-
CHAPTER XX Chapter Title330
Why It Matters
The GrowingNation
1820–1860
Goblet showing Jackson’s log cabin
Advice on the Prairieby William T. Ranney
As you study Unit 5, you will learnhow growth, migration, and
conflict
increased following the Industrial Rev-olution. The following
resources offer
more information about this period inAmerican history.
Primary Sources LibrarySee pages 966–967 for primary source
readings to accompany Unit 5. Use the American History
Primary Source Document LibraryCD-ROM to find additional
primary
sources about the developing nation.
-
“Liberty andUnion, now and
forever. . . .”—Daniel Webster, 1830
-
Jackson1829–1837
J. Q. Adams1825–1829
332
Jackson Era1824–1845
Why It MattersThe struggle for political rights took shape in
the 1820s and 1830s, when many people
questioned the limits of American democracy.
The Impact TodayIn the years since the Jackson era:
• Women, African Americans, and other minorities have won the
right to vote and to participate in the political process.
• Today every United States citizen aged 18 or older, regardless
of gender, race, orwealth, has the right to vote.
The American Journey Video The chapter 11 video, “Old Hickory,”
chronicles events in Andrew Jackson’s military and political
careers.
1830• Indian Removal Act passed
• Webster-Hayne debate
1823• President Monroe
outlines Monroe Doctrine
1822• Brazil gains independence
from Portugal
1826• French scientist
Niépce producesfirst photograph
1829• Louis Braille
publishes reading system for the blind
Monroe1817–1825
The
1833• Force Bill
passed
CHAPTER 11 The Jackson Era
1820 1825 1830
1833• Slavery abolished
in British colonies
-
Tyler1841–1845
1840• Harrison elected president
333
1838• Cherokee forced
to move west
1837• Panic of 1837
1845• Deadly fungus
destroys much of Ireland’s potato crop
HISTORY
Chapter OverviewVisit taj.glencoe.com andclick on Chapter
11—Chapter Overviews to pre-view chapter information.
Stump Speaking by George Caleb Bingham Bingham’s series of
electionpaintings expressed faith in the growth of democracy.
Van Buren1837–1841
CHAPTER 11 The Jackson Era
W. H. Harrison1841
1835 18451840
1834• Indian Territory
created by Congress
1839• Scottish blacksmith,
Kirkpatrick Macmillian,produces first bicycle
1843• Charles Dickens writes
“A Christmas Carol”
12
12
Step 1 Fold a sheet of paper in half from side toside, leaving a
inch tab along the side.
Step 2 Turn the paper and fold it into fourths.
Step 3 Unfold and cut up along the three foldlines.
Step 4 Label your foldable as shown.
Fold in half,then fold inhalf again.
Make fourtabs.
Evaluating Information Study FoldableMake this foldable to help
you ask and answerquestions about the Jackson era.
Reading and Writing As you read, ask yourself“who” Andrew
Jackson was, “what” he did, “when”he did it, and “why” it happened.
Write yourthoughts and facts under each appropriate tab.
Leave inch tab
here.
Who? What? When? Why?
http://taj.glencoe.com
-
1825John Quincy Adams winspresidency in House election
1828Andrew Jacksonelected president
1830Webster and Haynedebate
1832South Carolinathreatens to secede
Main IdeaThe United States’s political systemchanged under
Andrew Jackson.
Key Termsfavorite son, majority, plurality, mudslinging,
landslide, suffrage,bureaucracy, spoils system, caucus,nominating
convention, tariff, nullify, secede
Reading StrategyAs you read Section 1, create a chartlike the
one below and in the boxesdescribe the political parties in
1828.
Read to Learn• why the nation’s sixth president
was chosen by the House.• what political changes came under
President Jackson.
Section ThemeContinuity and Change James Monroe’s decision not
to seek a thirdterm was followed by two hotly contested
presidential elections.
Jacksonian Democracy
The presidential campaign of 1828 was one of the most vicious in
American history.Supporters of John Quincy Adams in Philadelphia
distributed a pamphlet titled “SomeAccount of Some of the Bloody
Deeds of General Jackson.” One illustration in the pam-phlet showed
a ferocious-looking Andrew Jackson plunging his sword through the
bodyof a helpless civilian. Meanwhile Jackson’s supporters falsely
accused John QuincyAdams of kidnapping a young American girl and
selling her to the ruler of Russia.
The Election of 1824From 1816 to 1824, the United States had
only one political party, the Jeffer-
sonian Republicans. Within the party, however, differences arose
among variousgroups that had their own views and interests. In 1824
James Monroe was fin-ishing his second term as president but
declined to run for a third term. Fourcandidates from the
Republican Party competed for the presidency.
Jackson sewing box
334 CHAPTER 11 The Jackson Era
Candidate Views
DemocraticRepublicans
NationalRepublicans
Preview of Events
Guide to Reading
✦ 1825 ✦ 1835✦ 1830
-
The four candidates’ opinions differed on therole of the federal
government. They also spokefor different parts of the country. The
RepublicanParty nominated William H. Crawford, a formercongressman
from Georgia. However, Craw-ford’s poor health weakened him as a
candidate.
The other three Republicans in the presiden-tial race were
favorite son candidates, meaningthey received the backing of their
home statesrather than that of the national party. Two ofthese
candidates—Andrew Jackson and HenryClay—came from the West. Clay,
of Kentucky,was Speaker of the House of Representatives.He fought
for his program of internal improve-ments, high tariffs, and a
stronger national bank.
General Andrew Jackson of Tennessee wasnot a Washington
politician, but he was a hero ofthe War of 1812. Raised in poverty,
he claimed tospeak for the Americans who had been left outof
politics.
John Quincy Adams of Massachusetts, son offormer president John
Adams, received supportfrom merchants of the Northeast.
Striking a BargainIn the election Jackson received the
largest
number of popular votes. However, no candidatereceived a
majority, or more than half, of the elec-toral votes. Jackson won
99 electoral votes, whichgave him a plurality, or largest single
share.Under the terms of the Twelfth Amendment tothe Constitution,
when no candidate receives amajority of electoral votes, the House
of Repre-sentatives selects the president.
335CHAPTER 11 The Jackson Era
While the House was preparing to vote on thenext president,
Henry Clay met with Adams.Clay agreed to use his influence as
Speaker of theHouse to defeat Jackson. In return Clay may havehoped
to gain the position of secretary of state.
With Clay’s help Adams was elected presi-dent in the House.
Adams quickly named Clayas secretary of state, traditionally the
stepping-stone to the presidency. Jackson’s followersaccused the
two men of making a “corrupt bar-gain” and stealing the
election.
The Adams PresidencyIn Washington, D.C., the “corrupt
bargain”
had cast a shadow over Adams’s presidency.Outside the capital
Adams’s policies ran againstpopular opinion. Adams wanted a
strongernavy and government funds for scientific expe-ditions.
Adams also wanted the federal govern-ment to direct economic
growth.
Such ideas horrified those who desired amore limited role for
the federal government,and Congress turned down many of
Adams’sproposals. This was especially true after the con-gressional
elections of 1826, when enemies ofAdams controlled both the House
and Senate.
Describing Why were Adams andClay accused of making a “corrupt
bargain”?
The Election of 1828By the election of 1828, the party had
divided
into two separate parties: the Democratic-Republicans, who
supported Jackson, and theNational Republicans, who supported
Adams.Jackson’s Democratic-Republicans, or Demo-crats, favored
states’ rights and mistrustedJackson campaign
poster
Candidate ElectoralVotePopular
VoteHouseVote
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 of 1824was decided in the House of
Representatives.
Analyzing Information Whichcandidate received the most electoral
votes?
-
strong central government. Many Democratswere individualists
from the frontier, immi-grants, or laborers in the big cities.
The National Republicans wanted a strongcentral government. They
supported federalmeasures, such as road building and the Bank ofthe
United States, that would shape the nation’seconomy. Many were
merchants or farmers.
During the campaign both parties resorted tomudslinging,
attempts to ruin their opponent’sreputation with insults. The
Democratic-Republi-cans accused Adams of betraying the people.
Theyput out a handbill calling the election a contest“between an
honest patriotism, on the one side,and an unholy, selfish ambition,
on the other.”
The National Republicans fought back. Theycreated a vicious
campaign song to play upembarrassing incidents in Jackson’s life.
Oneinvolved Jackson’s order in the War of 1812 toexecute several
soldiers who had deserted.
Mudslinging was not the only new elementintroduced in the 1828
campaign. Election slo-gans, rallies, buttons, and events such as
barbe-cues were also used to arouse enthusiasm. All ofthese new
features became a permanent part ofAmerican political life.
Jackson TriumphsIn the election of 1828, Jackson received
most
of the votes cast by voters of the new frontierstates. He also
received many votes in the South,where his support for states’
rights was popular.John C. Calhoun of South Carolina, who hadserved
as Adams’s vice president, switched par-ties to run with Jackson.
Calhoun also champi-oned states’ rights. Jackson won the election
in alandslide, an overwhelming victory, with 56 per-cent of the
popular vote and 178 electoral votes.
Summarizing How did Jackson try to get the support of people in
the election of 1828?
Jackson as PresidentAndrew Jackson was everything most
Ameri-
cans admired—a patriot, a self-made man, and awar hero. On March
4, 1829, thousands of farm-ers, laborers, and other ordinary
Americanscrowded into the nation’s capital to hear Jack-
son’s Inaugural Address. After Jackson’s speecha crowd joined
him at a White House reception.They filled the elegant rooms of the
mansion,trampling on the carpets with muddy shoes,spilling food on
sofas and chairs. They werethere to shake the hand of the general
whoseemed just like them.
“Old Hickory”Like many of his supporters, Andrew Jackson
had been born in a log cabin. His parents, poorfarmers, died
before he was 15. As a teenagerJackson fought with the Patriots in
the AmericanRevolution. Before he was 30, he was elected toCongress
from Tennessee.
Jackson gained fame during the War of 1812.He 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 stick.
Small farmers, craft workers, and others whofelt left out of the
expanding American econ-omy loved Jackson. They felt that his rise
froma log cabin to the White House demonstratedthe American success
story. His popularitywith the common man changed politics
inWashington, D.C.
