But First…the Practice Plan Test…Fun Times! NATIVE AMERICANS AND THE GOVERNMENT

Write about how these aspect of the Constitution focused on liberty/freedom: - Preamble (page 164) - Separation of Powers (165) - Checks and Balances (175) - Bill of Rights ( ) TURN IN YOUR ESSAY AND GRAB A TEXT BOOK.

How did our forefather use the government and laws to defend people’s rights? How do you think they defined freedom back then?

Before the Revolution, how did Americans view Native Americans? As an obstacle to be removed so they could take their land. Seneca Indians remember Washington and how he destroyed their villages…Proclamation of 1763 made England unpopular because it said settlers could not move West… NATIVE AMERICANS

Remember the document on the Northwest Ordinance, 1787… How did our new government say we would deal with Native Americans? It said we would not take their land or property without their consent, nor invade them…unless Congress authorized a “just” war against them. NATIVE AMERICANS

 President in the election of 1828  Political base was from the South & they expected him to remove 60,000 NA from the Cherokee, Chickasaw, Creek, Choctaw and Seminole nations.  In the Creek war of 1814, Jackson had taken millions of acres of their land across Georgia and Alabama ANDREW JACKSON AND THE NA

 Jackson’s war with the Seminoles in 1818 led to the Adams- Onis Treaty giving the US control of Florida.  Many NA remained in the South and assimilated to white culture:  Became Christian  Established schools  Owned private property  Formed constitutional governments  These southeastern tribes became known as the “Five Civilized Tribes” JACKSON AND THE NA

 Southern whites denied the ability of Native Americans to be civilized (President Jackson agreed)  What happens when we view others as less than human? Why is this dangerous? Who do we view as less than human today?  In order to be civilized, one must WANT to industrialize, cultivate and own the land. AMERICANS AND NATIVE AMERICAS

 Jackson, pushed this along. It attempted to peacefully negotiate the exchange of land in the south for new land in the Indian territory of Oklahoma.  Choctaws and Chickasaws reluctantly left out West, those who stayed behind were mistreated by the whites.  Jackson pressured the remaining nations to sell their land INDIAN REMOVAL ACT OF 1830

 – Georgia, Mississippi and Alabama dissolved the Native governments and took their land.  1832 – NA appeal to the Supreme Court in Worcester v. Georgia: Supreme Court says Georgia’s land theft was unconstitutional due to federal gov. treaty obligations “John Marshall (supreme court justice) has made his decision, now let him enforce it.” - Andrew Jackson What does the quote from Jackson imply about his feelings toward NA and the power of the Supreme Court? NA APPEAL TO THE GOVERNMENT

 1838 – US soldiers forced 16,000 Cherokees to walk from their lands to Oklahoma  4,000 died of disease/illness/hunger/exposure TRAIL OF TEARS

 Many did not go so quietly. Chief Black Hawk (hmmm, hockey?) led a resistance known as Black Hawk’s war in which state?  Illinois They fought local troops and the militia until they were crushed in 1832 VIOLENCE

As you watch the video, take notes on the various statements from people: - The Soldiers - Native Americans - Other Americans In what ways did the Cherokee assimilate/civilize themselves for the Americas? What was found in Georgia that brought many settlers there? How did the Cherokee try to keep their land legally? TRAIL OF TEARS

 You will be working in group of 4  Each group will get a set of handouts, each person will chose one handout to work with  For 20 minutes everyone will silently read their handout and take labeled notes:  Three Main Ideas  For each Main Idea you will need Two Supporting Details, which means you’ll have a total of six supporting details (specific information that explains/backs up your Main Idea)  You will need to create One Analysis that explains the connection between the main Ideas and explains what you think is significant about this topic and its relationship to our Unit on Liberty/Freedom. NATIVE AMERICAN GROUP WORK