Jackson, Marshall, and Indian Removal

Step One:  Meet with your assigned group as outlined in the task section.  Work together to explore the links provided for your group.  These links should help you better understand the feelings and opinions of those who supported your position on Indian removal.  Take notes on the outline provided for you by your teacher.  Make sure you cite your sources correctly.  Some of the primary and secondary sources provided are complex documents

 
Group Resources:

All students, regardless of group, should read the General Winfield Scott's Order to United States Troops on their required duties during Cherokee Removal here: http://georgiainfo.galileo.usg.edu/scottord.htm

 http://history.state.gov/milestones/1830-1860/IndianTreaties - State Department overview of treaties and Indian removal.

 President Jackson's representatives:

• http://www.presidentprofiles.com/Washington-Johnson/Andrew-Jackson-Indian-removal.html - An overview of Jackson's opinions on Indian removal
• http://www.mtholyoke.edu/acad/intrel/andrew.htm - Link to Andrew Jackson's case for Indian removal as explained to the US Congress in 1830.
• http://www.pbs.org/weta/thewest/resources/archives/two/removal.htm - Extract from Jackson's message to Congress regarding Indian removal in 1835.

 Members of Congress favoring Indian removal: 

• http://lincoln.lib.niu.edu/teachers/lesson5-groupc.html - This link outlines a series of presentations to Congress on the removal of Indians from their lands.

 Members of Congress protesting Indian removal:

• http://www.cherokee.org/Culture/126/Page/default.aspx - Ralph Waldo Emerson's letter of complaint to President Van Buren regarding the mistreatment of the Cherokee people.
• http://www.digitalhistory.uh.edu/native_voices/voices_display.cfm?id=50 - A portion of the speech by Congressman Edward Everett against Indian removal.

 Cherokee Representatives:

• http://www.pbs.org/wgbh/aia/part4/4h3083t.html  - Letter from John Ross, Cherokee Chief, protesting the United States violation of Cherokee treaty rights.
• http://neptune3.galib.uga.edu/ssp/News/chrkphnx/18290204b.pdf - Issue of the Cherokee Phoenix, February 4, 1829.  Bottom of column 3 top half of column 4, regarding incursion of whites into Cherokee lands.
• http://www.cherokee.org/Culture/189/Page/default.aspx - Cherokee National Law of 1822 forbidding the cessation (giving) of any land to the US, predating the �treaty� that gave the United States ownership of the Cherokee land.
• http://home.flash.net/~cohan/readings/cherokee.htm - Appeal from the Cherokee Nation in July of 1830.
  

 Citizens of the state of Georgia:

• http://xroads.virginia.edu/~Hyper/HNS/Boone/civilizer.html - Website of historical prose related to the belief in Daniel Boone as the "Great Civilizer" of the land west of the Appalachian Mountains to the Ohio River Valley, including the text of the poem, �The Mountain Muse� written by Boone�s nephew Daniel Bryan in 1813:
  
• http://ngeorgia.com/history/goldrush.html - The North Georgia Gold-rush of 1829�occurring on the eve of the Indian Removal Act�it could have been coincidental that this event preceded the Cherokee removal, right?

Step Two:

Once you have completed your research, decide as a group how you can best influence the class to support your position.  Use the Position Statement and Supporting Evidence diagram below to help you formulate your arguments.

Step Three:

Complete the Power Point presentation framework below.  Insert your research and arguments into the proper frames.  This will form the foundation of your presentation to the Supreme Court.  Make sure you use an online bibliography program like www.citationmachine.net to cite your sources properly.