CitizenshipNew Voters
President Andrew Jackson promised “equalprotection and equal
benefits” for all Ameri-cans—at least for all white American men.
Dur-ing his first term, a spirit of equality spreadthrough American
politics.
In the nation’s early years, most states had lim-ited suffrage,
or the right to vote, for men whoowned property or paid taxes. By
1815 manystates had loosened or soon would loosen theproperty
requirements for voting. In the 1820sdemocracy expanded as people
who had notbeen allowed to vote voted for the first time.Between
1824 and 1828, the percentage of whitemales voting in presidential
elections increasedfrom 26.9 to 57.6 percent. For the first time,
whitemale sharecroppers, factory workers, and manyothers were
brought into the political process.
336 CHAPTER 11 The Jackson Era
-
337CHAPTER 11 The Jackson Era
The expansion of suffrage continued, and in1840 more than 80
percent of white malesvoted in the presidential election.
However,women still could not vote, and African Amer-icans and
Native Americans had few rights ofany kind.
Another development in the broadening ofdemocracy involved
presidential electors. By1828, 22 of the 24 states changed their
constitu-tions to allow the people, rather than the
statelegislatures, to choose presidential electors.
The Spoils SystemDemocrats carried the spirit of democracy
into government. They wanted to open up gov-ernment jobs to
people from all walks of life.They were disturbed that the federal
govern-ment had become a bureaucracy, a system inwhich nonelected
officials carry out laws.Democrats argued that ordinary citizens
couldhandle any government job.
President Jackson fired many federal workersand replaced them
with his supporters. The dis-charged employees protested
vehemently. Theycharged that Jackson was acting like a
tyrant,hiring and firing people at will. 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
theelection, they had the right to the spoils—benefits of
victory—such as handing out gov-ernment jobs to supporters. The
practice ofreplacing government employees with the win-ning
candidate’s supporters became known asthe spoils system.
Electoral ChangesJackson’s supporters worked to make the
political system more democratic as well. Theyabandoned the
unpopular caucus system. In thissystem major political candidates
were chosen bycommittees made up of members of Congress.The
caucuses were replaced by nominating con-ventions in which
delegates from the statesselected the party’s presidential
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. This system allowed many people to participatein the
selection of political candidates.
Describing What is a caucus system?
B Nicholas BiddleA Andrew Jackson C Henry Clay D John C.
Calhoun
A
D
C
B
A Political Card Game Andrew Jacksonplays a card game with his
political ene-mies. Why did Jackson’s opponentscriticize the spoils
system?
Analyzing Political Cartoons
-
Economics
The Tariff DebateAmericans from different parts of the
country
disagreed strongly on some issues. One suchissue was the tariff,
a fee paid by merchantswho imported goods. While president,
Jacksonfaced a tariff crisis that tested the national gov-ernment’s
powers.
In 1828 Congress passed a very high tariff on manufactured goods
from Europe. Manu-facturers in the United States—mostly in the
Northeast—welcomed the tariff. Becausetariffs made European goods
more expensive,American consumers were more likely to
buyAmerican-made goods.
Southerners, however, hated the new tariff.They called it the
Tariff of Abominations—something hateful. These critics argued
that,while tariffs forced consumers to buy Americangoods, tariffs
also meant higher prices.
The South ProtestsSouthern politicians and plantation owners
were ready to act. Vice President John C. Calhounargued that a
state or group of states had the right
$
to nullify, or cancel, a federal law it consideredagainst state
interests. Some Southerners calledfor the Southern states to
secede, or break away,from the United States and form their own
gov-ernment. When Calhoun explored this idea,troubling questions
arose. The United States hadbeen a nation for nearly 50 years. What
if a statedisagreed with the federal government? Did astate have
the right to go its own way?
Calhoun drew from the ideas that Madisonand Jefferson wrote in
the Virginia and Ken-tucky Resolutions of 1798–1799. Calhoun
arguedthat since the federal government was a cre-ation of the
states, the states themselves are thefinal authority of the
constitutionality of federallaws. The alternative to state
sovereignty, Cal-houn pointed out, is to allow the Supreme Courtor
Congress to tell the people what our Consti-tution means and what
orders we must obey.
The Webster–Hayne DebateIn January 1830, Senator Daniel Webster
deliv-
ered a stinging attack on nullification. Websterstood on the
floor of the Senate to challenge aspeech given by Robert Hayne, a
young senatorfrom South Carolina. Hayne had defended theidea that
the states had a right to nullify acts ofthe federal government,
and even to secede.
In his response, Webster defended the Consti-tution and the
Union. He argued that nullificationcould only mean the end of the
Union. Websterclosed with the ringing statement, “Liberty andUnion,
now and forever, one and inseparable!”
Jackson Takes a StandNobody knew exactly where President
Jack-
son stood on the issue of nullification. ManySoutherners hoped
that Jackson might side withthem. In April 1830 supporters of
states’ rightsinvited the president to speak at a dinner. The
338 CHAPTER 11 The Jackson Era
King Andrew Some people called Andrew Jack-son “a man of the
people.” Others called him apower-hungry ruler. What symbols does
thecartoonist use to suggest items of royalty?
Analyzing Political Cartoons
-
guests, including Calhoun, waited anxiously forJackson to speak.
Finally, the president rose tohis feet and spoke directly to
Calhoun.
“Our federal union . . . must be preserved!”The states’ rights
supporters were shocked and
disappointed, but Calhoun answered the presi-dent’s challenge.
He raised his glass and said,
“The Union—next to our liberty, most dear.”He meant that the
fate of the Union must takesecond place to a state’s liberty to
overrule theConstitution if its interests were threatened.
Calhoun realized that Jackson would notchange his views. Wishing
to return to Congressto speak for Southern interests, Calhoun
wonelection to the Senate in December 1832. Notlong after, he
resigned the vice presidency.
The Nullification CrisisSouthern anger over the tariff continued
to
build. The Union seemed on the verge of split-ting apart. In
1832 Congress passed a new, lowertariff, hoping that the protest in
the South woulddie down. It did not.
South Carolina, Calhoun’s home state, hadled the fight against
the so-called Tariff ofAbominations. Now South Carolina took
the
Check for Understanding1. Key Terms Use each of these terms
in a complete sentence that will helpexplain its meaning:
favorite son,majority, plurality, mudslinging,landslide, suffrage,
spoils system,secede.
2. Reviewing Facts Why did the Houseof Representatives select
the presidentin the 1824 presidential election?
Reviewing Themes3. Continuity and Change What elec-
tion practices used in the 1828 presi-dential campaign are still
used today?
Critical Thinking4. Drawing Conclusions What was the
main reason President Adams wasnot popular with the
Democratic-Republicans?
5. Organizing Information Re-createthe diagram below and
describe thechanges that took place in the politi-cal system under
Andrew Jackson.
Analyzing Visuals6. Analyzing Political Cartoons Look
at the cartoon on page 338. Whatsymbols are used to represent
theUnited States? How does the cartoon-ist use labels? What does
the car-toonist want readers to think ofPresident Jackson?
CHAPTER 11 The Jackson Era 339
Interviewing Prepare a list of fivequestions that you might
haveasked President Jackson if you hadinterviewed him.
Changes
battle one step further. The state legislaturepassed the
Nullification Act, declaring that itwould not pay the “illegal”
tariffs of 1828 and1832. The South Carolina legislators
threatenedto secede from the Union if the federal govern-ment tried
to interfere with their actions.
To ease the crisis, Jackson supported a com-promise bill
proposed by Henry Clay that wouldgradually lower the tariff over
several years. Atthe same time, Jackson made sure that the
Southwould accept Clay’s compromise. Early in 1833he persuaded
Congress to pass the Force Bill,which allowed the president to use
the UnitedStates military to enforce acts of Congress.
In response, South Carolina accepted the newtariff. However, to
show that they had not beendefeated, state leaders voted to nullify
the ForceAct. Calhoun and his followers claimed a vic-tory for
nullification, which had, they insisted,forced the revision of the
tariff. For the timebeing, the crisis between a state and the
federalgovernment was over. Yet South Carolina andthe rest of the
South would remember the lessonof the nullification crisis—that the
federal gov-ernment would not allow a state to go its ownway
without a fight.
Summarizing Why did South Carolina pass the Nullification
Act?
-
Analyzing Primary SourcesWhy Learn This Skill?
Historians determine what happened in the past by combing
through bits of evidence to reconstructevents. This evidence—both
written and illus-trated—is called primary sources. Examining
primary sources can help you understand history.
Learning the SkillPrimary sources are records of events made by
the
people who witnessed them. They include letters,diaries,
photographs and pictures, news articles, andlegal documents. To
analyze primary sources, followthese steps:
• Identify when and where the document was written.
• Read the document for its content and try toanswer the five
“W” questions: Who is it about?What is it about? When did it
happen? Where didit happen? Why did it happen?
• Identify the author’s opinions.
Practicing the SkillThe primary source that follows comes
fromSpeckled Snake, an elder of the Creek Nation, in1829. He was
more than 100 years old at the time
he said these words. Read the quote, then answerthe questions
that follow.
“Brothers! I have listened to many talksfrom our Great Father.
When he first cameover the wide waters, he was but a little man.. .
. But when the white man had warmed
himself before the Indians’ fireand filled himself with
theirhominy, he became very large.With a step he bestrode
themountains and his feet coveredthe plains and the valleys.
Hishand grasped the eastern and thewestern sea, and his head
restedon the moon. Then he becameour Great Father. Brothers, I
havelistened to a great many talksfrom our Great Father. But
they
always began and ended in this—‘Get a littlefurther; you are too
near me.’”
1 What events are described?
2 Who was affected by these events?
3 What is the general feeling of the person whostated this
opinion?
Applying the SkillAnalyzing Primary Sources Find a primarysource
from your past—a photograph, a reportcard, an old newspaper
clipping, or your first base-ball card. Bring this source to class
and explainwhat it shows about that time in your life.
Glencoe’s Skillbuilder InteractiveWorkbook CD-ROM, Level 1,
providesinstruction and practice in key social studies skills.
