issues—the status ofNative Americans, the rights of the states, and the role of the Bank ofthe United States. In the next section, you will learn how Jackson’spolicies affected Native Americans.


2. Using GraphicsUse a chart to identify impor-tant biographical informationabout Andrew Jackson. (REP3)

3. Main Ideasa. How did Andrew Jacksonreact to the election of 1824?Why? (HI2)

b. What factors helpedJackson win the presidency in 1828? (HI2)

c. What was the effect ofexpanding voting rights?(HI2)

4. Critical ThinkingAnalyzing Points of ViewWhat are reasons for andagainst the spoils system?(REP5)

THINK ABOUT• the effects of giving

government workerslifetime jobs

• the effects of rewardingpolitical supporters

1. Terms & NamesExplain the

significance of:• John Quincy Adams• Andrew Jackson• Jacksonian

democracy• spoils system

Section Assessment

ACTIVITY OPTIONS

GEOGRAPHYMATH

Find out which states Jackson and Adams won in the 1828 election. Show theresults on a map or chart that includes vote totals and percentages. (CST3)

1

Life of Andrew Jackson

Youthful life

Road to Congress

War hero

Appeal to voters

SkillbuilderAnswers1. Some studentsmay say govern-ment by the peo-ple; others mightchoose the spreadof democracy tosocial and eco-nomic life.2. Jackson exer-cised more powerbecause hebelieved in astrong presidency.

JEFFERSONIAN DEMOCRACY

government by the people

democracy in social, economic,and political life

championed the cause of the farmer and the laborer in an agricultural and industrial society

limited government, but with a strong president

government for the people bycapable, well-educated leaders

democracy in political life

championed the cause of the farmer in a mainly agricultural society

limited government

374 CHAPTER 12

ONE AMERICAN’S STORYIn 1821, a brilliant Cherokee named Sequoya (sih KWOY

uh) invented a writing system for the Cherokee

language. Using this simple system, the Cherokees soon

learned to read and write. A traveler in 1828 marveled at

how many Cherokees had learned to read and write

without schools or even paper and pens.


I frequently saw as I rode from place to place,Cherokee letters painted or cut on the trees by theroadside, on fences, houses, and often on pieces ofbark or board, lying about the houses.

Anonymous traveler, quoted in the Advocate

Sequoya hoped that by gaining literacy—the

ability to read and write—his people could share the

power of whites and keep their independence. But

even Sequoya’s invention could not save the

Cherokees from the upheaval to come. In this section,

you will learn about President Jackson’s policy toward

Native Americans and its effects.

Native Americans in the SoutheastSince the 1600s, white settlers had pushed Native Americans westward asthey took more and more of their land. However, there were still manyNative Americans in the East in the early 1800s. Some whites hoped thatthe Native Americans could adapt to the white people’s way of life. Otherswanted the Native Americans to move.They believed this was the only wayto avoid conflict over land. Also, many whites felt that Native Americanswere “uncivilized” and did not want to live near them.

By the 1820s, about 100,000 Native Americans remained east of theMississippi River. The majority were in the Southeast. The major tribes

Sequoya invented awriting system of86 characters,shown here, for theCherokee language.

22

Jackson’s Policy Toward Native Americans


During Jackson’s presidency, NativeAmericans were forced to movewest of the Mississippi River.

This forced removal forever changedthe lives of Native Americans in theUnited States.

Sequoya

Indian RemovalAct

Indian Territory

Trail of Tears

Osceola

Taking Notes Use your chart to take notes about social changes.


SOCIAL


8.8.1 Discuss the election of AndrewJackson as president in 1828, theimportance of Jacksonian democracy,and his actions as president (e.g., thespoils system, veto of the NationalBank, policy of Indian removal, oppo-sition to the Supreme Court).

8.8.2 Describe the purpose, chal-lenges, and economic incentives asso-ciated with westward expansion,including the concept of ManifestDestiny (e.g., the Lewis and Clarkexpedition, accounts of the removalof Indians, the Cherokees' "Trail ofTears," settlement of the GreatPlains) and the territorial acquisitionsthat spanned numerous decades.

8.12.2 Identify the reasons for thedevelopment of federal Indian policyand the wars with American Indiansand their relationship to agriculturaldevelopment and industrialization.

CST3 Students use a variety of mapsand documents to identify physicaland cultural features of neighbor-hoods, cities, states, and countriesand to explain the historical migra-tion of people, expansion and disin-tegration of empires, and the growthof economic systems.

were the Cherokee, Chickasaw, Choctaw, Creek, andSeminole. Whites called them the Five Civilized Tribesbecause they had adopted many aspects of white cul-ture. They held large areas of land in Georgia, theCarolinas, Alabama, Mississippi, and Tennessee.

The Cherokee NationMore than any other Southeastern tribe, the Cherokeehad adopted white customs, including their way ofdressing. Cherokees owned prosperous farms and cattleranches. Some even had slaves. From Sequoya, theyacquired a written language, and they published theirown newspaper, the Cherokee Phoenix. Some of theirchildren attended missionary schools. In 1827, theCherokees drew up a constitution based on the U.S.Constitution and founded the Cherokee Nation.

A year after the Cherokees adopted their constitution,gold was discovered on their land in Georgia. Now, notonly settlers but also miners wanted these lands. The dis-covery of gold increased demands by whites to move theCherokees. The federal government responded with aplan to remove all Native Americans from the Southeast.

