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CHAPTER 10 • The Age of Jackson 443

Jacksonian DemocracyPolitical ideas and major events shape how people form

governments. President Andrew Jackson brought manychanges to the American political system.

The Removal of Native AmericansDifferences in economic, political, and social beliefs and

practices can lead to division within a nation and havelasting consequences. Many Native Americans wereforced off their lands in the Southeast.

Jackson and the BankDifferences in economic, political, and social beliefs and

practices can lead to division within a nation and havelasting consequences. Economic issues had a strong effecton politics and government in the mid-1800s.

View the Chapter 10 video in the Glencoe Video Program.

Chapter Overview Visit ca.hss.glencoe.comfor a preview of Chapter 10.

Evaluating Information Make this foldable to help you ask and answer questionsabout the Jackson era.

Reading and WritingAs you read, ask yourself“who” Andrew Jacksonwas, “what” he did,“when” he did it, and“why” it happened.Write your thoughts and facts under eachappropriate tab.

Step 1 Fold a sheet of paper in half from sideto side, leaving a —1

2— -inch tab along the side.

Leave -inch tab

here.

12

Step 3 Unfold and cut up along the threefold lines.

Make fourtabs.

Step 2 Turn the paper and fold itinto fourths.

Fold in half,then fold inhalf again.

Step 4 Label your foldable asshown.

Who? What? When? Why?

Peter Gridley/Getty Images

http://ca.hss.glencoe.com

As you read, keep

track of questions you

answer in the chapter.

This will help you remem-

ber what you have read.

How were the Seminole ableto resist removal?

They joined forces with agroup of African Americansand used guerrilla tactics.

This answer comes directlyfrom the text.

Question-and-AnswerRelationships

Knowing how to find answers to questions will help you onreviews and tests. Some answers can be found in the textbook,while other answers require you to go beyond the text. Theseanswers might be based on knowledge you already have orthings you have personally experienced.

444

What are guerrilla tactics?This answer is not directlystated.You need to rely oninformation you alreadyknow or draw conclusionsbased on how this term isused in the text.

The Seminole people of Florida werethe only Native Americans who success-fully resisted their removal. . . . TheSeminole decided to go to war against theUnited States instead.

In 1835 the Seminole joined forces witha group of African Americans who had runaway to escape slavery. . . . They usedguerrilla tactics (guh • RIH • luh), makingsurprise attacks and then retreating backinto the forests and swamps.

—from page 455


Pick three ContentVocabulary terms fromSection 1 and write aquestion about eachone. As you read thesection, write a sen-tence or two answeringeach question based onwhat you learned.

Read to Write

Martin Van Buren

Read the excerpt below. Answer the following questionsand discuss them with a partner.

• What is a depression?

• What started the depression of 1837?

• Do you think people who lived onfarms or people who lived in citieswere more deeply affected by thedepression of 1837?

Look closely at the Reading Check questions throughoutthe chapter. Which questions can be answered with infor-mation directly from the text? Which require you to gobeyond the text?

Two months after Van Buren tookoffice, the country entered a severeeconomic depression, a period in whichbusiness and employment fall to a verylow level. The depression began with thePanic of 1837, a time when land valuesdropped sharply, investments declinedsuddenly, and banks failed.

Within a few weeks, thousands ofbusinesses had closed and hundreds ofthousands of people had lost their jobs.Many Americans could not afford food or rent.

—from page 460

Bettmann/CORBIS

446 CHAPTER 10 • The Age of Jackson

Jacksonian Democracy

Looking Back, Looking AheadIn the last chapter, you learned about thepeople and economy of the South.In this section, you will learn about the Jackson presidency.

Focusing on the • Adams and Jackson introduced new

ways of campaigning in the electionsof 1824 and 1828. (page 447)

• The United States’s political systemchanged under Andrew Jackson,becoming more democratic. (page 448)

• The fight over tariffs divided the nationand raised the question of states’rights versus the rights of the federalgovernment. (page 450)

Meeting PeopleHenry ClayAndrew JacksonJohn Quincy AdamsJohn C. Calhoun (kal•HOON)Daniel WebsterRobert Hayne (HAYN)

Content Vocabularyfavorite sonplurality (plu•RA• luh• tee)mudslinginglandslidesuffragebureaucracy (byu•RAH•kruh• see)spoils systemcaucus (KAW•kuhs)tariff (TAR•uhf)nullifysecede (sih•SEED)

Academic Vocabularyrole (ROHL)issue (IH• SHOO)

Reading StrategyOrganizing Information As you readSection 1, create a chart to describe thepolitical parties in 1828.

HistorySocial ScienceStandardsUS8.8 Students analyzethe divergent paths ofthe American people inthe West from 1800 tothe mid-1800s and thechallenges they faced.

Democratic- Republicans

National Republicans

Candidate Views

1825John QuincyAdams winspresidency inHouse election

1830Webster andHayne debate

1828AndrewJacksonelectedpresident

1824 1828 1832

(l)White House Historical Association, (r)White House Historical Association

The Elections of 1824 and 1828Adams and Jackson introduced new

ways of campaigning in the elections of 1824and 1828.

Reading Connection Think of the ways that pres-idential candidates campaign in current times.Whatmethods do they use? Read on to find out howAdams and Jackson brought about new ways ofcampaigning.

The Election of 1824 In 1824 several candi-dates competed for the presidency. Three ofthem were favorite sons, meaning their homestates supported them rather than the nationalparty. They were Henry Clay of Kentucky,Andrew Jackson of Tennessee, and JohnQuincy Adams of Massachusetts, son of theformer president.

In the election Jackson won the most popu-lar votes. However, no candidate received amajority, or more than half, of the electoralvotes. Jackson won 99 electoral votes, givinghim a plurality (plu •RA • luh • tee), or largest sin-gle share. Under the Twelfth Amendment,when no candidate gets a majority of electoralvotes, the House of Representatives selects thepresident.

While the House prepared to vote, Clay andAdams made an agreement. Clay would use hisinfluence as Speaker of the House to defeatJackson. In return, Clay may have hoped tobecome secretary of state. With Clay’s help,

Adams was elected president. Adams thennamed Clay as secretary of state. Jackson’s fol-lowers accused the two men of making a “cor-rupt bargain” and stealing the election.