Study & WritingStudy & Writing
340 CHAPTER 11 The Jackson Era
Choctaw forced from their land
-
341
1830Congress passes theIndian Removal Act
1832Black Hawk leads Saukand Fox people to Illinois
1835Seminole refuse toleave Florida
1838Cherokee driven fromtheir homelands on theTrail of Tears
Main IdeaAs more white settlers moved into theSoutheast,
conflict arose between theNative Americans who lived there andthe
United States government.
Key Termsrelocate, guerrilla tactics
Reading StrategyAs you read Section 2, create a chartlike the
one below that describes whathappened to each group of
NativeAmericans as the United Statesexpanded.
Read to Learn• how Native American peoples were
forced off their lands in the South-east.
• how President Jackson defied theSupreme Court.
Section ThemeGroups and Institutions In the1830s many Native
American peopleswere forced to relocate.
Conflicts Over Land
CHAPTER 11 The Jackson Era
The Cherokee held their land long before European settlers
arrived. Through treatieswith the United States government, the
Cherokee became a sovereign nation withinGeorgia. By the early
1800s the Cherokee had their own schools, their own newspaper,and
their own written constitution. Sequoya’s invention of a Cherokee
alphabet enabledmany of the Cherokee to read and write in their own
language. The Cherokee farmedsome of Georgia’s richest land, and in
1829 gold was discovered there. Settlers, miners,and land
speculators began trespassing on Cherokee territory in pursuit of
riches.
Moving Native AmericansWhile the United States had expanded
westward by the 1830s, large numbers
of Native Americans still lived in the eastern part of the
country. In Georgia,Alabama, Mississippi, and Florida lived the
“Five Civilized Tribes”—the Cherokee, Creek, Seminole, Chickasaw,
and Choctaw. The tribes had estab-lished farming societies with
successful economies.
Description
Cherokee
Sauk/Fox
SeminolePreview of Events
Guide to Reading
✦ 1830 ✦ 1833 ✦ 1836 ✦ 1839
Sequoya
-
INDIANTERR.
MO.
ARK. TERR.
MISS.
LA.
ALABAMA
FLORIDATERR.
GEORGIA
TENN.
KENTUCKY
ILL.
WISCONSINTERR.
MICH.
IND.
OHIO
S.C.
N.C.
VA.
PA.
N.Y.
ME.
VT.N.H.
MASS.
R.I.
N.J.
DEL.
MD.
CONN.
Fox
Sauk
Red R.
Missouri
R.
Mississippi R
.
Ohio R.
LakeSuperior
Lak
eM
ichi
gan
Lake Huron
Lake E
rie
LakeOntar
io
Gulf ofMexico
ATLaNTICOCEaN
40°N
30°N
70°W80°W90°W
New Orleans
Vicksburg
MemphisFt. CoffeeFt. Gibson
Ft. Smith
11
22
33
Albers Conic Equal-Area projection
300 kilometers0
300 miles0
N
S
EW
Between 1830 and 1840, the U.S. government moved about60,000
Native Americans to reservations.1. Movement What group was forced
to move farthest
from its homeland?2. Analyzing Information Which groups were
forced to
move from Mississippi?
Because the area west of the Mississippi wasdry and seemed
unsuitable for farming, fewwhite Americans lived there. Many
settlerswanted the federal government to relocateNative Americans
living in the Southeast. Theyproposed to force the Native Americans
toleave their land and move west of the Missis-sippi River.
President Andrew Jackson, a manof the frontier himself, supported
the settlers’demand for Native American land.
Indian Removal ActCongress responded by passing the Indian
Removal Act in 1830. The act allowed the fed-eral government to
pay Native Americans tomove west. Jackson then sent officials to
negoti-ate treaties with Native Americans of the South-east. Most
felt compelled to accept payment fortheir lands. In 1834 Congress
created the IndianTerritory, an area in present-day Oklahoma,
forNative Americans from the Southeast.
Chief Black Hawk led Native Americans back to Illinois in 1832,
but they were driven away.
The Cherokee took their refusal to move tothe Supreme Court –
and won. Federaltroops forced them to leave anyway.
Chief Osceola led the Seminole in rebellion.
11
22
33
Ceded by Native AmericansCeded to Native AmericansCommon Removal
RouteCherokee Removal RouteChickasaw Removal RouteChoctaw Removal
RouteCreek Removal RouteSeminole Removal RouteFortBorders as of
1840
Removal of Native Americans, 1820–1840
30°N
80°W
LakeOkeechobee
Dade Massacre1835
Ft. King
Ft. Dade
N
S
EW
100 kilometers0
100 miles0
Albers Conic Equal-Area projection
Seminole area, 1740–1822Seminole area, 1822–1842Seminole
Reservation,1823–1832Fort
Battle
-
The Cherokee NationThe Cherokee Nation, however, refused to
give up its land. In treaties of the 1790s, the fed-eral
government had recognized the Cherokeepeople in the state of
Georgia as a separatenation with their own laws. Georgia,
however,refused to recognize Cherokee laws.
The Cherokee sued the state government andeventually took their
case to the Supreme Court.In Worcester v. Georgia (1832), Chief
Justice JohnMarshall ruled that Georgia had no right tointerfere
with the Cherokee. Only the federalgovernment had authority over
matters involv-ing the Cherokee. ; (See page 1000 of the Appendix
for asummary of Worcester v. Georgia.)
President Jackson had supported Georgia’sefforts to remove the
Cherokee. He vowed toignore the Supreme Court’s ruling. “John
Mar-shall has made his decision,” Jackson reportedlysaid. “Now let
him enforce it.”
The Trail of TearsIn 1835 the federal government persuaded a
few Cherokee to sign a treaty giving up theirpeople’s land. Yet
most of the 17,000 Cherokeerefused to honor the treaty. They wrote
a protestletter to the government and people of theUnited
States.
“We are aware that some persons suppose itwill be for our
advantage to [re]move beyondthe Mississippi. . . . Our people
universally thinkotherwise. . . . We wish to remain on the land
ofour fathers.”
The Cherokee plea for understanding didnot soften the resolve of
President Jackson orthe white settlers of the area. In 1838
GeneralWinfield Scott and an army of 7,000 federaltroops came to
remove the Cherokee from theirhomes and lead them west. ; (See page
988 of theAppendix for additional text of the Cherokee
protest.)
Scott threatened to use force if the Cherokeedid not leave. He
told them he had positionedtroops all around the country so that
resistanceand escape were both hopeless. “Chiefs, headmen, and
warriors—Will you then, by resist-ance, compel us to resort to
arms?” The Chero-kee knew that fighting would only lead to
theirdestruction. Filled with sadness and anger, theirleaders gave
in, and the long march to the Westbegan. One man in Kentucky wrote
of seeinghundreds of Cherokee marching by:
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”?
History Through Art
343CHAPTER 11 The Jackson Era
-
Osceola was born in1804. His ancestors wereCreek, African
American,British, Irish, and Scot-tish. After President Jack-son
signed the IndianRemoval Act in 1830,Osceola became theleader of
the Seminolesand led successful
attacks on United Statesforts. Hiding in theswampy lands of
theEverglades, the Semi-noles grew tired, sick,and hungry.
Osceolaattempted to surrenderbut was captured. He andhis family
were impris-oned at Fort Moultrie,
South Carolina, where hedied of a throat infectionin 1838.
Although he hadwaged a war against theUnited States, the
publicconsidered Osceola anhonorable hero and a vic-tim of
trickery, and hewas given a funeral withfull military honors.
“Even [the] aged . . . nearly ready to drop inthe grave, were
traveling with heavy burdensattached to their backs, sometimes on
frozenground and sometimes on muddy streets, withno covering for
their feet.”
Brutal weather along the way claimed thou-sands of Cherokee
lives. Their forced journeywest became known to the Cherokee people
asthe Trail Where They Cried. Historians call it theTrail of
Tears.
Explaining What was the purposeof the Indian Removal Act?
Native American ResistanceIn 1832 the Sauk chieftain, Black
Hawk, led
a force of Sauk and Fox people back to Illinois,their homeland.
They wanted to recapture thisarea, which had been given up in a
treaty. TheIllinois state militia and federal troopsresponded with
force, gathering nearly 4,500soldiers. They chased the Fox and Sauk
to theMississippi River and slaughtered most of theNative Americans
as they tried to flee west-ward into present-day Iowa.
The Seminole peopleof Florida were the onlyNative Americans
whosuccessfully resistedtheir removal. Althoughthey were pressured
inthe early 1830s to signtreaties giving up theirland, the Seminole
chief,Osceola, and some of his people refused to leaveFlorida. The
Seminole decided to go to waragainst the United States instead.
In 1835 the Seminole joined forces with a groupof African
Americans who had run away toescape slavery. Together they attacked
white settlements along the Florida coast. They usedguerrilla
tactics, making surprise attacks andthen retreating back into the
forests and swamps.In December 1835, Seminole ambushed
soldiersunder the command of Major Francis Dade. Onlya few of the
110 soldiers survived the attack. TheDade Massacre pressured the
call for more troopsand equipment to fight the Seminole.
By 1842 more than 1,500 American soldiershad died in the
Seminole wars. The governmentgave up and allowed some of the
Seminole toremain in Florida. Many Seminole, however,
CHAPTER 11 The Jackson Era344
HISTORY
Student Web ActivityVisit taj.glencoe.com andclick on Chapter
11—Student Web Activitiesfor an activity on the Trailof Tears.
http://taj.glencoe.com
-
had died in the long war, and many more werecaptured and forced
to move westward. After1842 only a few scattered groups of
NativeAmericans lived east of the Mississippi. Mosthad been removed
to the West. Native Ameri-cans had given up more than 100 million
acresof eastern land to the federal government. Theyhad received in
return about $68 million and 32million acres in lands west of the
MississippiRiver. There they lived, divided by tribes,
inreservations. Eventually, these reservations, too,would face
intrusion from white civilization.
The area of present-day Oklahoma became partof the United States
in 1803 with the LouisianaPurchase. The United States set aside
this area asthe home for various Native American groups.
The Five Civilized Tribes were relocated inthe eastern half of
present-day Oklahoma onlands claimed by several Plains groups,
includ-ing the Osage, Comanche, and Kiowa. UnitedStates Army
leaders got agreements from thePlains groups to let the Five
Civilized Tribeslive in peace. Settled in their new homes, theFive
Tribes developed their governments,improved their farms, and built
schools. TheFive Tribes also developed a police force calledthe
Lighthorsemen. This law enforcement unitmaintained safety for the
region.