Jackson’s Removal PolicyAndrew Jackson had long supported a policy of movingNative Americans west of the Mississippi. He first dealtwith the Southeastern tribes after the War of 1812. Thefederal government ordered Jackson, then acting as Indiantreaty commissioner, to make treaties with the NativeAmericans of the region. Through these treaties forced onthe tribes, the government gained large tracts of land.

Jackson believed that the government had the right to regulate whereNative Americans could live. He viewed them as conquered subjectswho lived within the borders of the United States. He thought thatNative Americans had one of two choices. They could adopt white cul-ture and become citizens of the United States. Or they could move intothe Western territories. They could not, however, have their own gov-ernments within the nation’s borders.

After the discovery of gold, whites began to move onto Cherokeeland. Georgia and other Southern states passed laws that gave them theright to take over Native American lands. When the Cherokee and othertribes protested, Jackson supported the states.

To solve the problem, Jackson asked Congress to pass a law thatwould require Native Americans to either move west or submit to statelaws. Many Americans objected to Jackson’s proposal. Massachusettscongressman Edward Everett opposed removing Native Americansagainst their will to a distant land. There, he said, they would face “the


A. Reading aMap Use the mapon page 376 tolocate NativeAmerican landsin the Southeast.

CHEROKEE PEOPLE TODAYToday, there are more than300,000 Cherokees. They arepart of three main groups—theCherokee Nation of Oklahoma,the United Keetoowah Band inOklahoma, and the EasternBand of Cherokee Indians ofNorth Carolina.

Wilma Mankiller, shownbelow, was the first womanelected principal chief of theCherokee Nation of Oklahoma.She has said that the “Cherokeepeople possess an extraordinaryability to face down adversityand continue moving forward.We are able to do that becauseour culture, though certainlydiminished, has sustained ussince time immemorial.”

B. DrawingConclusionsWhat were rea-sons for andagainst the IndianRemoval Act?B. PossibleAnswers Reasonsfor: White settlerswanted NativeAmerican land.Relocation wouldprevent tribesfrom being wipedout. Reasonsagainst: NativeAmericans did notwant to move,and they hadtreaties protect-ing their lands.

perils and hardships of a wilderness.” Religious groups such as theQuakers also opposed forced removal of Native Americans. After heateddebate, Congress passed the Indian Removal Act in 1830. The actcalled for the government to negotiate treaties that would require NativeAmericans to relocate west.

Jackson immediately set out to enforce the law. He thought his pol-icy was “just and liberal” and would allow Native Americans to keeptheir way of life. Instead, his policy caused much hardship and foreverchanged relations between whites and Native Americans.

The Trail of TearsAs whites invaded their homelands, many Native Americans saw noother choice but to sign treaties exchanging their land for land in theWest. Under the treaties, Native Americans would be moved to an areathat covered what is now Oklahoma and parts of Kansas and Nebraska.This area came to be called Indian Territory.

Beginning in the fall of 1831, the Choctaw and other Southeast tribeswere removed from their lands and relocated to Indian Territory. TheCherokees, however, first appealed to the U.S. Supreme Court to protecttheir land from being seized by Georgia. In 1832, the Court, led by ChiefJustice John Marshall, ruled that only the federal government, not thestates, could make laws governing the Cherokees. This ruling meant that

376 CHAPTER 12

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GEOGRAPHY SKILLBUILDER Interpreting Maps1. Movement How long was the Trail of Tears?2. Location What states bordered Indian Territory?

Southeastern People Relocated

= 2,000 Native Americans(in thousands)

SkillbuilderAnswers1. about 700 miles2. Missouri andArkansas

C. RecognizingEffects Whathappened to the Cherokees as a result of the IndianRemoval Act?C. PossibleAnswers Theylost their land,property, andhomes. One-fourth of themdied on the longjourney west.They had to reset-tle in a strangeland.

the Georgia laws did not apply to the Cherokee Nation. However, bothGeorgia and President Jackson ignored the Supreme Court. Jackson said,“John Marshall has made his decision. . . . Now let him enforce it.”

A small group of Cherokees gave up and signed a treaty to move west.But the majority of the Cherokees, led by John Ross, opposed the treaty.Jackson refused to negotiate with these Cherokees.

In 1838, federal troops commanded by General Winfield Scott roundedup about 16,000 Cherokees and forced them into camps. Soldiers tookpeople from their homes with nothing but the clothes on their backs. Overthe fall and winter of 1838–1839, these Cherokees set out on the long jour-ney west. Forced to march in the cold, rain, and snow without adequateclothing, many grew weak and ill. One-fourth died. The dead includedJohn Ross’s wife. One soldier never forgot what he witnessed on the trail.


Murder is murder and somebody must answer, somebody must explain thestreams of blood that flowed in the Indian country in . . . 1838. Somebodymust explain the four-thousand silent graves that mark the trail of theCherokees to their exile. I wish I could forget it all, but the picture of six-hundred and forty-five wagons lumbering over the frozen ground with theirCargo of suffering humanity still lingers in my memory.

John G. Burnett, quoted in The Native Americans, edited by Betty and Ian Ballantine

This harsh journey of the Cherokee from their homeland to Indian Territory became known as the Trail of Tears.

377

In 1838, the Cherokees left theirhomeland by wagon, horse,donkey, and foot, forced totravel hundreds of miles alongthe Trail of Tears. This paintingis by Robert Lindneux, a 20th-century artist.