The “corrupt bargain,” as well as unpopularpolicies, cast a shadow over Adams’s presi-dency. Adams favored a stronger navy and fed-eral government direction of the economy. Suchideas horrified people who wanted a more lim-ited federal role. Congress turned down manyof Adams’s proposals.

The Election of 1828 By 1828 there weretwo political parties: the Democratic-Republicans, who supported Jackson, and theNational Republicans, who backed Adams. The Democratic-Republicans favored states’rights and mistrusted strong central govern-ment. Many Democrats were frontier people,immigrants, or city workers. The NationalRepublicans wanted a strong central govern-ment. They supported federal measures, such as road building and a national bank, that would help the economy. Many were merchants or farmers.

During the campaign, both parties resortedto mudslinging, attempts to ruin their oppo-nent’s reputation with insults. Supporters ofJohn Quincy Adams passed out a pamphletattacking Jackson. One of the illustrationsshowed Jackson plunging his sword throughthe body of a helpless civilian. Meanwhile,Jackson’s supporters accused Adams of kidnap-ping a young American girl and selling her tothe ruler of Russia.

US8.8.1 Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actionsas president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, opposition to the Supreme Court).


Candidate ElectoralVote

PopularVote

HouseVote

Jackson 99 153,544 7

Adams 84 108,740

46,618

47,136

4

Clay —

13

Crawford 41

37

Election of 1824

The presidential election of1824 was decided in the Houseof Representatives.

Analyze Which candidatereceived the most electoralvotes?


The parties also aroused enthusiasm withslogans, rallies, and buttons. These new strate-gies became a permanent part of Americanpolitical life. In the election, Jackson won thevotes of frontier people. He also did well in theSouth, which liked his call for states’ rights.South Carolina’s John C. Calhoun (kal •HOON)of South Carolina, who had served as Adams’svice president, switched parties to run withJackson. Jackson won in a landslide, an over-whelming victory, with 56 percent of the popu-lar vote and 178 electoral votes.

Describe Why were Adamsand Clay accused of making a “corrupt bargain”?

Jackson as PresidentThe United States’s political sys-

tem changed under Andrew Jackson, becomingmore democratic.

Reading Connection What are the requirementsfor today’s citizens to be eligible to vote? Read on tofind out how President Jackson expanded suffrageto include a larger number of people.

Andrew Jackson was a man mostAmericans admired—a patriot, a self-mademan, and a war hero. On March 4, 1829, thou-sands of farmers, craft workers, and other ordi-nary Americans crowded into the nation’scapital to hear Jackson’s Inaugural Address.After Jackson’s speech, a crowd joined him at aWhite House reception. They filled the elegantrooms of the mansion, trampling on the carpetswith muddy shoes, spilling food on sofas andchairs. They were there to shake the hand of thenew president who seemed just like them.

Why Was Jackson Popular? Jackson gainedfame during the War of 1812. He led the troopsthat defeated the Creek Nation in the Battle ofHorseshoe Bend and defeated the British at theBattle of New Orleans. His troops called him“Old Hickory” because he was as tough as ahickory—a hardwood tree.

Small farmers, craft workers, and otherswho felt left out of the expanding Americaneconomy admired Jackson. They felt that hisrise from poverty to the White House demon-strated the American success story. His popu-larity with the common man changed politics inWashington, D.C.

How Did Voting Rights Change? PresidentAndrew Jackson promised “equal protectionand equal benefits” for all Americans—at leastfor all white American men. During his firstterm, a spirit of equality spread throughAmerican politics. In the nation’s early years,most states had limited suffrage, or the right to vote, for men who owned property orpaid taxes.

Myths andLegendsIn the early

1800s, as the Westwas opened for set-tlement, the folkloreof rugged individual-ism began to sweepthe country. This wasthe idea that braveand resourceful pio-neers paved the waywest for later settlers.Stories such as the legends of Paul Bunyan,John Henry, and Davy Crockett were loadedwith feats of strength and daring. Thesemyths, which sometimes had a basis in fact,contributed to the image of America as acountry of strong, innovative, and talented cit-izens. They established America as a countrybased on individualism in politics, economics,and society.

John Henry

448 CHAPTER 10 • The Age of JacksonPat & Chuck Blackley

Starting in 1815 Western and Eastern statesalike relaxed the property requirements for vot-ing. In the 1820s, people who had not beenallowed to vote—white male sharecroppers,factory workers, and many others—voted forthe first time. However, women still could notvote, and African Americans and NativeAmericans had few rights of any kind.

Another change was in the selection of pres-idential electors. By 1828, 22 of the 24 stateschanged their constitutions to allow the people,rather than the state legislatures, to choose pres-idential electors.

What Is the Spoils System? Democratscarried the spirit of democracy into govern-ment. Their goal was to shake up the federalbureaucracy (byu •RAH •kruh • see), a system inwhich nonelected officials carry out laws.Democrats argued that ordinary citizens couldhandle any government job. President Jacksonreplaced many federal workers with his sup-porters. The fired employees charged thatJackson was acting like a tyrant. Jacksonresponded that a new set of federal employeeswould be good for democracy.

One Jackson supporter explained it anotherway: “To the victors belong the spoils.” In otherwords, because the Jacksonians had won the

presidential election, they had the right to thespoils—benefits of victory—such as handingout government jobs to supporters. The practiceof replacing government employees with thewinning candidate’s supporters became knownas the spoils system.

What Electoral Changes Occurred?Jackson’s supporters worked to make the polit-ical system more democratic as well. Theyabandoned the unpopular caucus (KAW • kuhs)system. In this system, major political candi-dates were chosen by committees made up ofmembers of Congress. The caucuses werereplaced by nominating conventions in whichdelegates from the states selected the party’spresidential candidate.

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

Compare Compare thecaucus system and nominating conventions. Whywas the new system more popular with the people?


A Political Card Game AndrewJackson plays a card game with hispolitical enemies. Why didJackson’s opponents criticize thespoils system?