Comparing How was the responseof the Seminoles different from
that of the Cherokee whenthey were removed from their lands?
Checking for Understanding1. Key Terms Use the terms
relocate
and guerrilla tactics in complete sentences that will explain
theirmeanings.
2. Analyzing Analyze how PresidentJackson reacted to the
SupremeCourt decision supporting the Chero-kees’ rights.
Reviewing Themes3. Groups and Institutions How
were the Seminole able to resist relocation?
Critical Thinking4. Drawing Conclusions How was
Georgia’s policy toward the Cherokeedifferent from the previous
federalpolicy?
5. Organizing Information Re-createthe diagram below to show how
theCherokee were eventually removedfrom their land.
Analyzing Visuals6. Geography Skills Study the maps
on page 342. Which groups of NativeAmericans were located in
Alabama?What does the inset map show? Inwhat area of Florida was
the Semi-nole reservation?
CHAPTER 11 The Jackson Era 345
Persuasive Writing Write a letterto Andrew Jackson telling him
whythe Native Americans should orshould not be allowed to stay
intheir homelands.
“We told them to letus alone and keepaway from us; butthey
followed on.”
—Black Hawk, Sauk leader (far right),pictured here with his
son,
Whirling Thunder
1835treatywithCherokee
-
346 CHAPTER 11 The Jackson Era
LewisburgFort Coffee
Fort Gibson
Decatur
Hopkinsville
Memphis
Tahlequah
Tulsa
FortSmith
FayettevilleStilwell
Springfield
Nashville
Little Rock
ALABAMA
MISSISSIPPI
TENNESSEE
ARKANSAS
OKLAHOMA
ILLINOIS
MISSOURI
O z ar k
Pl
at
ea
uCherokee Nation Territory prior to
Oklahoma statehood
Cherokee Outlet
OhioRiver
Mis
siss
ippi
Rive
rArkansas River
N
S
W E
&GEOGRAPHY HISTORY
Cherokee
CreekChoctaw
Seminole
IndianTerritory
Chickasaw
ATLANTICOCEAN
Gulf of Mexico
0 300 miles
0 300 kilometers
Removal and Relocation
0 50 miles
0 50 kilometers
Cherokee Trail of Tears(East to West)
September 28, 1838–January 17, 1839
October 11, 1838–January 7, 1839
October 23, 1838–March 24, 1839
June 6–19, 1838
Historic site
John Ross (left), the principal chief of the Cherokee, opposed
the removal of hispeople. Rebecca Neugin (right) was one of the
Cherokee forced to march west to Oklahoma. In this 1931 photograph,
Neugin is 96 years old.
The Cherokee supple-mented their meager dietwith ground acorns
andother foods they foundalong the route.
-
CHAPTER 11 The Jackson Era
1. To what present-day state were the Five CivilizedTribes
forced to move?
2. Through what cities did the Cherokee travel duringthe removal
that began on June 6, 1838?
L E A R N I N G f r o m G E O G R A P H Y
TRAIL OF TEARSLONG BEFORE EUROPEAN EXPLORERS ARRIVED,the
Cherokee, Chickasaw, Choctaw, Creek, and Seminole were living in
eastern North America. TheNative Americans built permanent
communities,practiced agriculture, and developed complex
tribalgovernments—thereby earning the name of Five Civilized
Tribes.
REMOVAL
As white settlers moved into the southeastern states,they began
demanding the land held by Native Americans.In 1830, Congress
passed the Indian Removal Act to movethe Five Civilized Tribes west
of the Mississippi. Underpressure, the Choctaw, Chickasaw, and
Creek moved westwhile the Cherokee and the Seminole resisted.
RESISTANCE
Despite protests from the Cherokee people, they wereforced to
march west. In 1838, 13 ragged groups trekked toFort Gibson in the
newly created Indian Territory (seemaps). Along the journey, which
became known as the“Trail of Tears,” 4,000 Cherokee died of cold,
hunger, ordisease.
Some of the Seminole refused to abandon their home-land and
waged a guerrilla war in the Florida Evergladesuntil the government
gave up its efforts to resettle them in 1842.
Fort Cass
New Echota
Chattanooga
Fort Payne
Cherokee
Atlanta
SOUTH CAROLINA
NORTH CAROLINA
KENTUCKY
GEORGIA
AP P
AL A
C HI A
NM
O UN T
A IN S
Most Cherokee farmers lived in log cabins.
Choctaw
Creek
Chickasaw
Cherokee
Seminole
Number of people
Forced Migration, 1830–1840
0 5,000 10,000 15,000 20,000
347
-
1832Andrew Jackson challengesthe Bank of the United States
1836Martin Van Buren iselected president
1837Panic of 1837 strikesthe nation
1841Vice President John Tylerbecomes president
Main IdeaEconomic issues affected the presidencies of Andrew
Jackson andMartin Van Buren.
Key Termsveto, depression, laissez-faire, logcabin campaign
Reading StrategySequencing Information As youread the section,
re-create the dia-gram below. In the spaces provided,describe the
steps Andrew Jacksontook that put the Bank of the UnitedStates out
of business.
Read to Learn• why Jackson wanted to destroy the
Bank of the United States.• how the Whigs came to power
in 1840.
Section ThemeEconomic Factors Economic issuesinfluenced politics
in the mid-1800s.
Jackson and the Bank
President Andrew Jackson made many enemies. His most outspoken
rivals, theWhigs, were strong in Congress. They accused “King
Andrew” of increasing his powerand spreading corruption with the
spoils system. In response, Jackson declared that thepresident was
responsible for the protection of “the liberties and rights of the
peopleand the integrity of the Constitution against the Senate, or
the House of Representa-tives, or both together.”
War Against the BankJackson had another great battle during his
presidency. For years, he had
attacked the Bank of the United States as being an organization
of wealthy East-erners over which ordinary citizens had no control.
The Bank of the United Stateswas a powerful institution. It held
the federal government’s money and con-trolled much of the
country’s money supply. Although the Bank had been char-tered by
Congress, it was run by private bankers rather than elected
officials.
348 CHAPTER 11 The Jackson Era
Bank note issued inthe mid-1800s
Preview of Events
Guide to Reading
✦ 1830 ✦ 1835 ✦ 1840 ✦ 1845
Jacksonstops Bank
-
349CHAPTER 11 The Jackson Era
The Bank’s president, Nicholas Biddle, repre-sented everything
Jackson disliked. Jacksonprided himself on being a self-made man
whostarted with nothing. Biddle, on the other hand,came from a
wealthy family and had a goodeducation and social standing.
In 1832 Jackson’s opponents gave him thechance to take action
against the Bank. SenatorsHenry Clay and Daniel Webster, friends of
Bid-dle, planned to use the Bank to defeat Jackson inthe 1832
presidential election. They persuadedBiddle to apply early for a
new charter—a gov-ernment permit to operate the Bank—eventhough the
Bank’s current charter did not expireuntil 1836.
Clay and Webster believed the Bank had pop-ular support. They
thought that an attempt byJackson to veto its charter would lead to
hisdefeat and allow Henry Clay to be elected president.
When the bill to renew the Bank’s charter cameto Jackson for
signature, he was sick in bed. Jack-son told his friend Martin Van
Buren, “The bank,Mr. Van Buren, is trying to kill me. But I will
killit!” Jackson vetoed, or rejected, the bill.
Jackson, like many others, still felt the Bankwas
unconstitutional despite the SupremeCourt’s decision to the
contrary in McCulloch v.Maryland (1819). In a message to Congress,
Jack-son angrily denounced the Bank, arguing that
“. . . when laws . . . make the rich richer andthe potent more
powerful, the humble membersof society—the farmers, mechanics, and
labor-ers—who have neither the time nor the meansof securing like
favors to themselves, have aright to complain of the injustice of
their Government.”
The Election of 1832Webster and Clay were right about one
thing.
The Bank of the United States did play a largepart in the
campaign of 1832. Their strategy for
Many cartoons from the period depicted Jackson’s battleagainst
the Second Bank of the United States. Does thiscartoon support the
president or the Bank? Explain.
Analyzing Political Cartoons
B President JacksonA The Bank C American people
A B C
-
Shortly after Van Buren’s elec-tion, the country entered a
severeeconomic depression, a period inwhich business and
employmentfall to a very low level. The depres-sion began with the
Panic of 1837, atime when land values droppedsharply, investments
declined sud-denly, and banks failed. Thousandsof businesses closed
and hundredsof thousands of people lost theirjobs. In the South,
cotton prices fellto record lows. Farmers plungedinto debt and lost
their land. In thecities, many people could not afford
food or rent. In February 1837, people in NewYork put up signs
voicing their anger:
“Bread, Meat, Rent, and Fuel!Their prices must come down!The
Voice of the People shall be heard and will prevail!”
President Van Buren believed in the principleof
laissez-faire—that government should inter-fere as little as
possible in the nation’s economy.Van Buren did persuade Congress to
establishan independent federal treasury in 1840. Thegovernment
would no longer deposit its moneywith private individual banks as
it had startedto do during President Jackson’s war with theBank of
the United States. Instead the govern-ment would store its money in
the federal treas-ury. The private banks had used governmentfunds
to back their banknotes. The new treasurysystem would prevent banks
from using gov-ernment funds in this way and so help guardagainst
further bank crises.
Van Buren and his supporters hailed the newlaw as a “second
declaration of independence.”However, criticism of the act came
from members
In the 1840 election campaign, the Whigs marchedin street
parades, often carrying miniature log cab-ins on poles. Why did
Harrison’s supportersmake the log cabin their symbol?
History
gaining support for Clay as president, however,backfired. Most
people supported Jackson’sveto of the bank charter bill. Jackson
was re-elected, receiving 55 percent of the popular voteand
collecting 219 electoral votes to Clay’s 49.Martin Van Buren was
elected vice president.
Once re-elected, Jackson decided on a plan to“kill” the Bank
ahead of the 1836 schedule. Heordered the withdrawal of all
governmentdeposits from the Bank and placed the funds insmaller
state banks. In 1836 he refused to sign anew charter for the Bank,
and it closed.