How does this portrayal ofthe Trail of Tears reflectcontinuity and change in19th-century American life?

Native American ResistanceNot all the Cherokees moved west in 1838. That fall, soldiers hadrounded up an old Cherokee farmer named Tsali and his family,including his grown sons. On the way to the stockade, they foughtthe soldiers. A soldier was killed before Tsali fled with his familyto the Great Smoky Mountains in North Carolina. There theyfound other Cherokees. The U.S. Army sent a message to Tsali. Ifhe and his sons would give themselves up, the others could remain.They surrendered, and all except the youngest son were shot.Theirsacrifice allowed some Cherokees to stay in their homeland.

Other Southeast tribes also resisted relocation. In 1835, theSeminoles refused to leave Florida. This refusal led to theSecond Seminole War. One elderly Seminole explained why he

could not leave: “If suddenly we tear our hearts from the homes aroundwhich they are twined [wrapped around], our heart strings will snap.”

One of the most important leaders in the war was Osceola(AHS ee OH luh). Hiding in the Everglades, Osceola and his band usedsurprise attacks to defeat the U.S. Army in many battles. In 1837,Osceola was tricked into capture when he came to peace talks during atruce. He later died in prison. But the Seminoles continued to fight.Some went deeper into the Everglades, where their descendants livetoday. Others moved west. The Second Seminole War ended in 1842.

Some tribes north of the Ohio River also resisted relocation. TheShawnee, Ottawa, Potawatomi, Sauk, and Fox were removed to IndianTerritory. But in 1832, a Sauk chief named Black Hawk led a band ofSauk and Fox back to their lands in Illinois. In the Black Hawk War, theIllinois militia and the U.S. Army crushed the uprising.

In the next section, you will learn about other issues Jackson faced,especially increasing tensions between various sections of the country.

378 CHAPTER 12

2. Using GraphicsUse a chart to list the reasonsfor Jackson’s NativeAmerican removal policy.

What do you think was themain reason? (HI2)

3. Main Ideasa. How did President Jackson justify the IndianRemoval Act? (HI1)

b. In what ways did NativeAmericans resist the IndianRemoval Act? (HI1)

c. What were the conse-quences of the IndianRemoval Act? (HI1)

4. Critical ThinkingRecognizing EffectsWhat were some economiceffects of the Indian RemovalAct on Native Americans? On whites? (HI2)

THINK ABOUT• what the Native

Americans lost• what the white

settlers gained


significance of:• Sequoya• Indian Removal Act• Indian Territory• Trail of Tears• Osceola

Section Assessment2

ACTIVITY OPTIONS

GEOGRAPHYMATH

Use the map on page 376 to estimate the distance traveled by each of the fiveSoutheastern tribes. Show your calculation on a map or chart. (CST3)

BackgroundThe Seminolesfought threewars against theU.S. governmentbetween 1817and 1858, whentheir resistanceended.

Reasons Native Americans Were Forced West

Economic Political Social

Osceola led theSeminoles intheir fightagainst removal.


ONE AMERICAN’S STORYRaised in South Carolina, John C. Calhoun was elected to the U.S.

Congress at the age of 28. He soon became one of its leaders. Calhoun

supported the need for a strong central government and also spoke out

against sectionalism.


What is necessary for the common good may apparently be opposed to theinterest of particular sections. It must be submitted to [accepted] as thecondition of our [nation’s] greatness.

John C. Calhoun, quoted in John C. Calhoun: American Portrait by Margaret L. Coit

But Calhoun’s concern for the economic and political well-being of his

home state of South Carolina, and the South in general, later caused him to

change his beliefs. He became a champion of states’ rights.

In this section, you will learn how two strong-willed men—Calhoun and

Jackson—came in conflict over the issue of states’ rights.

Rising Sectional DifferencesAndrew Jackson had taken office in 1829. At the time, the country wasbeing pulled apart by conflicts among its three main sections—theNortheast, the South, and the West. Legislators from these regions werearguing over three major economic issues: the sale of public lands, inter-nal improvements, and tariffs.

The federal government had acquired vast areas of land through con-quests, treaties, and purchases. It raised money partly by selling thesepublic lands. However, Northeasterners did not want public lands in theWest to be sold at low prices. The cheap land would attract workers whowere needed in the factories of the Northeast. But Westerners wanted

Conflicts Over States’ Rights


33

Jackson struggled to keep Southernstates from breaking away from theUnion over the issue of tariffs.

Disputes about states’ rights andfederal power remain important innational politics.

John C. Calhoun

Tariff ofAbominations

doctrine ofnullification

Webster-Haynedebate

Daniel Webster

secession

Taking Notes Use your chart to take notes about political changes.CHANGES DURING JACKSON’S PRESIDENCY

POLITICAL


8.9.5 Analyze the significance ofthe States' Rights Doctrine, theMissouri Compromise (1820), theWilmot Proviso (1846), theCompromise of 1850, Henry Clay'srole in the Missouri Compromiseand the Compromise of 1850, theKansas-Nebraska Act (1854), theDred Scott v. Sandford decision(1857), and the Lincoln-Douglasdebates (1858).

8.10.1 Compare the conflictinginterpretations of state and federalauthority as emphasized in thespeeches and writings of statesmensuch as Daniel Webster and John C.Calhoun.

8.10.2 Trace the boundaries consti-tuting the North and the South,the geographical differencesbetween the two regions, and thedifferences between agrarians andindustrialists.