Andrew Jackson Nicholas Biddle Henry Clay John C. Calhoun

A

D

C

B

Library Company of Philadelphia


The Tariff Debate The fight over tariffs divided the

nation and raised the question of states’ rightsversus the rights of the federal government.

Reading Connection What items do you own thatwere made in the United States? What items ofyours were manufactured overseas? Read on tolearn how foreign imports led to protests in theSouth.

Americans from different parts of the coun-try disagreed strongly on some issues. Onesuch issue was the tariff (TAR •uhf), a fee paidby merchants who imported goods. While pres-ident, Jackson faced a tariff crisis that tested thenational government’s powers.

In 1828 Congress passed a law that placed avery high tariff on manufactured goods fromEurope. Manufacturers in the United States—mostly in the Northeast—welcomed the tariff.Because tariffs made European goods moreexpensive, American consumers were morelikely to buy American-made goods.

Southerners, however, despised the new tar-iff. There were fewer manufacturers in the Southso they did not benefit from increased sales. Theycalled it the Tariff of Abominations—somethinghateful. These critics argued that although tariffsforced consumers to buy American goods, tariffsalso meant higher prices.

How Did the South Protest the Tariff?Southern politicians were ready to act. VicePresident John C. Calhoun argued that a stateor group of states had the right to nullify, orcancel, a federal law it considered against stateinterests. Some Southerners called for theSouthern states to secede (sih •SEED), or breakaway, from the United States and form theirown government. When Calhoun explored thisidea, troubling questions arose. The UnitedStates had been a nation for nearly 50 years.What if a state disagreed with the federal gov-ernment? Did a state have the right to go itsown way? This debate would continue fordecades and eventually lead to civil war.

Calhoun drew from ideas in the Virginia andKentucky Resolutions of 1798–1799. Calhounargued that since the federal government was acreation of the states, the states have the power todecide whether federal laws are constitutional.The alternative to state sovereignty, Calhounpointed out, is to allow the Supreme Court orCongress to tell the people what our Constitutionmeans and what laws we must obey.

The Webster-Hayne Debate In January 1830,Senator Daniel Webster of Massachusettsdelivered a stinging attack on nullification.

Webster stood on the floor of the Senate tochallenge a speech given by Robert Hayne(HAYN), a young senator from SouthCarolina. Hayne had defended the idea thatthe states had a right to nullify acts of thefederal government and even to secede.

In his response, Webster defended theConstitution and the Union. He argued thatnullification could only mean the end of theUnion. Webster closed with the ringingstatement, “Liberty and Union, now andforever, one and inseparable!”

King Andrew Somepeople called AndrewJackson “a man of thepeople.” Others calledhim a power-hungry ruler.What symbols does thecartoonist use to suggestitems of royalty?

450 CHAPTER 10 • The Age of JacksonNorth Wind Picture Archive

Jackson Takes a Stand Nobody knewJackson’s thoughts about nullification. In 1830Jackson made his position clear at a dinnergiven by supporters of states’ rights. In a toast,Jackson said: “Our federal union . . . must bepreserved!” The audience was stunned, butCalhoun quickly responded, “The Union—nextto our liberty, most dear.” He meant that theUnion’s fate must take second place to a state’sliberty to overrule the Constitution if its inter-ests were threatened.

Calhoun realized that Jackson would notchange his views. Wanting to speak for theSouth in Congress, Calhoun won election to theSenate in December 1832. Two weeks later, heresigned the vice presidency.

What Was the Nullification Crisis? Angerover the tariff continued to build in the South.The Union seemed on the verge of splitting apart.In 1832 Congress passed a new, lower tariff,

hoping that the protest in the South would diedown. Southern leaders continued theirprotests, however. The South Carolina legisla-ture passed the Nullification Act, refusing topay the “illegal” tariffs of 1828 and 1832. Itthreatened secession if the federal governmentinterfered.

To ease the crisis, President Jackson sup-ported a compromise bill by Henry Clay tolower the tariff. To make sure that the Southwould accept the compromise, he had Congresspass a Force Bill, allowing military action toenforce acts of Congress. In response, SouthCarolina nullified the Force Act. Calhoun andhis supporters claimed victory because theybelieved they had forced a revision of the tariff.However, they also had to recognize that a statecould not leave the Union without a fight.

Summarize Why did SouthCarolina pass the Nullification Act?

Reading SummaryReview the • The election of 1824 was widely

seen as corrupt, and the electionof 1828 ushered a president topower who identified with muchof the American public.

• Elections became more demo-cratic as caucuses were eradi-cated and suffrage was extendedto more voters.

• The introduction of a tariff onimported goods caused manySoutherners to turn against thegovernment and lobby for staterights.

1. Why did the House ofRepresentatives select thepresident in the 1824 presi-dential election?

2. What election practices usedin the 1828 presidential cam-paign are still used today?

Critical Thinking 3. Organize Information Re-

create the diagram below anddescribe the changes thattook place in the political sys-tem under Andrew Jackson.

4. What wasthe main reason PresidentAdams was not popular withthe Democratic-Republicans?

5. Expository Writing Preparea list of five questions thatyou might have askedPresident Jackson if you hadinterviewed him.

6. Question andAnswer Relationships Lookat questions 1 and 2 above.Will the answers comedirectly from the text or dothey require you to draw onother information as well?Explain. CA HR1.

CA 8WS1.1

CA CS1.

What Did You Learn?


Jackson’s presidency? Visit ca.hss.glencoe.comand click on Study Central.

Study Central Need help understanding

Changes



The Removal ofNative Americans

Looking Back, Looking AheadIn Section 1, you learned about some ofthe actions Andrew Jackson took aspresident. In Section 2, you will learnabout his policies toward NativeAmericans.

Focusing on the • As settlements spread westward, many

Native Americans were forced off theirlands. (page 453)

• Some groups of Native Americansattempted to resist relocation. Mostwere eventually taken from their landsby force. (page 455)

Meeting PeopleBlack HawkOsceola (AH • see•OH• luh)

Content Vocabularyrelocateguerrilla tactics (guh•RIH• luh)

Academic Vocabularyfederal (FEH•duh• ruhl)remove (rih•MOOV)

Reading StrategyTaking Notes As you read Section 2,create a chart like the one below thatdescribes what happened to each groupof Native Americans as the United Statesexpanded.