EconomicsThe Panic of 1837
When Jackson decided not to run for a thirdterm in 1836, the
Democrats selected Martin VanBuren of New York, Jackson’s friend
and vicepresident, as their candidate. Van Buren facedbitter
opposition from the Whigs, a new politicalparty that included
former National Republi-cans and other anti-Jackson forces.
Jackson’sgreat popularity and his personal supporthelped Van Buren
easily defeat several Whigopponents. Van Buren was inaugurated in
1837.
$
350 CHAPTER 11 The Jackson Era
William Henry Harrison
Miniature log cabin
-
of Van Buren’s own Democratic Party as well asfrom Whigs. The
split in the Democratic Partymeant the Whigs had a chance to win
the presi-dency in 1840.
Explaining What was the newtreasury system supposed to
prevent?
The Whigs Come to PowerThe Democrats had controlled the
presidency
for 12 years. However, with the country still in thedepths of
depression, the Whigs thought they hada chance to win the election
in 1840. They nomi-nated William Henry Harrison, a hero of the
Warof 1812, to run against President Van Buren. JohnTyler, a
planter from Virginia, was Harrison’srunning mate. Because Harrison
had gainednational fame defeating Tecumseh’s followers inthe Battle
of Tippecanoe, the Whigs’ campaignslogan was “Tippecanoe and Tyler
Too.”
To win the election, Harrison had to gain thesupport of the
laborers and farmers who hadvoted for Jackson. The Whigs adopted a
log cabinas their symbol. Political cartoons in newspapersshowed
Harrison, a wealthy man from Virginia,in front of a log cabin. The
Whigs wanted to showthat their candidate was a “man of the
people.”
The Whigs also ridiculed Van Buren as “KingMartin,” a wealthy
snob who had spent the peo-ple’s money on fancy furniture for the
White
House. The log cabin campaign seemed towork, and Harrison went
on to defeat Van Burenby a wide margin.
William Henry Harrison was inaugurated in1841 as the first Whig
president. The Whigs werestill celebrating their victory when
Harrison diedof pneumonia on April 4, 1841. John Tyler ofVirginia
became the first vice president to gainthe presidency because the
elected presidentdied in office.
Although Tyler had been elected vice presi-dent as a Whig, he
had once been a Democrat. Aspresident, Tyler, a strong supporter of
states’rights, vetoed several bills sponsored by Whigsin Congress,
including a bill to recharter theBank of the United States. His
lack of party loy-alty outraged Whigs. Most of Tyler’s
cabinetresigned, and Whig leaders in Congress expelledTyler from
the party.
It seemed that the Whigs could not agree ontheir party’s goals.
Increasingly, Whigs votedaccording to sectional ties—North, South,
andWest—not party ties. This division may explainwhy the Whig
candidate, Henry Clay, lost theelection of 1844 to Democratic
candidate JamesPolk. After only four years, the Whigs were outof
power again.
Describing How did John Tylerbecome president?
Checking for Understanding1. Key Terms Use each of these
terms
in a complete sentence that will helpexplain its meaning: veto,
depression,laissez-faire, log cabin campaign.
2. Reviewing Facts List Jackson’s rea-sons for wanting to “kill”
the Bank ofthe United States.
Reviewing Themes3. Economic Factors Why did Presi-
dent Van Buren do little to solve thenation’s economic problems
duringthe depression?
Critical Thinking4. Analyzing Information What tactics
did the Whigs borrow from Jackson’scampaign to win the election
of1840?
5. Organizing Information Re-createthe diagram below to show how
thePanic of 1837 affected the presidencyof Martin Van Buren.
Analyzing Visuals6. Analyzing Political Cartoons Study
the cartoon on page 349. Do youthink the Bank of the United
States isportrayed positively or negatively?Explain your
answer.
CHAPTER 11 The Jackson Era 351
Art Write a campaign slogan forVan Buren or Harrison in the
elec-tion of 1840. Then design a cam-paign button that
incorporatesyour slogan.
Panic of1837
-
352
Reviewing Key TermsOn graph paper, create a word search puzzle
using thefollowing terms. Crisscross the terms vertically and
hori-zontally. Then fill in the remaining squares with
extraletters. List the definitions below the puzzle as clues.
Shareyour puzzle with a classmate.1. plurality 5. nullify2.
landslide 6. secede3. suffrage 7. depression4. majority
Reviewing Key Facts8. How did the supporters of Jackson and
Adams differ
in their beliefs?9. What were some of the political tactics used
by
Democratic-Republicans and the National Republicansin the
election of 1828?
10. Which Americans were prohibited from voting in moststates
before the 1800s?
11. How did nominating conventions make the selectionof
political candidates more democratic?
12. Why was the South against high tariffs?13. Who did the
Seminoles join forces with as they fought
against forced removal from their land?14. How did the Panic of
1837 affect the nation’s economy?15. Why was Harrison’s log cabin
campaign successful?
Critical Thinking16. Drawing Conclusions President Andrew
Jackson
promised “equal protection and equal benefits” for allAmericans.
Do you think he included Native Ameri-cans in his promise? Why or
why not?
17. Analyzing Themes: Groups and Institutions Whatagreement did
the Cherokee Nation make with thefederal government that Georgia
refused to recognize?
18. Organizing Information Re-create the chart below.List the
issues that Jackson dealt with during his presi-dency. Then
describe how he responded to each issue.
The Jackson Era
Issues Jackson’s response
Stopped South Carolinafrom seceding
Established spoils system
Jacksonpresidency
Supported nominating conventions
Congress passed IndianRemoval Act
Closed the Bank of the
United States
-
Self-Check QuizVisit taj.glencoe.com and click on Chapter
11—Self-Check Quizzes to prepare for the chapter test.
HISTORY
CHAPTER 11 The Jackson Era 353
Directions: Choose the bestanswer to the following question.
Which of the following statements expresses anopinion about
Andrew Jackson?
A Jackson served two terms as president. B He spoke out against
South Carolina’s
Nullification Act.C Because of Jackson, the United States has
the
best system of filling government positions.D Jackson supported
the Indian Removal Act.
Test-Taking TipAn opinion is a person’s belief. It is not a
proven fact (such as answer A). Opinions often contain
subjective words, like easier or best.
Standardized Test Practice
22. Whose opinion is stated in the excerpt?23. What is the
speaker’s attitude toward Native Americans?24. According to the
speaker, why should Native Americans
be assigned to a country west of Missouri and Arkansas?
Citizenship Cooperative Activity25. Becoming an Informed Voter
With a partner, choose
an election in your community. Outline how you wouldbecome
informed on the candidates and/or the issues.Then follow your
outline and become an informed voter.Share your outline and your
findings with the class.
Economics Activity26. Look in a dictionary to find definitions
of “recession” and
“depression.” Write a paragraph to explain the differencebetween
the two.
200 kilometers0Lambert Equal-Area projection
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
90ºW 80ºW
ATLaNTICOCEaN
N
S
EW
Geography and History ActivityThe issue of states’ rights was
debated in the election of 1828.Study the map below and answer the
questions that follow.
19. Region Which general areas of the United States votedfor
Andrew Jackson in the election of 1828?
20. Location Which candidate won more votes in Adams’shome state
of Massachusetts?
21. Place Which three states divided their total electoralcount
between the two candidates?
Practicing SkillsAnalyzing Primary Sources In an annual message
to Con-gress in 1835, President Andrew Jackson spoke the
wordsbelow. Read the excerpt and answer the questions that
follow.
“All preceding experiments for the improvementof the Indians
have failed. It seems now to be anestablished fact that they cannot
live in contactwith a civilized community and prosper. . . . A
country west of Missouri and Arkansas has beenassigned to them,
into which the white settlementsare not to be pushed.”