8.12.3 Explain how states and thefederal government encouragedbusiness expansion through tariffs,banking, land grants, and subsidies.

How Tariffs WorkTariffs are taxes added to the cost of goods imported from anothercountry. There are two kinds of tariffs—revenue tariffs and protectivetariffs. Revenue tariffs are used to raise money, like the sales taxesthat states add to purchases today. These tariffs tend to be fairly low.Protective tariffs usually are much higher. They have another goal: topersuade consumers to buy goods made in their own country insteadof purchasing foreign-made products. Congress passed a protectivetariff in 1828 to help American companies.

The illustration shows how a protective tariff works. A British-made teapot sells for $3.50, and a similar teapot made in the UnitedStates sells for $4.00. Most shoppers will buy the British teapot andsave 50 cents. But when the government adds a 40 percent tariff toBritish goods, the price of the British teapot soars to $4.90. Theresult: consumers buy the now-cheaper American teapots.

CONNECT TO HISTORY1. Recognizing Effects Do

consumers benefit from hightariffs? Why or why not?

See Skillbuilder Handbook, page R11.

CONNECT TO TODAY2. Making Inferences Today,

many leaders around the worldpromote the idea of “freetrade.” What do you think “free trade” means?

For more about tariffs . . .

RESEARCH LINKSCLASSZONE .COM

low land prices to encourage settlement. The more people who movedWest, the more political power the section would have.

The issue of internal improvements also pulled the sections apart.Business leaders in the Northeast and West backed government spendingon internal improvements, such as new roads and canals. Good trans-portation would help bring food and raw materials to the Northeast andtake manufactured goods to Western markets. Southerners opposed morefederal spending on internal improvements because the governmentfinanced these projects through tariffs, which were taxes on importedgoods. The South did not want any increase in tariffs.

Since 1816, tariffs had risen steadily. They had become the government’smain source of income. Northerners supported high tariffs because theymade imported goods more expensive than American-made goods. TheNortheast had most of the nation’s manufacturing. Tariffs helped Americanmanufacturers sell their products at a lower price than imported goods.

The South opposed rising tariffs because its economy depended on for-eign trade. Southern planters sold most of their cotton to foreign buyers.

BackgroundDuring theJackson era, the Westincluded statesthat are nowconsidered partof the Midwest.

$2.50 to producein Britain

$3.00 to producein the U.S.

$1.00 profit

$1.00 profit

TARIFF

40%

$4.00

$4.90+ tariff

$3.50

$4.00

380 CHAPTER 12


They were not paid in money but were given credit. Theythen used the credit to buy foreign manufactured goods.Because of higher tariffs, these foreign goods cost more.Eventually, the tariff issue would lead to conflict betweenNorth and South.

Tariff of AbominationsIn 1828, in the last months of John Quincy Adams’s presi-dency, Congress passed a bill that significantly raised thetariffs on raw materials and manufactured goods.Southerners were outraged. They had to sell their cotton atlow prices to be competitive. Yet tariffs forced them to payhigh prices for manufactured goods. Southerners felt thatthe economic interests of the Northeast were determiningnational policy. They hated the tariff and called it the Tariffof Abominations (an abomination is a hateful thing).

Differences over the tariff helped Jackson win the election of1828. Southerners blamed Adams for the tariff, since it was passedduring his administration. So they voted against him.

Crisis over NullificationThe Tariff of Abominations hit South Carolinians especially hard becausetheir economy was in a slump. Some leaders in the state even spoke ofleaving the Union over the issue of tariffs. John C. Calhoun, thenJackson’s vice-president, understood the problems of South Carolina’sfarmers because he was one himself. But he wanted to find a way to keepSouth Carolina from leaving the Union. The answer he arrived at was the doctrine of nullification. A state, Calhoun said, had the right to nullify,or reject, a federal law that it considers unconstitutional.

Calhoun was not the first person to propose the doctrine of nullification.Thomas Jefferson developed it in 1799 in the Kentucky Resolutions to defeatthe Alien and Sedition Acts. He argued that the Union was a league of sov-ereign, or self-governing, states that had the right to limit the federal gov-ernment. Calhoun extended the doctrine. He said that any state could nullify,or make void, a federal law within its borders. He believed that Congress hadno right to impose a tariff that favored one section of the country. Therefore,South Carolina had the right to nullify the tariff. Calhoun’s doctrine was anextreme form of states’ rights—the theory that states have the right to judgewhether a law of Congress is unconstitutional. Nullification challenged the“Supremacy Clause” of the Constitution, which declared that theConstitution and federal laws were the supreme law of the land. Also, at thetime of Jefferson’s doctrine of nullification, the Supreme Court had not yetestablished itself as the interpreter of federal laws in Marbury v. Madison.

In the summer of 1828, Calhoun wrote a document called the “SouthCarolina Exposition and Protest.” It stated his theory. Calhoun allowedthe document to be published, but he did not sign his name. He knewhis ideas would cause controversy.

A. AnalyzingCauses Why didthe three sectionsof the country differ on the saleof public lands,internal improve-ments, and tariffs?A. PossibleAnswer The econ-omy of each sec-tion was affecteddifferently bythese issues.

B. SummarizingHow did the issue of tariffsthreaten to tearthe Union apart?B. PossibleAnswers TheSouth resentedthe Northeast forpushing highertariffs withoutregard for theeffect on theSouth’s economy.South Carolinathreatened tosecede over theissue.

