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APUSH Period 4 1800-1848

http://www.youtube.com/watch?v=9ktWWX6j5lA 

 

Jeffersonian Democracy Questions 

 

War of 1812 DBQ  

 

Era of Good Feelings DBQ 

Rise of Mass Democracy Packet

Rise of Mass Democracy Questions Part I

 

Market Revolution Questions 

 

Reform and Society Questions 

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Read for Cherokee Removal

Cherokee Removal and Assimilation

When European-Americans—especially English settlers—arrived and stayed in the area that eventually became the United States, there was always tension between the settlers and those who had been there, the so-called “Indians,” including people as diverse as the Cherokee, Choctaws, Iroquois, and Naragansetts. This lesson focuses on the interactions between American settlers and the Cherokee. Since the Cherokee were the most assimilated of the native nations in 1800, few people would have predicted that thirty years later President Andrew Jackson would ignore a Supreme Court order, an action that ultimately forced the removal of more than twelve thousand Cherokee from their land—which white settlers immediately took over. A small number of Cherokee willingly moved; when most were forced to do so, death and disease resulted. Furthermore, the supporters of relocation (Major Ridge, his son John, and Elias Boudinot) were assassinated in 1839.

In this lesson, students examine documents that illustrate the process of assimilation of the Cherokee elite, as well as the tensions that emerged. Then students analyze materials that illustrate reactions: the Georgian leaders, President Jackson’s perspective, the Supreme Court decision, and the Cherokee responses. Finally, students examine documents that led to the Cherokee expulsion in the infamous Trail of Tears of 1838 and conclude by using many of these sources to write a response to a document-based question.

Cherokee Removal 

 Cherokee Assimili.

 

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 Manifest Destiny 

Wednesday:

  • To understand both the idealism and the realism of American policy makers at the time of the Mexican War

Manifest Destiny furnished the drive and umbrella of respectability for westward expansion. However, America’s national sections and, in many instances, individuals and groups had their own motives for promoting American expansion to the Pacific. Some of these motives were idealistic, while others were based on economic greed or prejudices. President James Polk’s fulfillment of his campaign pledge to complete the nation’s “manifest destiny” left the nation with the huge territory of the Southwest, the moral heritage of the slavery dispute, and discord with Mexico that lingers to this day.

In this lesson, students read a series of documents and compile a list of reasons for and against continental expansion in the 1840s. They then examine the values of decision makers of that era and contrast them with their own values and biases.

 

CHQ:  What were the arguments for and against American expansion to the Pacific in the 1840s?

Warm-Up: Answer MC questions 1-20.

Watch and take notes in your Learning Journal: http://ed.ted.com/on/mOo38uD5

Read and Respond in Learning Journal: 

HW: MC- 21-55

Exit: What are American values at the time of the Mexican War? 

 Classwork:

 Manifest Destiny

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 Slavery in Antebellum America Questions

 

 Slavery in Antebellum America Packet

 

Manifest Destiny Packet 

Manifest Destiny Questions