Total electoral votes received
Jackson
Adams
17883
Democrat
Republican
Election of 1828
http://taj.glencoe.com
The American Journey—Illinois EditionIllinois Learning Standards
for Social ScienceHow Does The American Journey Help Me Learn the
Standards?How Does The American Journey Help Me Test My Knowledge
of Social Science?The Illinois Constitution: A SummaryTable of
ContentsPreviewing Your TextbookScavenger HuntHow Do I Study
History?The Structure of Illinois GovernmentConstitution Test
PracticeReading Skills HandbookIdentifying Words and Building
VocabularyReading for a ReasonUnderstanding What You ReadThinking
About Your ReadingUnderstanding Text StructureReading for
Research
National Geographic Reference AtlasUnited States PoliticalUnited
States PhysicalUnited States Territorial GrowthNorth America
PhysicalNorth America PoliticalMiddle East Physical/PoliticalWorld
PoliticalUnited States Facts
Geography HandbookWhat Is Geography?How Do I Study Geography?How
Do I Use Maps?How Does Geography Influence History?Geographic
Dictionary
Be an Active ReaderUnit 1: Different Worlds Meet: Beginnings to
1625Chapter 1: The First Americans, Prehistory to 1492Section 1:
Early PeoplesSection 2: Cities and EmpiresSection 3: North American
PeoplesChapter 1 Assessment and Activities
Chapter 2: Exploring the Americas, 1400–1625Section 1: A
Changing WorldSection 2: Early ExplorationSection 3: Spain in
AmericaSection 4: Exploring North AmericaChapter 2 Assessment and
Activities
Unit 2: Colonial Settlement: 1587–1770Chapter 3: Colonial
America, 1587–1770Section 1: Early English SettlementsSection 2:
New England ColoniesSection 3: Middle ColoniesSection 4: Southern
ColoniesChapter 3 Assessment and Activities
Chapter 4: The Colonies Grow, 1607–1770Section 1: Life in the
ColoniesSection 2: Government, Religion, and CultureSection 3:
France and Britain ClashSection 4: The French and Indian WarChapter
4 Assessment and Activities
Unit 3: Creating a Nation: 1763–1791Chapter 5: Road to
Independence, 1763–1776Section 1: Taxation Without
RepresentationSection 2: Building Colonial UnitySection 3: A Call
to ArmsSection 4: Moving Toward IndependenceThe Declaration of
IndependenceChapter 5 Assessment and Activities
Chapter 6: The American Revolution, 1776–1783Section 1: The
Early YearsSection 2: The War ContinuesSection 3: The War Moves
West and SouthSection 4: The War Is WonChapter 6 Assessment and
Activities
Chapter 7: A More Perfect Union, 1777–1790Section 1: The
Articles of ConfederationSection 2: Convention and
CompromiseSection 3: A New Plan of GovernmentChapter 7 Assessment
and Activities
Civics in Action: A Citizenship HandbookSection 1: The
ConstitutionSection 2: The Federal GovernmentSection 3: Citizen's
Rights and ResponsibilitiesHandbook Assessment
The Constitution of the United States
Unit 4: The New Republic: 1789–1825Chapter 8: A New Nation,
1789–1800Section 1: The First PresidentSection 2: Early
ChallengesSection 3: The First Political PartiesChapter 8
Assessment and Activities
Chapter 9: The Jefferson Era, 1800–1816Section 1: The
Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A
Time of ConflictSection 4: The War of 1812Chapter 9 Assessment and
Activities
Chapter 10: Growth and Expansion, 1790–1825Section 1: Economic
GrowthSection 2: Westward BoundSection 3: Unity and
SectionalismChapter 10 Assessment and Activities
Unit 5: The Growing Nation: 1820–1860Chapter 11: The Jackson
Era, 1824–1845Section 1: Jacksonian DemocracySection 2: Conflicts
Over LandSection 3: Jackson and the BankChapter 11 Assessment and
Activities
Chapter 12: Manifest Destiny, 1818–1853Section 1: The Oregon
CountrySection 2: Independence for TexasSection 3: War with
MexicoSection 4: New Settlers in California and UtahChapter 12
Assessment and Activities
Chapter 13: North and South, 1820–1860Section 1: The North's
EconomySection 2: The North's PeopleSection 3: Southern Cotton
KingdomSection 4: The South's PeopleChapter 13 Assessment and
Activities
Chapter 14: The Age of Reform, 1820–1860Section 1: Social
ReformSection 2: The AbolitionistsSection 3: The Women's
MovementChapter 14 Assessment and Activities
Unit 6: Civil War and Reconstruction: 1846–1896Chapter 15: Road
to Civil War, 1820–1861Section 1: Slavery and the WestSection 2: A
Nation DividingSection 3: Challenges to SlaverySection 4: Secession
and WarChapter 15 Assessment and Activities
Chapter 16: The Civil War, 1861–1865Section 1: The Two
SidesSection 2: Early Years of the WarSection 3: A Call for
FreedomSection 4: Life During the Civil WarSection 5: The Way to
VictoryChapter 16 Assessment and Activities
Chapter 17: Reconstruction and Its Aftermath, 1865–1896Section
1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The
South During ReconstructionSection 4: Change in the SouthChapter 17
Assessment and Activities
Unit 7: Reshaping the Nation: 1858–1914Chapter 18: The Western
Frontier, 1858–1896Section 1: The Mining BoomsSection 2: Ranchers
and FarmersSection 3: Native American StrugglesSection 4: Farmers
in ProtestChapter 18 Assessment and Activities
Chapter 19: The Growth of Industry, 1865–1914Section 1:
Railroads Lead the WaySection 2: InventionsSection 3: An Age of Big
BusinessSection 4: Industrial WorkersChapter 19 Assessment and
Activities
Chapter 20: Toward an Urban America, 1865–1914Section 1: The New
ImmigrantsSection 2: Moving to the CitySection 3: A Changing
CultureChapter 20 Assessment and Activities
Unit 8: Reform, Expansion, and War: 1865–1920Chapter 21:
Progressive Reforms, 1877–1920Section 1: The Progressive
MovementSection 2: Women and ProgressivesSection 3: Progressive
PresidentsSection 4: Excluded from ReformChapter 21 Assessment and
Activities
Chapter 22: Overseas Expansion, 1865–1917Section 1: Expanding
HorizonsSection 2: Imperialism in the PacificSection 3:
Spanish-American WarSection 4: Latin American PoliciesChapter 22
Assessment and Activities
Chapter 23: World War I, 1914–1919Section 1: War in
EuropeSection 2: America's Road to WarSection 3: Americans Join the
AlliesSection 4: The War at HomeSection 5: Searching for
PeaceChapter 23 Assessment and Activities
Unit 9: Turbulent Decades: 1919–1945Chapter 24: The Jazz Age,
1919–1929Section 1: Time of TurmoilSection 2: Desire for
NormalcySection 3: A Booming EconomySection 4: The Roaring
TwentiesChapter 24 Assessment and Activities
Chapter 25: The Depression and FDR, 1929–1941Section 1: The
Great DepressionSection 2: Roosevelt's New DealSection 3: Life
During the DepressionSection 4: Effects of the New DealChapter 25
Assessment and Activities
Chapter 26: World War II, 1939–1945Section 1: Road to WarSection
2: War BeginsSection 3: On the Home FrontSection 4: War in Europe
and AfricaSection 5: War in the PacificChapter 26 Assessment and
Activities
Unit 10: Turning Points: 1945–1975Chapter 27: The Cold War Era,
1945–1954Section 1: Cold War OriginsSection 2: Postwar
PoliticsSection 3: The Korean WarSection 4: The Red ScareChapter 27
Assessment and Activities
Chapter 28: America in the 1950s, 1953–1960Section 1: Eisenhower
in the White HouseSection 2: 1950s ProsperitySection 3: Problems in
a Time of PlentyChapter 28 Assessment and Activities
Chapter 29: The Civil Rights Era, 1954–1973Section 1: The Civil
Rights MovementSection 2: Kennedy and JohnsonSection 3: The
Struggle ContinuesSection 4: Other Groups Seek RightsChapter 29
Assessment and Activities
Chapter 30: The Vietnam Era, 1960–1975Section 1: Kennedy's
Foreign PolicySection 2: War in VietnamSection 3: The Vietnam Years
at HomeSection 4: Nixon and VietnamChapter 30 Assessment and
Activities
Unit 11: Modern America: 1968–PresentChapter 31: Search for
Stability, 1968–1981Section 1: Nixon's Foreign PolicySection 2:
Nixon and WatergateSection 3: The Carter PresidencyChapter 31
Assessment and Activities
Chapter 32: New Challenges, 1981–PresentSection 1: The Reagan
PresidencySection 2: The Bush PresidencySection 3: A New
CenturySection 4: The War on TerrorismChapter 32 Assessment and
Activities
AppendixWhat Is an Appendix and How Do I Use One?Primary Sources
LibraryPresidents of the United StatesDocuments of American
HistorySupreme Court Case SummariesGazetteerGlossarySpanish
GlossaryIndexAcknowledgements and Photo Credits
Feature ContentsPrimary Sources LibraryDocuments of America's
HeritageMore About…What Life Was Like…National Geographic:
Geography & HistoryAmerica's LiteratureTwo ViewpointsTechnology
and HistoryLinking Past & PresentWhat If…Hands-On History Lab
ActivityTIME NotebookWhy It MattersCauses and
EffectsSkillBuilderCritical ThinkingSocial StudiesStudy &
WritingTechnology
People In HistoryFact Fiction FolklorePrimary Source
QuotesCharts & GraphsMaps
Student WorkbooksActive Reading Note-Taking Guide - Student
EditionChapter 1: The First Americans, Prehistory to 1492Section 1:
Early PeoplesSection 2: Cities and EmpiresSection 3: North American
Peoples
Chapter 2: Exploring the Americas, 1400–1625Section 1: A
Changing WorldSection 2: Early ExplorationSection 3: Spain in
AmericaSection 4: Exploring North America
Chapter 3: Colonial America, 1587–1770Section 1: Early English
SettlementsSection 2: New England ColoniesSection 3: Middle
ColoniesSection 4: Southern Colonies
Chapter 4: The Colonies Grow, 1607–1770Section 1: Life in the
ColoniesSection 2: Government, Religion, and CultureSection 3:
France and Britain ClashSection 4: The French and Indian War
Chapter 5: Road to Independence, 1763–1776Section 1: Taxation
Without RepresentationSection 2: Building Colonial UnitySection 3:
A Call to ArmsSection 4: Moving Toward Independence