A South Carolinawoman sews apalmetto emblem(inset) to her hat to show her support fornullification. The palmetto is a South Carolinasymbol.


Vocabularycontroversy: apublic dispute

The States’ Rights DebateCalhoun was right. His ideas added fuel to the debate over the nature ofthe federal union. This debate had been going on since independencefrom Britain. More and more people took sides. Some supported astrong federal government. Others defended the rights of the states.This question would be a major political issue from this time until theCivil War was fought to resolve it some 30 years later.

One of the great debates in American history took place in the U.S.Senate over the doctrine of nullification—the Webster-Hayne debateof 1830. On one side was Daniel Webster, a senator fromMassachusetts and the most powerful speaker of his time. On the otherwas Robert Y. Hayne, a senator from South Carolina. Hayne defendednullification. He argued that it gave the states a lawful way to protestand to maintain their freedom. He also said that the real enemies of theUnion were those “who are constantly stealing power from the States,and adding strength to the Federal Government.”

Webster argued that it was the people and not the states that madethe Union. In words that were printed and spread across the country,Webster declared that freedom and the Union go together.


When my eyes shall be turned to behold for the last time the sun in heaven,may I not see him shining on the broken and dishonored fragments of a onceglorious Union. . . . Liberty and Union, now and forever, one and inseparable!

Daniel Webster, a speech in the U.S. Senate, January 26, 1830

Jackson had not yet stated his position on the issue of states’ rights, eventhough Calhoun was his vice-president. He got his chance in April at adinner in honor of the birthday of Thomas Jefferson. Calhoun and other

382 CHAPTER 12

“Liberty and Union, now and forever, one and inseparable!”

Daniel Webster ofMassachusetts

“The measures of the federalgovernment . . . will soon involvethe whole South in . . . ruin.”

Robert Y. Hayne of South Carolina

Daniel Webster(standing) andRobert Y. Hayne(seated, withhands extended)debated nullifica-tion in the U.S.Senate in 1830.

supporters of nullification planned to use the event to win support for theirposition. Jackson learned of their plans and went to the dinner prepared.

After dinner, Jackson was invited to make a toast. He stood up, lookeddirectly at Calhoun, and stated bluntly, “Our Federal Union—it must bepreserved.” As Calhoun raised his glass, his hand trembled. Called on tomake the next toast, Calhoun stood slowly and said, “The Union—nextto our liberty, the most dear; may we all remember that it can only bepreserved by respecting the rights of the states and distributing equallythe benefits and burdens of the Union.” From that time, the two menwere political enemies.

South Carolina Threatens to SecedeEven though Jackson made it clear that he opposed the doctrine of nul-lification, he did not want to drive the South out of the Union. He askedCongress to reduce the tariff, and Congress did so in 1832. ButSoutherners thought the reduced rates were still too high. SouthCarolina nullified the tariff acts of 1828 and 1832 and voted to build itsown army. South Carolina’s leaders threatened secession, or withdrawalfrom the Union, if the federal government tried to collect tariffs.

Jackson was enraged. He told a South Carolina congressman that ifthe state’s leaders defied federal laws, he would “hang the first man ofthem I can get my hands on.” Jackson ran for reelection in 1832, thistime without Calhoun as his running mate. After he won, he made itclear that he would use force to see that federal laws were obeyed andthe Union preserved.

In the Senate, Henry Clay came forward with a compromise tariff in1833. He hoped that it would settle the issue and prevent bloodshed.Congress quickly passed the bill, and the crisis ended. South Carolinastayed in the Union. In the next section, you will read about anotherissue of Jackson’s presidency—his war on the national bank.


2. Using GraphicsUse a chart to indicate how each section stood on these issues. (REP5)

3. Main Ideasa. Why did the South opposehigh tariffs? (HI1)

b. What were Calhoun’s rea-sons for proposing the doc-trine of nullification? (HI1)

c. Why did South Carolinathreaten secession, and howwas the crisis resolved? (HI2)

4. Critical ThinkingRecognizing Effects Inwhat ways would the doc-trine of nullification havemade it difficult for the fed-eral government to operate?(HI2)

THINK ABOUT• its effect on the

enforcement of laws• its effect on the power of

the federal government


significance of:• John C. Calhoun• Tariff of

Abominations• doctrine of

nullification• Webster-Hayne

debate• Daniel Webster• secession

Section Assessment

ACTIVITY OPTIONS

SPEECHTECHNOLOGY

Research Daniel Webster’s speech; a part of it appears on page 382. Deliver a speechfor or against nullification to the class, or record it on an audiocassette. (REP4)

3

North- West Southeast

Sale of public lands

Internal improve-ments

High tariffs

C. AnalyzingPoints of ViewWhat do youthink Calhounmeant by “the benefits and burdens of the Union”should be equallydistributed?C. PossibleAnswer One section shouldnot benefit at the expense of another.

384 CHAPTER 12

ONE AMERICAN’S STORYNicholas Biddle was the president of the powerful

Second Bank of the United States—the bank that

Andrew Jackson believed to be corrupt. Jackson

declared war on Biddle and the bank. But Biddle

felt sure of his political power.


I have always deplored making the Bank a [political]question, but since the President will have it so, he mustpay the penalty of his own rashness. . . . [M]y hope is thatit will contribute to relieve the country of the domination of these miserable [Jackson] people.