Cherokee

Description

Sauk/Fox

Seminole

1830 1835 1840

1835Seminolerefuse to leaveFlorida

1838Cherokee drivenfrom their home-lands on the Trailof Tears

1830Congress passes the Indian RemovalAct Osceola

(l)Smithsonian American Art Museum, Washington, DC/Art Resource, NY, (r)SuperStock

US8.8.2 Describe the purpose, challenges, and economic incentives associated with westward expansion, including the conceptof Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” set-tlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.

Moving Native AmericansAs settlements spread westward,

many Native Americans were forced off theirlands.

Reading Connection How long have you lived inyour community? Can you imagine being forced toleave and settle elsewhere? Read on to find out howmany Native Americans were forced onto reserva-tions in the West.

The Cherokee held their land long beforeEuropean settlers arrived. Through treaties withthe United States government, the Cherokeebecame a separate nation within Georgia. Bythe early 1800s, the Cherokee had their ownschools, their own newspaper, and their ownwritten constitution. Sequoya’s invention of aCherokee alphabet enabled many of theCherokee to read and write in their own lan-guage. The Cherokee farmed some of Georgia’srichest land, and in 1829 gold was discoveredthere. White Americans began trespassing onCherokee territory in pursuit of riches.

What Is Relocation? While the United Stateshad expanded westward by the 1830s, largenumbers of Native Americans still lived in theeastern part of the country. In Georgia,Alabama, Mississippi, and Florida lived the“Five Civilized Tribes”—the Cherokee, Creek,Seminole, Chickasaw, and Choctaw. These tribeshad established successful farming societies.

Because the area west of the MississippiRiver was dry and seemed unsuitable for farm-ing, few white Americans lived there. Many set-tlers wanted the federal government to relocateNative Americans living in the Southeast. Theywanted to force the Native Americans to leavetheir land and move west of the MississippiRiver. President Andrew Jackson, a man of thefrontier himself, supported the settlers’ demandfor Native American land.

What Was the Indian Removal Act? In1830 Congress passed the Indian Removal Act.It allowed the federal government to pay

Native Americans to move west. Jackson thensent officials to negotiate treaties with NativeAmericans of the Southeast. In 1834 Congresscreated the Indian Territory, an area in present-day Oklahoma, for these Native Americans.

The Cherokee Nation The Cherokee Nation,however, refused to give up its land. In treatiesof the 1790s, the federal government had recog-nized the Cherokee people as a separate nationwith their own laws. Georgia, however, refusedto recognize Cherokee laws.

The Cherokee sued the state and eventuallytook their case to the Supreme Court. InWorcester v. Georgia (1832), Chief Justice JohnMarshall ruled that Georgia had no right tointerfere with the Cherokee. The NativeAmericans, he said, were protected by the fed-eral government and the Constitution. ; (See

page 849 of the Appendix for a summary of Worcester v. Georgia.)

President Jackson had supported Georgia’sefforts to remove the Cherokee. He vowed toignore the Supreme Court’s ruling. “JohnMarshall has made his decision,” Jacksonreportedly said. “Now let him enforce it.”


Sequoya holds a sample of theCherokee alphabet. What happened tothe Cherokee people in the 1830s?

Stock Montage


INDIAN TERR.

MO.

ARK.TERR.

MISS.

LA.

ALA.

FLORIDATERR.

GEORGIA

S.C.

N.C.

VA.

MD.

PA.N.J.

DEL.

N.Y.

CONN. R.I.MASS.

VT.

ME.

TENN.

KENTUCKY

OHIOIND.ILL.

MICHIG

AN

WISCONSINTERR. N.H.

Fox

Sauk

Red R.

Mississippi

R.

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Lak

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Lake Huron

Lake Erie

Lake Ontario

Lake Superior

Missouri R.

Gulf ofMexico

ATLaNTICOCEaN

40°N

30°N

20°N

80°W

90°W

TROPIC OF CANCER

New Orleans

Vicksburg

MemphisFt. CoffeeFt. Gibson

Ft. Smith

11

22

33

Albers Conic Equal-Area projection300 kilometers0

300 miles0

N

S

EW

30°N

80°W

LakeOkeechobee

Dade Massacre1835

Ft. King

Ft. Dade

N

S

EW

100 kilometers0

100 miles0

Alber's Conic Equal-Area projection

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

Battle

Removal of Native Americans, 1820–1840

Between 1830 and 1840, the U.S. govern-ment moved about 60,000 NativeAmericans to reservations.1. Movement What group was forced

to move farthest from its homeland?2. Analyze Which groups were forced

to move from Mississippi?

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

Chief Black Hawk led NativeAmericans back to lllinois in 1832,but they were driven away.The Cherokee took their refusalto move to the Supreme Court – and won. Federal troops forcedthem to leave anyway.Chief Osceola led the Seminolein rebellion.

11

22

33

What Was the Trail of Tears? In 1835 thefederal government persuaded a few Cherokeeto sign a treaty giving up their people’s land.Yet most of the Cherokee refused to honor thetreaty. They wrote a protest letter to the govern-ment and people of the United States pleadingfor understanding. It did not soften the resolveof President Jackson or the area’s white settlers.In 1838 federal troops under General WinfieldScott came to remove the Cherokee from theirhomes and lead them west. ; (See page 853 of the

Appendix for the text of the Cherokee protest.)

Scott threatened force if the Cherokee didnot leave. The Cherokee knew that fightingwould only lead to their doom. Filled with sadness and anger, their leaders yielded, and

then the long march to the West began. Oneman in Kentucky wrote of seeing hundreds ofCherokee marching by:

“Even [the] aged . . . weretraveling with heavy burdensattached to the back. . . .”

—from The Trail of Tears

Brutal weather along the way claimed thou-sands of Cherokee lives. Their forced journeywest became known to Cherokee people as theTrail Where They Cried. Historians call it theTrail of Tears.