Chapter 6: The American Revolution, 1776–1783Section 1: The
Early YearsSection 2: The War ContinuesSection 3: The War Moves
West and SouthSection 4: The War Is Won
Chapter 7: A More Perfect Union, 1777–1790Section 1: The
Articles of ConfederationSection 2: Convention and
CompromiseSection 3: A New Plan of Government
Chapter 8: A New Nation, 1789–1800Section 1: The First
PresidentSection 2: Early ChallengesSection 3: The First Political
Parties
Chapter 9: The Jefferson Era, 1800–1816Section 1: The
Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A
Time of ConflictSection 4: The War of 1812
Chapter 10: Growth and Expansion, 1790–1825Section 1: Economic
GrowthSection 2: Westward BoundSection 3: Unity and
Sectionalism
Chapter 11: The Jackson Era, 1824–1845Section 1: Jacksonian
DemocracySection 2: Conflicts Over LandSection 3: Jackson and the
Bank
Chapter 12: Manifest Destiny, 1818–1853Section 1: The Oregon
CountrySection 2: Independence for TexasSection 3: War with
MexicoSection 4: New Settlers in California and Utah
Chapter 13: North and South, 1820–1860Section 1: The North's
EconomySection 2: The North's PeopleSection 3: Southern Cotton
KingdomSection 4: The South's People
Chapter 14: The Age of Reform, 1820–1860Section 1: Social
ReformSection 2: The AbolitionistsSection 3: The Women's
Movement
Chapter 15: Road to Civil War, 1820–1861Section 1: Slavery and
the WestSection 2: A Nation DividingSection 3: Challenges to
SlaverySection 4: Secession and War
Chapter 16: The Civil War, 1861–1865Section 1: The Two
SidesSection 2: Early Years of the WarSection 3: A Call for
FreedomSection 4: Life During the Civil WarSection 5: The Way to
Victory
Chapter 17: Reconstruction and Its Aftermath, 1865–1896Section
1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The
South During ReconstructionSection 4: Change in the South
Chapter 18: The Western Frontier, 1858–1896Section 1: The Mining
BoomsSection 2: Ranchers and FarmersSection 3: Native American
StrugglesSection 4: Farmers in Protest
Chapter 19: The Growth of Industry, 1865–1914Section 1:
Railroads Lead the WaySection 2: InventionsSection 3: An Age of Big
BusinessSection 4: Industrial Workers
Chapter 20: Toward an Urban America, 1865–1914Section 1: The New
ImmigrantsSection 2: Moving to the CitySection 3: A Changing
Culture
Chapter 21: Progressive Reforms, 1877–1920Section 1: The
Progressive MovementSection 2: Women and ProgressivesSection 3:
Progressive PresidentsSection 4: Excluded from Reform
Chapter 22: Overseas Expansion, 1865–1917Section 1: Expanding
HorizonsSection 2: Imperialism in the PacificSection 3:
Spanish-American WarSection 4: Latin American Policies
Chapter 23: World War I, 1914–1919Section 1: War in
EuropeSection 2: America's Road to WarSection 3: Americans Join the
AlliesSection 4: The War at HomeSection 5: Searching for Peace
Chapter 24: The Jazz Age, 1919–1929Section 1: Time of
TurmoilSection 2: Desire for NormalcySection 3: A Booming
EconomySection 4: The Roaring Twenties
Chapter 25: The Depression and FDR, 1929–1941Section 1: The
Great DepressionSection 2: Roosevelt's New DealSection 3: Life
During the DepressionSection 4: Effects of the New Deal
Chapter 26: World War II, 1939–1945Section 1: Road to WarSection
2: War BeginsSection 3: On the Home FrontSection 4: War in Europe
and AfricaSection 5: War in the Pacific
Chapter 27: The Cold War Era, 1945–1954Section 1: Cold War
OriginsSection 2: Postwar PoliticsSection 3: The Korean WarSection
4: The Red Scare
Chapter 28: America in the 1950s, 1953–1960Section 1: Eisenhower
in the White HouseSection 2: 1950s ProsperitySection 3: Problems in
a Time of Plenty
Chapter 29: The Civil Rights Era, 1954–1973Section 1: The Civil
Rights MovementSection 2: Kennedy and JohnsonSection 3: The
Struggle ContinuesSection 4: Other Groups Seek Rights
Chapter 30: The Vietnam Era, 1960–1975Section 1: Kennedy's
Foreign PolicySection 2: War in VietnamSection 3: The Vietnam Years
at HomeSection 4: Nixon and Vietnam
Chapter 31: Search for Stability, 1968–1981Section 1: Nixon's
Foreign PolicySection 2: Nixon and WatergateSection 3: The Carter
Presidency
Chapter 32: New Challenges, 1981–PresentSection 1: The Reagan
PresidencySection 2: The Bush PresidencySection 3: A New
CenturySection 4: The War on Terrorism
Activity Workbook - Student EditionLocal history
activitiesActivity 1: The First AmericansActivity 2: Exploring the
AmericasActivity 3: Colonial AmericaActivity 4: The Colonies
GrowActivity 5: Road to IndependenceActivity 6: The American
RevolutionActivity 7: A More Perfect UnionActivity 8: A New
NationActivity 9: The Jefferson EraActivity 10: Growth and
ExpansionActivity 11: The Jackson EraActivity 12: Manifest
DestinyActivity 13: North and SouthActivity 14: The Age of
ReformActivity 15: Road to Civil WarActivity 16: The Civil
WarActivity 17: Reconstruction and Its AftermathActivity 18: The
Western FrontierActivity 19: The Growth of IndustryActivity 20:
Toward an Urban AmericaActivity 21: Progressive ReformsActivity 22:
Overseas ExpansionActivity 23: World War IActivity 24: The Jazz
AgeActivity 25: The Depression and FDRActivity 26: World War
IIActivity 27: The Cold War EraActivity 28: America in the
1950sActivity 29: The Civil Rights EraActivity 30: The Vietnam
EraActivity 31: Search for StabilityActivity 32: New Challenges
Reading Essentials and Study Guide - Student EditionChapter 1:
The First Americans, Prehistory to 1492Section 1: Early
PeoplesSection 2: Cities and EmpiresSection 3: North American
Peoples
Chapter 2: Exploring the Americas, 1400–1625Section 1: A
Changing WorldSection 2: Early ExplorationSection 3: Spain in
AmericaSection 4: Exploring North America
Chapter 3: Colonial America, 1587–1770Section 1: Early English
SettlementsSection 2: New England ColoniesSection 3: Middle
ColoniesSection 4: Southern Colonies
Chapter 4: The Colonies Grow, 1607–1770Section 1: Life in the
ColoniesSection 2: Government, Religion, and CultureSection 3:
France and Britain ClashSection 4: The French and Indian War
Chapter 5: Road to Independence, 1763–1776Section 1: Taxation
Without RepresentationSection 2: Building Colonial UnitySection 3:
A Call to ArmsSection 4: Moving Toward Independence
Chapter 6: The American Revolution, 1776–1783Section 1: The
Early YearsSection 2: The War ContinuesSection 3: The War Moves
West and SouthSection 4: The War Is Won
Chapter 7: A More Perfect Union, 1777–1790Section 1: The
Articles of ConfederationSection 2: Convention and
CompromiseSection 3: A New Plan of Government
Chapter 8: A New Nation, 1789–1800Section 1: The First
PresidentSection 2: Early ChallengesSection 3: The First Political
Parties
Chapter 9: The Jefferson Era, 1800–1816Section 1: The
Republicans Take PowerSection 2: The Louisiana PurchaseSection 3: A
Time of ConflictSection 4: The War of 1812
Chapter 10: Growth and Expansion, 1790–1825Section 1: Economic
GrowthSection 2: Westward BoundSection 3: Unity and
Sectionalism
Chapter 11: The Jackson Era, 1824–1845Section 1: Jacksonian
DemocracySection 2: Conflicts Over LandSection 3: Jackson and the
Bank
Chapter 12: Manifest Destiny, 1818–1853Section 1: The Oregon
CountrySection 2: Independence for TexasSection 3: War with
MexicoSection 4: New Settlers in California and Utah
Chapter 13: North and South, 1820–1860Section 1: The North's
EconomySection 2: The North's PeopleSection 3: Southern Cotton
KingdomSection 4: The South's People
Chapter 14: The Age of Reform, 1820–1860Section 1: Social
ReformSection 2: The AbolitionistsSection 3: The Women's
Movement
Chapter 15: Road to Civil War, 1820–1861Section 1: Slavery and
the WestSection 2: A Nation DividingSection 3: Challenges to
SlaverySection 4: Secession and War
Chapter 16: The Civil War, 1861–1865Section 1: The Two
SidesSection 2: Early Years of the WarSection 3: A Call for
FreedomSection 4: Life During the Civil WarSection 5: The Way to
Victory
Chapter 17: Reconstruction and Its Aftermath, 1865–1896Section
1: Reconstruction PlansSection 2: Radicals in ControlSection 3: The
South During ReconstructionSection 4: Change in the South
Chapter 18: The Western Frontier, 1858–1896Section 1: The Mining
BoomsSection 2: Ranchers and FarmersSection 3: Native American
StrugglesSection 4: Farmers in Protest
Chapter 19: The Growth of Industry, 1865–1914Section 1:
Railroads Lead the WaySection 2: InventionsSection 3: An Age of Big
BusinessSection 4: Industrial Workers
Chapter 20: Toward an Urban America, 1865–1914Section 1: The New
ImmigrantsSection 2: Moving to the CitySection 3: A Changing
Culture
Chapter 21: Progressive Reforms, 1877–1920Section 1: The
Progressive MovementSection 2: Women and ProgressivesSection 3:
Progressive PresidentsSection 4: Excluded from Reform
Chapter 22: Overseas Expansion, 1865–1917Section 1: Expanding
HorizonsSection 2: Imperialism in the PacificSection 3:
Spanish-American WarSection 4: Latin American Policies
Chapter 23: World War I, 1914–1919Section 1: War in
EuropeSection 2: America's Road to WarSection 3: Americans Join the
AlliesSection 4: The War at HomeSection 5: Searching for Peace
Chapter 24: The Jazz Age, 1919–1929Section 1: Time of
TurmoilSection 2: Desire for NormalcySection 3: A Booming
EconomySection 4: The Roaring Twenties
Chapter 25: The Depression and FDR, 1929–1941Section 1: The
Great DepressionSection 2: Roosevelt's New DealSection 3: Life
During the DepressionSection 4: Effects of the New Deal
Chapter 26: World War II, 1939–1945Section 1: Road to WarSection
2: War BeginsSection 3: On the Home FrontSection 4: War in Europe
and AfricaSection 5: War in the Pacific