Nicholas Biddle, from a letter to Henry Clay dated August 1, 1832

In this section, you will read about Jackson’s war on the bank.

Mr. Biddle’s BankThe Second Bank of the United States was the most powerful bank in thecountry. It held government funds and issued money. As its president,Nicholas Biddle set policies that controlled the nation’s money supply.

Although the bank was run efficiently, Jackson had many reasons to dis-like it. For one thing, he had come to distrust banks after losing money infinancial deals early in his career. He also thought the bank had too muchpower. The bank made loans to members of Congress, and Biddle openlyboasted that he could influence Congress. In addition, Jackson felt thebank’s lending policies favored wealthy clients and hurt the average person.

To operate, the bank had to have a charter, or a written grant, from thefederal government. In 1832, Biddle asked Congress to renew the bank’scharter, even though it would not expire until 1836. Because 1832 was anelection year, he thought Jackson would agree to renewal rather than riskangering its supporters. But Jackson took the risk.

Nicholas Biddle


44

Prosperity and Panic

Jackson’s policies caused theeconomy to collapse after he leftoffice and affected the next election.

The condition of the economycontinues to affect the outcomes ofpresidential elections.

inflation

Martin VanBuren

Panic of 1837

depression

Whig Party

William Henry Harrison

John Tyler

Taking Notes Use your chart to take notes about economic changes.


ECONOMIC


8.4.3 Analyze the rise of capitalismand the economic problems and con-flicts that accompanied it (e.g.,Jackson's opposition to the NationalBank; early decisions of the U.S.Supreme Court that reinforced thesanctity of contracts and a capitalisteconomic system of law).

8.8.1 Discuss the election of AndrewJackson as president in 1828, theimportance of Jacksonian democracy,and his actions as president (e.g., thespoils system, veto of the NationalBank, policy of Indian removal, oppo-sition to the Supreme Court).

REP4 Students assess the credibility ofprimary and secondary sources anddraw sound conclusions from them.

REP5 Students detect the differenthistorical points of view on historicalevents and determine the context inwhich the historical statements weremade (the questions asked, sourcesused, author’s perspectives).

HI6 Students interpret basic indicatorsof economic performance and con-duct cost-benefit analyses of eco-nomic and political issues.

Jackson Fights the Second Bank

In this political cartoon, Jackson fights the many-

headed monster—the Second Bank of the United

States and its branches—with a cane labeled “VETO.”

President Jackson

Cane labeled “VETO”

Nicholas Biddle

Vice-President Van Buren

D

C

B

A

●A ●D ●C●B

Jackson’s War on the BankWhen Congress voted to renew the bank’s charter, Jackson vetoed therenewal. In a strongly worded message to Congress, Jackson claimed thebank was unconstitutional. He said the bank was a monopoly thatfavored the few at the expense of the many. The Supreme Court earlierhad ruled that the bank was constitutional. But Jackson claimed electedofficials had to judge the constitutionality of a law for themselves. Theydid not need to rely on the Supreme Court. His veto message also con-tained this attack on the bank.


It is to be regretted that the rich and powerful too often bend the acts ofgovernment to their selfish purposes. . . . Distinctions in society will alwaysexist under every just government. . . . [B]ut when the laws undertake to . . .make the rich richer and the potent more powerful, the humble members ofsociety . . . have a right to complain of the injustice of their Government.

Andrew Jackson, veto message, July 10, 1832

Jackson’s war on the bank became the main issue in the presidentialcampaign of 1832. The National Republican Party and its candidate,Henry Clay, called Jackson a tyrant. They said he wanted too muchpower as president. The Democrats portrayed Jackson as a defender ofthe people. When he won reelection, Jackson took it as a sign that thepublic approved his war on the bank.

In his second term, Jackson set out to destroy the bank before itscharter ended in 1836. He had government funds deposited in statebanks, which opponents called Jackson’s “pet banks.” Biddle foughtback by making it harder for people to borrow money. He hoped theresulting economic troubles would force Jackson to return governmentdeposits to the bank. Instead, the people rallied to Jackson’s position.Eventually, the bank went out of business. Jackson had won the war, butthe economy would be a victim.

Vocabularymonopoly: acompany orgroup with com-plete controlover a product or service

A. AnalyzingPoints of ViewWhat reasons didJackson have forwanting todestroy theSecond Bank ofthe United States?A. PossibleAnswer Jacksonthought that thebank was toopowerful and that its lendingpolicies favoredthe wealthy andhurt the averageperson.

385

Prosperity Becomes PanicMost of the nation prospered during Jackson’s last years in office.Because it was easier to borrow money, people took out loans to buypublic lands, and the economy boomed. But the “pet banks” issued toomuch paper money. The rise in the money supply made each dollarworth less. As a result, prices rose. Inflation, which is an increase inprices and decrease in the value of money, was the outcome. To fightinflation, Jackson issued an order that required people to pay in gold orsilver for public lands.

Jackson left office proud of the nation’s prosperity.But it was a puffed-up prosperity. Like a balloon, it hadlittle substance. Because of Jackson’s popularity, hisvice-president, Martin Van Buren, was elected presi-dent in 1836. Within a few months after Van Burentook office, a panic—a widespread fear about the stateof the economy—spread throughout the country. Itbecame known as the Panic of 1837.

People took their paper money to the banks anddemanded gold or silver in exchange. The banks quicklyran out of gold and silver. When the government tried toget its money from the state banks, the banks could notpay. The banks defaulted, or went out of business. Adepression, or severe economic slump, followed.