Explain What was the purpose of the Indian Removal Act?

US8.8.2 Describe the purpose, challenges, and economic incentives associated with westward expansion, including the conceptof Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears,” set-tlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.

Native American ResistanceSome groups of Native Americans

attempted to resist relocation. Most wereeventually taken from their lands by force.

Reading Connection Have you ever been told todo something you thought was wrong? Did youattempt to resist? Read on to find out how someNative Americans resisted relocation.

In 1832 the Sauk chieftain, Black Hawk, leda force of Sauk and Fox people back to Illinois,their homeland. They wanted to recapture thisarea, which had been given up in a treaty. Thestate militia and federal troops responded withforce, killing hundreds of Sauk and Fox andchasing the survivors into present-day Iowa.The troops pursued the people and slaughteredmost of them.

The Seminole The Seminole people ofFlorida were the only Native Americans whosuccessfully resisted their removal. Althoughthey were pressured in the early 1830s to sign treaties giving up their land, the Seminolechief, Osceola (AH • see • OH • luh), and some of

his people refused to leave Florida. TheSeminole decided to go to war against theUnited States instead.

In 1835 the Seminole joined forces with agroup of African Americans who had run awayto escape slavery. Together they attacked whitesettlements along the Florida coast. They usedguerrilla tactics (guh • RIH • luh), making sur-prise attacks and then retreating back into theforests and swamps. In December 1835,Seminole ambushed soldiers under the com-mand of Major Francis Dade. Only a few of the110 soldiers survived the attack. The DadeMassacre led to sending more troops andequipment to fight the Seminole.

By 1842 more than 1,500 American soldiershad died in the Seminole wars. The governmentgave up and allowed the Seminole to remain inFlorida. Many Seminole, however, had died inthe long war, and many more were capturedand forced to move westward. After 1842 only afew scattered groups of Native Americans lived

east of the Mississippi. Most hadbeen removed to the West.

Native Americans had given upmore than 100 million acres of east-ern land to the federal government.They had received in return about$68 million and 32 million acres inlands west of the Mississippi River.

Student Web Activity Visit ca.hss.glencoe.comand click on Chapter 10—StudentWebActivities foran activity on the Trail of Tears.

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

CHAPTER 10 • The Age of Jackson 455SuperStock


456

OSCEOLAc. 1804–1838

Osceola was born in 1804. His ancestors were

Creek, African American, British, Irish, and Scottish.

After President Jackson signed the Indian Removal

Act in 1830, Osceola became the leader of the

Seminoles and led successful attacks on United

States forts. He was much revered among the

Seminole for his ability as a warrior and his refusal

to yield to the government’s demands.

The Seminoles hid in the swampy lands of the

Everglades throughout 1836 and continued to carry

out attacks on U.S. soldiers, as well as on local farms

and businesses. However, as food became scarce, the

Seminoles grew tired, sick, and hungry. A group of

Seminole chiefs negotiated peace with the soldiers

and offered to move to a reservation in Arkansas. In

exchange, they requested that the many runaway

slaves who had found refuge with them be allowed

to remain with the Seminoles and not be returned

to slavery. The army agreed but later broke the

promise and declared that those slaves who had joined the Seminoles after the

start of the war would be taken back to their owners. Angered over this violation of

the new treaty, the Seminoles again moved into the swamps and the war resumed.

The U.S. Army captured one of the Seminole leaders. It offered to release him if

Osceola agreed to talks. Osceola tried to surrender but was captured. He and his

family were imprisoned, and he died of a throat

infection in 1838. Most of the Seminoles were

removed from Florida to the Oklahoma

Territory. Some Seminoles remained in Florida

and settled in reservations there. Although

Osceola had fought against the United States,

he was respected as a hero and given a funeral

with full military honors.

“You have guns, and so do we; . . . You have men and sohave we; Your men will fight,and so will ours until the lastdrop of the Seminoles’ bloodhas moistened the dust of hishunting grounds.”

—Osceola in a letter to General Clinch

Osceola and his men had many advantages duringthe Seminole wars. His men knew the terrain andhad superior fighting skills. Research to find infor-mation about a recent or current war. Describethe advantages and disadvantages each side possessed.

US8.8.2 Describe the purpose, challenges,and economic incentives associated withwestward expansion, including the concept ofManifest Destiny (e.g., the Lewis and Clarkexpedition, accounts of the removal of Indians,the Cherokees' "Trail of Tears," settlement ofthe Great Plains) and the territorial acquisi-tions that spanned numerous decades.

Smithsonian American Art Museum, Washington, DC/Art Resource, NY

the removal of Native Americans? Visitca.hss.glencoe.com and click on Study Central.


The Five Civilized Tribes The Five CivilizedTribes were relocated in present-day Oklahomaon lands claimed by several Plains groups,including the Osage, Comanche, and Kiowa. ThePlains groups agreed to let the Five CivilizedTribes live in peace. Settled in their new homes,

the Five Tribes developed their governments,improved their farms, and built schools.

Compare How was theresponse of the Seminoles different from that of theCherokee when they were removed from their lands?

Reading SummaryReview the • Native Americans’ requests to

remain on their lands wererefused, and they were oftenforcibly removed.

• Native Americans often resisted,waging war against the UnitedStates in an attempt to keeptheir land.

1. Describe how PresidentJackson reacted to theSupreme Court decision sup-porting the Cherokees’ rights.

2. How were the Seminole ableto resist relocation?

Critical Thinking 3. Organize Information Re-

create the diagram below toshow how the Cherokee wereeventually removed fromtheir land.

4. How wasGeorgia’s policy toward theCherokee different from pre-vious federal policy?

5. Persuasive Writing Write aletter to Andrew Jacksontelling him why the NativeAmericans should or shouldnot be allowed to stay intheir homelands.

6. Time LineCreate a time line of JohnMarshall’s career as aSupreme Court Justice. Usethe index of your book to findother references to him. Onyour time line, note whichdecisions brought him intoconflict with the president of the time. CA CS2.

CA 8WA2.4

CA HI3.

CA HI1.

What Did You Learn?