Chapter 27: The Cold War Era, 1945–1954Section 1: Cold War
OriginsSection 2: Postwar PoliticsSection 3: The Korean WarSection
4: The Red Scare
Chapter 28: America in the 1950s, 1953–1960Section 1: Eisenhower
in the White HouseSection 2: 1950s ProsperitySection 3: Problems in
a Time of Plenty
Chapter 29: The Civil Rights Era, 1954–1973Section 1: The Civil
Rights MovementSection 2: Kennedy and JohnsonSection 3: The
Struggle ContinuesSection 4: Other Groups Seek Rights
Chapter 30: The Vietnam Era, 1960–1975Section 1: Kennedy's
Foreign PolicySection 2: War in VietnamSection 3: The Vietnam Years
at HomeSection 4: Nixon and Vietnam
Chapter 31: Search for Stability, 1968–1981Section 1: Nixon's
Foreign PolicySection 2: Nixon and WatergateSection 3: The Carter
Presidency
Chapter 32: New Challenges, 1981–PresentSection 1: The Reagan
PresidencySection 2: The Bush PresidencySection 3: A New
CenturySection 4: The War on Terrorism
Spanish Reading Essentials and Study Guide - Student
EditionCapítulo 1: Los primeros habitantes de las Américas,
Prehistoria a 1492Guía de estudio 1-1: Los primeros pueblosGuía de
estudio 1-2: Ciudades e imperiosGuía de estudio 1-3: Pueblos
norteamericanos
Capítulo 2: La exploración de las Américas, 1400–1625Guía de
estudio 2-1: Un mundo cambianteGuía de estudio 2-2: Primeras
exploracionesGuía de estudio 2-3: España en AméricaGuía de estudio
2-4: Exploración de Norteamérica
Capítulo 3: La América colonial, 1587–1770Guía de estudio 3-1:
Primeros asentamientos inglesesGuía de estudio 3-2: Colonias de
Nueva InglaterraGuía de estudio 3-3: Colonias del CentroGuía de
estudio 3-4: Colonias del Sur
Capítulo 4: El desarollo de las colonias, 1607–1770Guía de
estudio 4-1: La vida en las coloniasGuía de estudio 4-2: Gobierno,
religión y culturaGuía de estudio 4-3: Choque entre Francia e
InglaterraGuía de estudio 4-4: La guerra francesa e india
Capítulo 5: El camino de la Independencia, 1763–1776Guía de
estudio 5-1: Impuestos sin representaciónGuía de estudio 5-2:
Formación de la unidad colonialGuía de estudio 5-3: Un llamado a
las armasGuía de estudio 5-4: Avanzar hacia la independencia
Capítulo 6: La Guerra de Independencia, 1776–1783Guía de estudio
6-1: Los primeros añosGuía de estudio 6-2: La guerra continúaGuía
de estudio 6-3: La guerra se mueve hacia el Oeste y el SurGuía de
estudio 6-4: La guerra se gana
Capítulo 7: Una unión más perfecta, 1777–1790Guía de estudio
7-1: Los artículos de la ConfederaciónGuía de estudio 7-2:
Convención y compromisoGuía de estudio 7-3: Un nuevo plan de
gobierno
Capítulo 8: Una nueva Nación, 1879–1800Guía de estudio 8-1: El
primer presidenteGuía de estudio 8-2: Primeros retosGuía de estudio
8-3: Los primeros partidos políticos
Capítulo 9: La era de Jefferson, 1800–1816Guía de estudio 9-1:
Los republicanos toman el poderGuía de estudio 9-2: La compra de
LouisianaGuía de estudio 9-3: Una época de conflictoGuía de estudio
9-4: La guerra de 1812
Capítulo 10: Crecimiento y expansión, 1790–1825Guía de estudio
10-1: Crecimiento económicoGuía de estudio 10-2: Rumbo al OesteGuía
de estudio 10-3: Unidad y seccionalismo
Capítulo 11: La era Jackson, 1824–1845Guía de estudio 11-1:
Democracia jacksonianaGuía de estudio 11-2: Conflictos por la
tierraGuía de estudio 11-3: Jackson y el banco
Capítulo 12: Destino manifiesto, 1818–1853Guía de estudio 12-1:
El país de OregónGuía de estudio 12-2: Independencia para TexasGuía
de estudio 12-3: Guerra con MéxicoGuía de estudio 12-4: Nuevos
colonos en California y Utah
Capítulo 13: El Norte y el Sur, 1820–1860Guía de estudio 13-1:
La economía del NorteGuía de estudio 13-2: La gente del NorteGuía
de estudio 13-3: El reino sureño del algodónGuía de estudio 13-4:
La gente del Sur
Capítulo 14: La era de la reforma, 1820–1860Guía de estudio
14-1: Reforma socialGuía de estudio 14-2: Los abolicionistasGuía de
estudio 14-3: El movimiento femenino
Capítulo 15: Caminono a la Guerra Civil, 1820–1861Guía de
estudio 15-1: La esclavitud y el OesteGuía de estudio 15-2: Una
nación divididaGuía de estudio 15-3: Retos para la esclavitudGuía
de estudio 15-4: Secesión y guerra
Capítulo 16: La Guerra de Independencia, 1861–1865Guía de
estudio 16-1: Los dos bandosGuía de estudio 16-2: Los primeros años
de la guerraGuía de estudio 16-3: Un llamado a la libertadGuía de
estudio 16-4: La vida durante la guerra civilGuía de estudio 16-5:
El camino a la victoria
Capítulo 17: La reconstrucción y sus consecuencias,
1865–1896Guía de estudio 17-1: Planes de reconstrucciónGuía de
estudio 17-2: Los radicales toman el controlGuía de estudio 17-3:
El Sur durante la reconstrucciónGuía de estudio 17-4: Cambio en el
Sur
Capítulo 18: La frontera occidental, 1858–1896Guía de estudio
18-1: El auge de la mineríaGuía de estudio 18-2: Rancheros y
agricultoresGuía de estudio 18-3: Luchas de los nativos
americanosGuía de estudio 18-4: Protesta de los agricultores
Capítulo 19: El crecimiento de la industria, 1865–1914Guía de
estudio 19-1: Los ferrocarriles enseñan el caminoGuía de estudio
19-2: InventosGuía de estudio 19-3: Una era de grandes negociosGuía
de estudio 19-4: Trabajadores industriales
Capítulo 20: Hacia una América urbana, 1865–1914Guía de estudio
20-1: Los nuevos inmigrantesGuía de estudio 20-2: Mudarse a la
ciudadGuía de estudio 20-3: Una cultura cambiante
Capítulo 21: Reformas progresistas, 1877–1920Guía de estudio
21-1: El movimiento progresistaGuía de estudio 21-2: Las mujeres y
los progresistasGuía de estudio 21-3: Los presidentes
progresistasGuía de estudio 21-4: Los excluidos de la reforma
Capítulo 22: Expansión extranjera, 1865–1917Guía de estudio
22-1: Expansión de horizontesGuía de estudio 22-2: Imperialismo en
el PacíficoGuía de estudio 22-3: Guerra hispana-estadounidenseGuía
de estudio 22-4: Políticas latinoamericanas
Capítulo 23: La Primera Guerra Mundial, 1914–1919Guía de estudio
23-1: Guerra en EuropaGuía de estudio 23-2: El camino de Estados
Unidos hacia la guerraGuía de estudio 23-3: Los estadounidenses se
unen a los aliadosGuía de estudio 23-4: La guerra en casaGuía de
estudio 23-5: En busca de la paz
Capítulo 24: La época del jazz, 1919–1929Guía de estudio 24-1:
Tiempo de caosGuía de estudio 24-2: Deseo de normalidadGuía de
estudio 24-3: Un auge de la economíaGuía de estudio 24-4: Los
clamorosos años veinte
Capítulo 25: La Depresión y FDR, 1929–1941Guía de estudio 25-1:
La Gran DepresiónGuía de estudio 25-2: El Nuevo Trato de
RooseveltGuía de estudio 25-3: La vida durante la DepresiónGuía de
estudio 25-4: Efectos del Nuevo Trato
Capítulo 26: La Segunda Guerra Mundial, 1939–1945Guía de estudio
26-1: El camino hacia la guerraGuía de estudio 26-2: La guerra
empiezaGuía de estudio 26-3: En el frente nacionalGuía de estudio
26-4: Guerra en Europa y ÁfricaGuía de estudio 26-5: Guerra en el
Pacífico
Capítulo 27: La Guerra Fría, 1945–1954Guía de estudio 27-1:
Orígenes de la Guerra FríaGuía de estudio 27-2: Política de
posguerraGuía de estudio 27-3: La Guerra de CoreaGuía de estudio
27-4: La amenaza roja
Capítulo 28: Estados Unidos en la década de 1950, 1953–1960Guía
de estudio 28-1: Eisenhower en la Casa BlancaGuía de estudio 28-2:
Prosperidad en los años cincuentaGuía de estudio 28-3: Problemas en
tiempos de abundancia
Capítulo 29: La era de los derechos civiles, 1954–1973Guía de
estudio 29-1: El movimiento de los derechos civilesGuía de estudio
29-2: Kennedy y JohnsonGuía de estudio 29-3: La lucha continúaGuía
de estudio 29-4: Otros grupos buscan derechos
Capítulo 30: La era de Vietnam, 1960–1975Guía de estudio 30-1:
Política extranjera de KennedyGuía de estudio 30-2: Guerra en
VietnamGuía de estudio 30-3: Los años de Vietnam en casaGuía de
estudio 30-4: Nixon y Vietnam
Capítulo 31: En busca de estabilidad, 1968–1981UnGuía de estudio
31-1: Política extranjera de NixontitledGuía de estudio 31-2: Nixon
y WatergateGuía de estudio 31-3: La presidencia de Carter
Capítulo 32: Nuevos retos, 1981–PresenteGuía de estudio 32-1: La
presidencia de ReaganGuía de estudio 32-2: La presidencia de
BushGuía de estudio 32-3: Un nuevo sigloGuía de estudio 32-4: La
guerra contra el terrorismo
Standardized Test Skills Practice Workbook - Student
EditionObjectives Addressed in the ActivitiesWorkbook
OverviewPreparing for a Standardized TestActivity 1: Arranging
Events in Sequential OrderActivity 2: Interpreting Charts and
TablesActivity 3: Using Bar Graphs to Interpret DataActivity 4:
Using the Scale of Distance on a MapActivity 5: Distinguishing
Between Fact and NonfactActivity 6: Descriptive Writing About a
VisualActivity 7: Comparing and ContrastingActivity 8: Making
InferencesActivity 9: Drawing ConclusionsActivity 10: Interpreting
DiagramsActivity 11: Perceiving Cause-and-Effect
RelationshipsActivity 12: Outlining Information for WritingActivity
13: Classifying Facts and DetailsActivity 14: Recognizing Point of
ViewActivity 15: Detecting BiasActivity 16: Evaluating the
Consequences of DecisionsActivity 17: Identifying the Main
IdeaActivity 18: Predicting OutcomesActivity 19: Analyzing a
Political CartoonActivity 20: Analyzing StatisticsActivity 21:
Persuasive Writing About an IssueActivity 22: Interpreting Primary
SourcesActivity 23: Recognizing Forms of PropagandaActivity 24:
Forming HypothesesActivity 25: Identifying and Evaluating
EvidenceActivity 26: Making DecisionsActivity 27: Writing a News
StoryActivity 28: Interpreting GraphsActivity 29: Making
GeneralizationsActivity 30: Writing to Inform an AudienceActivity
31: Developing a Process to Solve a ProblemActivity 32:
Interpreting and Evaluating Editorials
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