Although the American History Slide Collection of the Instructional Resources Corporation does not have a series specifically treating the subject of Chapter 9, several individual transparencies can be used for lectures or discussions. There is, for example, the portrait of the Cherokee Sequoya (C17) or the portrait of Kit Carson (G21). Individual slides can become the focus of discussion, leading to conclusions on the basis of pictorial material. See, for instance, the woodcut of New England textile mills in 1836 (I3) or two views of Cincinnati, one in 1800 (L28) and the second in 1848 (L29).

PBS Video (pbsvideodb.org) offers a thirty-minute presentation on The Expanding Nation, treating the rapid growth of industry, commerce, and agriculture in the first half of the nineteenth century and its effects on society. Films for the Humanities and Sciences offers a thirteen-minute video, The Trail of Tears.

A number of films are available that may be helpful in furthering understanding of the period. Fuller information about the films may be obtained from the Educational Film & Video Locator.e Educational Film & Video LocatorCherokee is a twenty-six-minute film dealing with a reconstruction of the Cherokee village of Tsa-La-Gi in North Carolina. Both the reconstructed village and the film about it are vulnerable to the criticism that they are at least as concerned about tourism as about history. The film Jedidiah Smith: America, 1826 (fifty-two minutes) establishes among other things the relationship between the mountain men of the fur trade and the beaver-hat industry. The end of commercial demand for beaver hats led to the end of the mountain-man era. Two transportation films are worth noting. Canals West: The Story of the Development of the American Canal System in the Nineteenth Century (sixteen minutes) and Railroads and Western Expansion, 1800-1845 (fourteen minutes) provide visual and auditory material useful in supplementing the text and other readings.

For students interested in good fiction, you might suggest Robert J. Conley, Mountain Windsong: A Novel of the Trail of Tears (1992).
Document Set 9-1

The Women of Lowell: Enslavement or Liberation?

1. Harriet Robinson Remembers Preindustrial Lowell, ca. 1836
2. The Lowell Work Force Described, ca. 1840s
3. A Lowell Workers Petition and the Legislative Response, 1845
4. Orestes Brownson Questions the Lowell System, 1840
5. A Lowell Worker Defends the System, 1841
6. A Worker's Memories of the Mills, ca. 1840s
7. The Lowell Offering Emphasizes the Dignity of Labor, 1842This chapter permits the instructor to capitalize on the text's discussion of the rise of manufacturing, including the causes of industrialization. Instructors may wish to use the documents to initiate discussion of the distinctions between labor systems in the Massachusetts and Rhode Island mills. Similarly, there is rich potential for discussion in comparing the Lowell model with the more diverse and disorderly industrialization described in the text section on New York and Philadelphia manufacturing. Finally the development of pressures on artisans and unskilled workers could be discussed in connection with the nascent labor movement.Another workable discussion strategy would focus on the "cult of true womanhood," so obviously at odds with the new sexual division of labor in the Lowell system. After exploring the concept of separate spheres, the instructor may ask students to scan the documents for evidence of efforts to reconcile traditional views of womanhood and female roles with the new demands of an industrial society. This exercise provides an excellent opportunity to engage students, both male and female, in a discussion of gender constructions and the relevance of a nineteenth-century issue to modern assumptions.The documents also invite students to explore questions such as the meaning of work, development of self-image, and assumption of responsibility, which are an important part of American republicanism. Instructors may pursue this line of discussion through questions dealing with the growth of resistance to exploitation. Discussion will flow from consideration of the impact of the Lowell regimen and environment on the "girls" and their relationships with each other. Students should be encouraged to examine the documents for underlying reasons for the turnout, petition, and movement to associate in the 1840s.On a simpler level, most students should be able to extract from the sources ample evidence of industrialism's effect on workers, the work process, and the physical, economic, and moral well-being of employees. Instructors should ask students why the social and ethnic makeup of the labor force had changed so dramatically by the 1850s and what the changes implied about the validity of the Boston Associates' assumptions. What did the new labor system reflect about management's values and requirements in an unrestrained capitalist system?

Recommended Readings for Document Set 9-1


Ava Baron. Work Engendered: Towards a New History of American Labor (1991).

Mary H. Blewett. Men, Women, and Work: Class, Gender, and Protest in the New England Shoe Industry, 1780-1910 (1980).

Robert Dalzell. The Lowell Associates and the World They Made (1987).

Thomas Dublin. Women at Work: The Transformation of Work and Community in Lowell, Massachusetts, 1820-1860 (1979). NOTE: A useful shortcut to the essence of Dublin's work can be found in Dublin, "Women, Work, and the Family: Female Operatives in the Lowell Mills, 1830-1860." Feminist Studies 3 (Fall 1975): 30-40.

------. Transforming Women's Work (1994).

Alice Kessler-Harris. Out to Work: A History of Wage-Earning Women in the United States (1982).

Gerda Lerner. "The Lady and the Mill Girl: Changes in the Status of Women in the Age of Jackson." American Studies Journal 10 (1969): 5-15.

Jonathan Prude. The Coming of Industrial Order: Town and Factory Life in Rural Massachusetts (1983).

Barbara Welter. "The Cult of True Womanhood." American Quarterly 18 (1966): 151-174.

David A. Zonderman. Aspirations and Anxieties: New England Workers and the Mechanized Factory System, 1815-1850 (1992).
Audiovisual Resources for Document Set 9-1


Beginnings and Growth of Industrial America (film--10 min.). Coronet, 65 E. South Water Street, Chicago, Ill. 60649

Coming of the Mills Audiotape Program 8 (audiotape--30 min.). Annenberg/CPB Project Legacies Series. Annenberg/CPB Project, 1111 16th Street, NW, Washington, D.C. 20036.