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

—Black Hawk, Sauk leader (left),pictured here with his son,

Whirling Thunder

1835 treaty with Cherokee

Thomas Gilcrease Institute of American Art, Tulsa, OK



Jacksonand the Bank

Looking Back, Looking AheadIn Section 2, you learned about theremoval of Native Americans to Westernlands. In this section, you will learn aboutJackson’s fight with the National Bankand the election of the Whigs to power.

Focusing on the • President Jackson forced the National

Bank to close, and the Panic of 1837caused economic problems that splitthe Democratic Party. (page 459)

• After Harrison’s death, Tyler took thepresidency in a direction opposed tothe Whigs’ goals, and the Whigs lostpower after 1844. (page 461)

Meeting PeopleNicholas BiddleMartin Van BurenWilliam Henry HarrisonJohn Tyler

Content Vocabularyvetodepressionlaissez-faire (LEH • SAY • FEHR)

Academic Vocabularycontribute (kuhn•TRIH•byuht)symbol (SIHM•buhl)

Reading StrategySequencing Information As you readthe section, re-create the diagram below.In the spaces provided, describe the stepsAndrew Jackson took that put the Bankof the United States out of business.


Jackson stops bank

1830 1836 1842

1832Andrew Jacksonchallenges theBank of theUnited States

1837Economic depression strikes the nation

1841President WilliamHenry Harrisondies in office

Bank note William Henry Harrison

(l)Bettmann/CORBIS, (r)National Portrait Gallery, Smithsonian Institution/Art Resource, NY


War Against the BankPresident Jackson forced theNational Bank to close, and the

Panic of 1837 caused economic problems thatsplit the Democratic Party.

Reading Connection Do you have a bank account?Do you know what would happen to your money ifan economic crisis occurred? Read on to find outwhat happened to banks during the Panic of 1837.

Jackson had another great struggle duringhis presidency. For years, he had criticized theBank of the United States as being an organiza-tion of wealthy Easterners over which ordinarycitizens had no control. The Bank of the UnitedStates was a powerful institution. It held thefederal government’s money and controlledmuch of the country’s money supply. Althoughthe Bank had been chartered by Congress, itwas run by private bankers rather than electedofficials.

The Bank’s president, Nicholas Biddle, rep-resented everything Jackson disliked. Jacksonprided himself on being a self-made man whostarted with nothing. Biddle, on the other hand,came from a wealthy family.

In 1832 Jackson’s opponents gave him thechance to take action against the Bank. SenatorsHenry Clay and Daniel Webster, friends ofBiddle, planned to use the Bank to defeatJackson in the 1832 presidential election. Theypersuaded Biddle to apply early for a new char-ter—a government permit to operate theBank—even though the Bank’s current charterdid not expire until 1836.

Clay and Webster believed the Bank hadpopular support. They thought that an attemptby Jackson to take away its charter would leadto his defeat and allow Henry Clay to be electedpresident. When the bill to renew the Bank’scharter came to Jackson for signature, he wassick in bed. Jackson told his friend Martin VanBuren, “The bank, Mr. Van Buren, is trying tokill me. But I will kill it!” Jackson vetoed, orrejected, the bill.

Jackson, like many others, believed theBank was unconstitutional despite the SupremeCourt’s decision to the contrary in McCulloch v.Maryland (1819). In a message to Congress,Jackson denounced the Bank arguing that:

“when the laws . . . make therich richer and the potent morepowerful, the humble members ofsociety—the farmers, mechanics,and laborers—who have neither thetime nor the means of securing likefavors to themselves, have a right tocomplain of the injustice of theirGovernment.”

—Andrew Jackson, as quoted inThe Annals of America

Once again, Jackson was publicly opposing aruling by the Supreme Court, as he had inWorcester v. Georgia.

The Election of 1832 Webster and Claywere right about one thing. The Bank of the United States did play a large part in thecampaign of 1832. Their strategy for gainingsupport for Clay as president, however, back-fired. Most people supported Jackson’s veto ofthe bank charter bill. Jackson was reelected,receiving 55 percent of the popular vote andcollecting 219 electoral votes to Clay’s 49.Martin Van Buren was elected vice president.

Once reelected, Jackson decided on a planto “kill” the Bank. He ordered the withdrawalof all government deposits from the Bank andplaced the funds in smaller state banks.


Paper money issued in mid-1800s

Bettmann/CORBIS

Without those government deposits, theNational Bank could not do business. By put-ting an end to the Bank, Jackson had won apolitical victory. Later, however, critics chargedthat the end of the National Bank contributedto the economic problems that the nation facedin the years ahead.

What Caused Economic Problems? WhenJackson decided not to run for a third term in1836, the Democrats selected Martin Van Burenof New York, Jackson’s vice president, as theircandidate. Van Buren faced bitter oppositionfrom the Whigs, a new political party thatincluded former National Republicans andother anti-Jackson forces. Jackson’s great popu-larity and his personal support helped VanBuren easily defeat several Whig opponents.Van Buren was inaugurated in 1837.

Two months after Van Buren took office, thecountry entered a severe economic depression,a period in which business and employmentfall to a very low level. The depression beganwith the Panic of 1837, a time when land valuesdropped sharply, investments declined sud-denly, and banks failed.

Within a few weeks, thousands of busi-nesses had closed and hundreds of thousandsof people had lost their jobs. Many Americans

could not afford food or rent. In February 1837,people in New York put up signs voicing theiranger: “Bread, Meat, Rent, and Fuel! Theirprices must come down!”

President Van Buren believed in the princi-ple of laissez-faire (LEH • SAY • FEHR)—that gov-ernment should interfere as little as possible inthe nation’s economy. However, Van Burenbelieved that some actions were necessary. VanBuren persuaded Congress to establish an inde-pendent federal treasury in 1840. The govern-ment would no longer deposit its money withprivate individual banks as it had started to doduring President Jackson’s war with the Bankof the United States. Instead, the governmentwould store its money in the federal treasury. The new system, Van Buren believed,would guard against bank crises.