The depression caused much hardship. Because peoplehad little money, manufacturers no longer had customersfor their goods. Almost 90 percent of factories in the Eastclosed in 1837. Jobless workers had no way of buying foodor paying rent. People went hungry. They lived in sheltersor on the streets, where many froze in the winter. Everysection of the country suffered, but the depression hit

hardest in the cities. Farmers were hurt less becausethey could at least grow their own food. The depres-sion affected politics, too.

The Rise of the Whig PartyIn the depths of the depression, Senators HenryClay and Daniel Webster argued that the govern-ment needed to help the economy. Van Buren dis-agreed. He believed that the economy wouldimprove if left alone. He argued that “the less gov-ernment interferes with private pursuits the betterfor the general prosperity.” Many Americansblamed Van Buren for the Panic, though he hadtaken office only weeks before it started. Thecontinuing depression made it almost impossiblefor him to win reelection in 1840.

POLITICAL PARTIESToday’s Democratic andRepublican parties were bornmore than a century ago.Andrew Jackson’s supportersfirst called themselvesDemocratic-Republicans. But inthe 1830s, they became knownsimply as Democrats. They stoodfor states’ rights and saw them-selves as defenders of the com-mon people. The modernRepublican Party was formed in 1854 as the successor to theWhig Party, founded in 1834.

In the Jackson era, politicalparties campaigned for theircandidates by staging paradesand rallies. Participants oftencarried banners like the onebelow with a log cabin, the symbol for the campaign ofWilliam H. Harrison in 1840.

B. RecognizingEffects Whatwere the short-term and long-term effects ofJackson’s war onthe bank?B. PossibleAnswer In theshort run, theeconomy boomedas credit becameeasy to get andpeople borrowedto buy publiclands. In the longrun, the easycredit and over-printing of moneycaused inflationand eventually adepression.

386 CHAPTER 12

Van Buren faced a new political party in that election. During Jackson’swar on the national bank, Clay, Webster, and other Jackson opponents hadformed the Whig Party. It was named after a British party that opposedroyal power. The Whigs opposed the concentration of power in the chiefexecutive—whom they mockingly called “King Andrew” Jackson. In1840, the Whigs chose William Henry Harrison of Ohio to run for pres-ident and John Tyler of Virginia to run for vice-president.

The Whigs nominated Harrison largely because of his military recordand his lack of strong political views. Harrison had led the army thatdefeated the Shawnees in 1811 at the Battle of Tippecanoe. He also hadbeen a hero during the War of 1812. The Whigs made the most ofHarrison’s military record and his nickname, “Old Tippecanoe.” Thephrase “Tippecanoe and Tyler too” became the Whig election slogan.

The Election of 1840During the 1840 election campaign, the Whigs emphasized personalitiesmore than issues. They tried to appeal to the common people, as AndrewJackson had done. Harrison was the son of a Virginia plantation owner.However, because he had settled on a farm in Ohio, the Whigs saidHarrison was a true Westerner. They used symbols of the frontier, suchas a log cabin, to represent Harrison. The Whigs contrasted Harrisonwith the wealthy Van Buren. Harrison won in a close election.

At his inauguration, the 68-year-old president spoke for nearly twohours in cold March weather with no hat or coat. Later, he was caught inthe rain. He came down with a cold that developed into pneumonia. OnApril 4, 1841, one month after being inaugurated, Harrison died—thefirst president to die in office. Vice-President Tyler became president.

The election of 1840 showed the importance of the West in Americanpolitics. In the next chapter, you’ll learn more about the lure of the Westand the westward expansion of the United States.


2. Using GraphicsUse a diagram to list theevents that led to the clos-ing of the Second Bank ofthe United States.

What was the most signifi-cant event? (CST2)

3. Main Ideasa. Why did Jackson declarewar on the Second Bank ofthe United States? (CST1)

b. How did Jackson kill thebank? (CST1)

c. What role did Jackson’spopularity play in the elec-tions of 1836 and 1840?(CST1)

4. Critical ThinkingComparing What strategydid the Whig Party use in the1840 election? (HI1)

THINK ABOUT• how Harrison was

portrayed• what group of voters it

was trying to attract


significance of:• inflation• Martin Van Buren• Panic of 1837• depression• Whig Party• William Henry

Harrison• John Tyler

Section Assessment

ACTIVITY OPTIONS

LANGUAGE ARTSART

Imagine yourself as a presidential candidate in 1840. Focusing on the economyas an issue, write a campaign slogan or create a banner to rally support. (HI1)

4

C. MakingInferences Whydid the Whigswant to nomi-nate a candidatelike Harrison,who did not havestrong politicalviews?C. PossibleAnswer A candi-date withoutstrong politicalviews would beless likely to losevotes by takingstands on theissues.

Event 1 Event 2 Event 3

Event 4 Event 5 Bankcloses

TERMS & NAMESBriefly explain the significance of each of the following.