Daughters of Free Men (videotape--25 min.). American Social History Project Film Library, 22D Hollywood Avenue, Ho-Ho-Kus, N.J. 07423.

Sins of Our Mothers, in American Experience Series (videotape--60 min.). PBS Video, 1320 Braddock Place, Alexandria, Va. 22314-1698.

A Taste of Independence Audiotape Program 8 (audiotape--30 min.). Annenberg/CPB Project American History Series. Annenberg/CPB Project, 1111 16th Street, NW, Washington, D.C. 20036.
Document Set 9-2

End of The Trail: Jackson and The Rationale for Indian Removal

1. John C. Calhoun Outlines the War Department's Indian Policy, 1825
2. The Cherokee Resist Removal, 1830
3. Andrew Jackson's Second Annual Message to Congress, 1830
4. Christian Missionaries Oppose Removal, 1830
5. The Supreme Court's Assertion of National Sovereignty, 1832
6. Alexis de Tocqueville Observes Legalism in American Indian Relations, 1864Few topics generate greater student interest than the problem of Indian relations and government policy toward the tribes occupying western lands. The discussion of land policy and Indian removal in Chapter 9 dramatizes the assimilationist bias of the commentators whose writings are reprinted in this document set. Students should be encouraged to explore ethnocentrism and the meaning of the word civilization, which appears in most of the documents included.The debate over Indian relations after the War of 1812 also permits the instructor to emphasize another trend evident in Chapter 9, the significance of a strengthened and increasingly activist national government. Among the issues debated in the 1820s and 1830s was the question of the appropriate and constitutional relationship between the state and federal governments as well as the separation of powers within the federal government. Instructors may extract from the documents evidence of divergent interpretations of state and federal responsibilities and authority. Focusing on the Georgia controversy, students should link their analysis of Marshall's assertions and Jackson's actions with the text's discussion of the Court decisions and their outcome. In so doing, it will be useful to consider the significance of presidential determination to ignore a Supreme Court decision. A review of Jackson's actions will also raise the question of power relationships, including the validity of the "great man" theory of historical development.Analysis of Tocqueville's argument might include discussion of the document's peculiar value as evidence drawn from an external source. In addition, students should be encouraged to assess Tocqueville's perspective on the American penchant for legal "correctness" and to consider the relationship between legality and morality in this instance.The evidence presented in this chapter is also well suited to dialectical analysis. One effective discussion strategy would involve a debate in which teams of student advocates argue the case for and against removal. Cross-examination and discussion could follow formal presentations, allowing other students to explore weaknesses in the positions established.Finally, the documents may be used to examine the definition of Jacksonian democracy. The evidence will lead to conclusions on the beneficiaries of Jackson's policies, the identity of his supporters, and the consequences of his actions. Students may consider the significance of the debate over Indian policy and its outcome as evidence of Jacksonian rhetoric and leadership. Removal should be interpreted as part of larger national political and economic developments in the 1830s. The issue may be discussed in terms of the removal policy's place in Jacksonian imagery and political popularity, the key to continued public support for his presidency.

Recommended Readings for Document Set 9-2


Robert F. Berkhofer, Jr. Salvation and the Savage: An Analysis of Protestant Missions and American Indian Response, 1787-1862 (1965).

------. The White Man's Indian: Images of the American Indian from Columbus to the Present (1978).

John Ehle. Trail of Tears (1988).

John R. Finger. The Eastern Band of Cherokee, 1819-1900 (1984).

Lucy Maddox. Removals: Nineteenth Century American Literature and the Politics of Indian Affairs (1991).

William G. McLoughlin. Cherokee Renascence in the New Republic (1986).

Roy Harvey Pearce. Savagism and Civilization: A Study of the Indian and the American Mind (1967).

Francis Paul Prucha. "Andrew Jackson's Indian Policy: A Reassessment." Journal of American History 56 (Dec. 1969): 527-539.

Michael Paul Rogin. Fathers and Children: Andrew Jackson and the Subjugation of the American Indian (1975).

Ronald N. Satz. American Indian Policy in the Jacksonian Era (1975).

Wilcomb E. Washburn. Red Man's Land, White Man's Law (1971).

Mary E. Young. Redskins, Ruffleshirts, and Rednecks: Indian Allotments in Alabama and Mississippi, 1830-1860 (1961). NOTE: A summary version of the argument is available in Young, "Indian Removal and Land Allotment: The Civilized Tribes and Jacksonian Justice." American Historical Review 64 (Oct. 1958): 31-45.
Audiovisual Resources for Document Set 9-2


Civilized Tribes (videotape--26 min.). Document Associates, Inc., 211 East 43rd Street, New York, N.Y. 10017.

Gone West (videotape--60 min.). America Series, Episode 5. Time-Life Films, 110 Eisenhower Drive, P.O. Box 644, Paramus, N.J. 07652.

Indians, Outlaws and Angie Debo (videotape--60 min.). PBS Video, 1320 Braddock Place, Alexandria, Va. 22314-1698.

Toward the Trail of Tears: Seneca and Cherokee Families in Transition, 1760-1840 (audiotape--30 min.). Audiotape Program 6, Annenberg/CPB Project Legacies Series. Annenberg/CPB Project, 1111 16th Street, NW, Washington, D.C. 20036.

The Trail of Tears (videotape--13 min.). Films for the Humanities and Sciences, P.O. Box 2053, Princeton, N.J. 08543-2053.