Van Buren called the new law a “seconddeclaration of independence” because it sepa-rated government finances from those of thenation’s banks. However, criticism of the actcame from members of Van Buren’s ownDemocratic Party as well as from Whigs. Thesplit in the Democratic Party meant the Whigshad a chance to win the presidency in 1840.

Explain What was the newtreasury system supposed to prevent?


Many cartoons from the period depictedJackson’s battle against the Second Bankof the United States. Does this cartoonsupport the president or the Bank?Explain.

The Bank President Jackson American people

A B C

New York Historical Society

Jackson and the Bank? Visit ca.hss.glencoe.comand click on Study Central.


The Whigs Come to PowerAfter Harrison’s death, Tyler tookthe presidency in a direction

opposed to the Whigs’ goals, and the Whigs lostpower after 1844.

Reading Connection What kind of political dis-agreements take place in your community? Read onto find out how the Whig Party lost the election of1844 due to internal disputes.

With the country still in a depression, theWhigs hoped to beat Van Buren in the electionof 1840. Their candidates were the military heroWilliam Henry Harrison and his running mateJohn Tyler. Because Harrison had won fame inthe Battle of Tippecanoe, the Whigs’ campaignslogan was “Tippecanoe and Tyler Too.”

Harrison sought the votes of laborers andfarmers. Harrison was portrayed as a “man of thepeople.” Whig cartoons showed him in front of a

log cabin, the Whigs’ campaign symbol. The logcabin campaign worked, and Harrison won eas-ily. Four weeks after his inauguration in 1841,Harrison died of pneumonia. John Tyler becamethe first vice president to gain the presidencybecause the elected president died in office.

Although Tyler had been elected as a Whig,he had once been a Democrat. As president,Tyler backed states’ rights and vetoed severalWhig-sponsored bills. This lack of party loyaltyangered Whigs. Most of the cabinet resigned,and Whig leaders in Congress expelled Tylerfrom the party.

Whig leaders, however, could not agree on policies. This division partly explains whythe Whig candidate, Henry Clay, lost the election of 1844 to Democratic candidate Polk.After only four years, the Whigs were out ofpower again.

Describe How did JohnTyler become president?

Reading SummaryReview the • Jackson waged a war against the

bank and won not only his sideof the war but the election of1832 as well.

• Criticism over Van Buren’sresponse to the Panic of 1837brought the Whigs to power, butdissension among members ofthe party helped a Democrat towin the next election.

1. List Jackson’s reasons forwanting to “kill” the Bank ofthe United States.

2. What tactics did the Whigsborrow from Jackson’s campaign to win the electionof 1840?

Critical Thinking 3. Organize Information

Re-create the diagram belowto show how the Panic of1837 affected the presidencyof Martin Van Buren.

4. Why didPresident Van Buren do littleto solve the nation’s eco-nomic problems during thedepression?

5. Creative Writing Write acampaign slogan for VanBuren or Harrison in the election of 1840. Then designa campaign button that incorporates your slogan.

CA 8WA2.5.a

CA HI2.

What Did You Learn?



Panic of

1837


The Inauguration ofAndrew Jackson

In 1829 Andrew Jackson became president. A Washington resident, Mrs. Samuel HarrisonSmith, wrote about Jackson’s inauguration in a letter:

Thousands and thousands of people,without distinction of rank, collected inan immense mass round the Capitol,silent, orderly and tranquil, with theireyes fixed on the front of that edifice,waiting the appearance of the President inthe portico. The door from the Rotundaopens, preceded by the marshals, sur-rounded by the Judges of the SupremeCourt, the old man with his gray locks,that crown of glory, advances, bows to the

people, who greet him with a shout thatrends the air, the Cannons from theheights around, . . . proclaim the oath hehas taken and all the hills reverberate thesound. It was grand,—it was sublime! Analmost breathless silence, succeeded andthe multitude was still,—listening to catchthe sound of his voice, [though] it was so low, as to be heard only by those near-est to him. After reading his speech, theoath was administered to him by theChief Justice. The Marshal presented the Bible. The President took it from his hands, pressed his lips to it, laid itreverently down, then bowed again to the people—Yes, to the people in all theirmajesty.

—from The First Forty Years of Washington Society

Jacksonian DemocracyThe spirit of Jacksonian democracy was seen in the 1829

inauguration of America’s new president, Andrew Jackson.Unlike previous presidents, Jackson invited “common peo-ple” to his inauguration and presented himself as one ofthem. Called “the people’s choice,” Jackson responded to thewishes of ordinary Americans who wanted changes in theirgovernment’s leadership.

tranquil (TRAN • kwuhl): free of distur-bance or commotion

edifice (EH • duh • fuhs): a building,especially one that is large or impressive

portico (POHR • tih • KOH): a coveredentrance or walkway

rotunda (roh • TUHN • duh): a largeround room or hall

rends: disturbs the silence or piercesthe air with a loud sound

reverberate: to echo repeatedly

sublime (suh • BLYM): awe-inspiringlybeautiful

pecuniary (pih • KYOO • nee • EHR • ee):relating to or involving money

incalculably (ihn • KAL • kyuh • luh •buh • lee): too great or numerous to bemeasured

solicitude (suh • LIH • suh • TOOD):concern and consideration

Reader’s Dictionary


US8.8.1 Discuss the election of AndrewJackson as president in 1828, the impor-tance of Jacksonian democracy, and hisactions as president (e.g., the spoils sys-tem, veto of the National Bank, policy of Indian removal, opposition to theSupreme Court).

Jackson is sworn in as president.


Indian RemovalIn 1830 President Andrew Jackson delivered amessage to Congress describing his plans forremoving Native Americans from their lands byforcing them west to an area beyond theMississippi River.

The consequences of a speedy removal willbe important to the United States, to individ-ual states, and to the Indians themselves. Thepecuniary advantages which it promises tothe government are the least of its recom-mendations. It puts an end to all possibledanger of collision between the authorities ofthe general and state governments onaccount of the Indians. It will place a denseand civilized population in large tracts ofcountry now occupied by a few savagehunters. By opening the whole territorybetween Tennessee on the north andLouisiana on the south to the settlement ofthe whites it will incalculably strengthen thesouthwestern frontier and render the adja-cent states strong enough to repel futureinvasions without remote aid. It will relievethe whole state of Mississippi and the west-ern part of Alabama of Indian occupancy,and enable those states to advance rapidly inpopulation, wealth, and power.