REVIEW QUESTIONSPolitics of the People (pages 369–373)

1. How was Jackson different from earlier presidents? (HI1)

2. How did Jackson appeal to voters in his electioncampaign of 1828? (HI1)

Jackson’s Policy Toward Native Americans (pages 374–378)

3. What were Georgia’s policies toward NativeAmericans? (HI1)

4. What was Jackson’s position on Native Americans inthe United States? (HI1)

5. How did the Indian Removal Act affect NativeAmericans? (HI2)

Conflicts over States’ Rights (pages 379–383)6. How did the issue of tariffs divide the country? (HI2)

7. Why did nullification threaten the nation? (HI1)

8. How was the nullification crisis resolved? (HI1)

Prosperity and Panic (pages 384–387)9. Why did Jackson oppose the Second Bank of the

United States? (HI1)

10. What were the effects of Jackson’s war on the bank? (HI1)

CRITICAL THINKING1. USING YOUR NOTES: FINDING MAIN IDEASUse your completed chart to answer the questions. (HI2)

a. What do you think was the most positive change of the Jackson era? Explain.

b. What was the most negative change? Explain.

c. Based on these changes, how would you describethe characteristics of the Jackson era?

2. ANALYZING LEADERSHIPWhat was the basis of Andrew Jackson’s power as president? (HI1)

3. APPLYING CITIZENSHIP SKILLSHow did the majority of voters in the presidential elections of 1828 and 1840 exercise their vote in a similar way? (CST1)

4. THEME: ECONOMICS IN HISTORYBased on its economic effects, was Jackson’s decision toend the national bank a good one? Explain. (HI6)

5. MAKING INFERENCESIn what ways did Andrew Jackson’s policy towardNative Americans reflect bias? (REP5)

Now that you have read the chapter, do you think thequalities that made Jackson a strong military leadermade him a good president? Explain your answer.

VISUALSUMMARY

12Chapter ASSESSMENT

1. John Quincy Adams

2. Jacksonian democracy

3. spoils system

4. Sequoya

5. Indian Removal Act

6. Trail of Tears

7. secession

8. inflation

9. depression

10. Whig Party

Major Issues of Jackson’s Presidency (8.8.1)

Political SocialEconomic


388 CHAPTER 12

White settlers wanted Native American lands.

Jackson proposed Indian Removal Act of 1830.

Thousands of Native Americansremoved to Indian Territory.

POLICY TOWARD NATIVE AMERICANS

Sectional differences developed.

Jackson supported strong central government.

South Carolina threatened to secede over tariff issue, butcompromise reached.

CONFLICT OVER STATES’ RIGHTS

Second Bank of the United States hadeconomic and political power.

Jackson opposed bank and vetoedrenewal of its charter.

Bank driven out of business, butJackson’s policies eventually led toinflation and depression.

WAR ON BANK OF THE UNITED STATES

Interact with History


TEST PRACTICECLASSZONE .COM

Use the graph and your knowledge of U.S. historyto answer questions 1 and 2.

Additional Test Practice, pp. S1–S33.

1. What does the red body figure represent on thegraph? (8.8.1)

A. .01 million eligible voters

B. .25 million eligible voters

C. .01 million actual voters

D. .25 million actual voters

2. Approximately what percentage of eligible voterscast their ballots in 1828? (8.8.1)

A. 15 percent

B. 30 percent

C. 60 percent

D. 90 percent

In this speech Daniel Webster is speaking outagainst nullification. Use the quotation and yourknowledge of U.S. history to answer question 3.

PRIMARY SOURCE

When my eyes shall be turned to behold for the lasttime the sun in heaven, may I not see him shining onthe broken and dishonored fragments of a once glo-rious Union. . . . Liberty and Union, now and forever,one and inseparable!

Daniel Webster, a speech in the U.S. Senate, January 26, 1830

3. Which sentence sums up Webster’s point of view?(8.10.1)

A. A divided Union would be an impressive sight.

B. Webster has much to do before he dies.

C. Environmental protection laws are important.

D. A strong federal government is best for allstates.

CLASSZONE .COMINTERNET ACTIVITY

ALTERNATIVE ASSESSMENT1. WRITING ABOUT HISTORYWrite an editorial to convince voters to select theWhig candidate in 1840, William Henry Harrison. Focuson the beliefs and image of the Whig party as well ason personal characteristics of Harrison. (REP4)

• A good editorial supports an opinion with facts.

• Read editorials from a local newspaper to becomefamiliar with the persuasive language.

2. COOPERATIVE LEARNINGWorking in a small group, help plan and write a pro-posal outlining a solution to the problems betweenwhite settlers and Native Americans in the southeast inthe early 1800s. List ideas and identify their positivesand negatives. Divide the tasks of outlining, writing,revising, and presenting your plan to the class. (REP3)

INTEGRATED TECHNOLOGYDESIGNING A POLITICAL CAMPAIGN WEB SITEPlan a Web site for candidate Andrew Jackson for the1828 presidential campaign. Use the Internet andlibrary resources to locate information about Jackson’spersonal and political life. (REP4)

• Design the Web site to include biographical factsand photographs.

• Locate quotations from speeches and other primarysources. Include them to present Jackson’s views onthe major issues surrounding the campaign.

• Locate appropriate links for visitors to the Web site.For more about Andrew Jackson . . .

STANDARDS-BASED ASSESSMENT

0.0

0.5

1.0

1.5

2.0

18281824

Vo

ters

(in

mill

ion

s)

Voter Participation, 1824 & 1828 Elections

= 0.25 million(250,000) eligible voters

= 0.1 million(100,000) actual votes

Source: Historical Statistics of the United States



Documents

CHAPTER Jackson 1824–18401824–1840 · 2016-11-29 · Battle of New Orleans in 1815, Jackson soundly defeated the British even though his troops were greatly outnumbered. He became