It will separate the Indians from immedi-ate contact with settlements of whites; freethem from the power of the states; enable

them to pursue happiness in their own wayand under their own rude institutions; willretard the progress of decay, which is lessen-ing their numbers, and perhaps cause themgradually, under the protection of the gov-ernment and through the influence of goodcounsels, to cast off their savage habits andbecome an interesting, civilized, andChristian community. These consequences,some of them so certain and the rest so prob-able, make the complete execution of the plansanctioned by Congress at their last sessionan object of much solicitude.

—Message to Congress, December 6, 1830

The Inauguration of Andrew Jackson1. How do you think Mrs. Smith’s account of

this event might be different from a newsreporter’s account?

Indian Removal

2. What does President Jackson state is the bestreason for the removal of Native Americans?

3. How will the Native Americans benefit fromthis plan, according to President Jackson?

Read to Write

4. President Jackson was known as a “man ofthe people.” Is this perception apparent inthese documents? Do you see any inconsis-tencies? Summarize your conclusions. Next, identify a political leader that has animage in popular culture and contrast thatwith policy decisions made by that leader.Compare the contemporary leader you chosewith Andrew Jackson. CA 8WS1.0

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

(l)Archives and Manuscripts Division of the Oklahoma Historical Society, (r)Archives and Manuscripts Division of the Oklahoma Historical Society

Reviewing Content VocabularyMatch each word below to the correct definition.

a. plurality e. landslideb. suffrage f. secedec. majority g. depressiond. nullify

___ 1. a period in which business and employ-ment fall to very low levels

___ 2. a portion that is more than half___ 3. to cancel ___ 4. the largest single share of something ___ 5. an overwhelming victory___ 6. the right to vote___ 7. to break away

Review the Section 1 • Jacksonian Democracy

8. How did the supporters of Jackson andAdams differ in their beliefs?

9. What were some of the political tacticsused by Democratic-Republicans and theNational Republicans in the election of1828?

10. Which Americans were prohibited fromvoting in most states before the 1800s?

Section 2 • The Removal of Native Americans

11. Who did the Seminoles join forces with asthey fought against forced removal fromtheir land?

12. What was the outcome of Worcester v.Georgia?

Section 3 • Jackson and the Bank

13. How did the Panic of 1837 affect thenation’s economy?

14. Why was Harrison’s log cabin campaignsuccessful?

Critical Thinking15. Conclude President Andrew Jackson

promised “equal protection and equal ben-efits” for all Americans. Do you think heincluded Native Americans in his promise?Why or why not?

16. Organize Information Re-create the chartbelow. List the issues that Jackson dealtwith during his presidency. Then describehow he responded to each issue.

Geography SkillsThe issue of states’ rights was debated in theelection of 1828. Study the map below andanswer the questions that follow. CA CS3.

CA CS2.

CA HI1.


Standard US8.8

Issues Jackson’s response

N

S

EW

200 kilometers0Lambert Azimuthal Equal-Areaprojection

200 miles0

N.H. 8

MAINE

MASS.15

VT. 7

N.Y.

PA. 28R.I. 4

CONN. 8N.J. 8

DEL. 3MD. 6MD. 5

KY. 14VA. 24

N.C. 15

1

8

20 16

TENN. 11

S.C.11GA.

9

OHIO16IND.

5ILL.3

MO.3

ALA.5

MISS.3

LA.5

40ºN

30ºN

90ºW80ºW

ATLaNTICOCEaN

Election of 1828

Total electoral votes received

Jackson

Adams

178

83Democrat

Republican

17. Region Which general areas of the UnitedStates voted for Andrew Jackson in theelection of 1828?

18. Location Which candidate won morevotes in Adams’s home state ofMassachusetts?

Read to Write19. Persuasive Writing

Choose one of the events in this chapterover which Americans were divided inopinion. Choose one side or the other andwrite a short essay arguing why you thinkyour view is correct.

20. Using Your Use the informationyou gathered in your foldable to create atime line of Andrew Jackson’s presidency.Illustrate your time line with drawings orpictures.

Using Academic VocabularySome words like issue have multiple meanings.Find definitions of the word issue. It can be anoun or a verb. Write T for True or F for False toindicate whether the following statements usethe correct meaning of the word issue.

21. An important issue during AndrewJackson’s presidency was the National Bank.

22. The Five Civilized Tribes issued farmingsocieties with successful economies.

Building Citizenship23. Become an Informed Voter With a part-

ner, choose an election in your community.Outline how you would become informedon the candidates and/or the issues. Shareyour outline and your findings with theclass.

Economics Connection24. Predict How would an economic reces-

sion or depression affect your life today?Write a few paragraphs describing yourideas.

Reviewing Skills

25. Question and AnswerRelationships Write your own reviewquestions and answers. Write two that aredirectly from the text and two that requireother information.

26. Compare and ContrastRead the primary source document on the Cherokee removal on page 853. Then reread the passage on page 454 that deals with this event. Write a sum-mary paragraph comparing the primaryand secondary sources. CA HR4.

CA HR1.

CA HI6.CA 8WS1.0

CA 8WS1.4

CA CS2.

CA 8WA2.4


Select the best answer to each of thefollowing questions.

In Worcester v. Georgia, ChiefJustice John Marshall ruled thatthe state of Georgia

A must adopt the spoils system.B had no right to interfere with

the Cherokee.C could limit suffrage.D must support the National Bank.

Which of the following statementsexpresses an opinion aboutAndrew Jackson?

A Jackson served two terms aspresident.

B He spoke out against SouthCarolina’s Nullification Act.

C Jackson created the best systemof filling government positions.

D Jackson supported the IndianRemoval Act.

28

27

Self-Check Quiz Visit ca.hss.glencoe.com

to prepare for the Chapter 10 test.


the white house,washington, d.c. - … 1835 1845 1838 cherokee begin trail of tears 1841 president...

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