Watergate and the Constitution

Teaser

To indict or not to indict? Watergate raised complicated questions concerning Constitutional interpretation.

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Description

Students analyze a primary source document which sets forth points both for and against the indictment of Richard Nixon, before considering Constitutional interpretations of Watergate.

Article Body

The strength of this lesson is that it is centered around a document which presents compelling arguments both for and against the indictment of former President Nixon for his role in the Watergate scandal. The featured document, a memo to the Watergate Special Prosecutor Leon Jaworski, was written by Jaworski's staff as he was considering whether or not to indict Nixon.

The memorandum’s language should be accessible to most high school students. Both a copy of the original document and a transcribed version are available.

The question at the center of the lesson is, "Should the Watergate Special Prosecutor seek an indictment of the former President?" If teachers want to make this lesson more of an historical inquiry, we recommend modifying that question to read: "What were the main arguments for and against the indictment of former President Richard Nixon?"

An additional strength of this lesson is two activities that use the Constitution as a lens to understand the Watergate affair. One of the suggested activities asks students to identify the specific role each branch of government played in the Watergate affair. Another activity asks students to apply specific sections of the Constitution and determine the role particular constitutional powers and rights played in the Watergate affair.

This lesson would likely work best after an introductory lesson on Watergate. While there is no formal assessment included in this lesson, the questions presented by the document easily lend themselves to an essay or a discussion.

Topic
Watergate, the Constitution
Time Estimate
1 day
flexibility_scale
3
Rubric_Content_Accurate_Scholarship

Yes
Historical background is detailed and accurate. The document is from The National Archives.

Rubric_Content_Historical_Background

Yes
Th lesson includes background information for teachers and students, as well as a chronology of the Watergate affair.

Rubric_Content_Read_Write

Yes
The lesson is centered around a primary document from the Watergate scandal, and requires students to read the Constitution.

Rubric_Analytical_Construct_Interpretations

Yes
Students are asked to weigh the reasons for and against indicting Nixon.

Rubric_Analytical_Close_Reading_Sourcing

Yes

Rubric_Scaffolding_Appropriate

Yes
The main document is appropriate and accessible for most high school students, as are the teaching activities.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
The lesson includes the Archives' worksheet for analyzing primary source documents, asking students to consider source and contextual information when interpreting the document.

Rubric_Structure_Assessment

No

Rubric_Structure_Realistic

Yes
The lesson is clearly presented and is easily adapted to emphasize either History or Civic standards.

Rubric_Structure_Learning_Goals

Yes
Appropriate for one class period.

Woman Suffrage and the 19th Amendment

Teaser

Relive the dream of the women's vote through roleplay or interfacing with primary documents.

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Description

Access primary sources and activities for a unit on the suffrage movement, from the Seneca Falls Convention to the passage of the 19th Amendment.

Article Body

This lesson is anchored by nine primary source documents related to the women's suffrage movement, from 1868 to 1920. Students and teachers alike will appreciate that the site includes images of the original documents—not simply transcriptions.

It also has six teaching activities that range from document analysis, to role-play, to student research. Activity three, which asks students to use textbooks, library resources, and documents to make a timeline, can be an effective way of helping younger students understand historical chronology. For older students, activity six, which asks students to write and stage a one-act play, presents an opportunity to interpret and synthesize primary sources. The script for a one-act play commissioned by the National Archives, "Failure Is Impossible," is available as a model.

This lesson also includes links to related websites, including those from the Library of Congress, the National Park Service, the National Register of Historic Places, and the National Women’s History Project.

Topic
Women's suffrage
Time Estimate
Varies
flexibility_scale
2
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Minimal
Includes a one-act play based on archival sources.

Rubric_Content_Read_Write

Yes
Students are asked to read multiple documents, and there are opportunities for original student writing based on document analysis.

Rubric_Analytical_Construct_Interpretations

Yes
Activities two and six ask students to assess suffragist strategies and write an evidence-based play, respectively.

Rubric_Analytical_Close_Reading_Sourcing

Yes
Activity one focuses on these skills, and can be paired with a downloadable Document Analysis Worksheet.

Rubric_Scaffolding_Appropriate

Unclear
Audience is unstated.

Rubric_Scaffolding_Supports_Historical_Thinking

No
Teachers may need to supplement the provided materials.

Rubric_Structure_Assessment

No

Rubric_Structure_Realistic

Yes
The lesson is designed for easy adaptation by teachers.

Rubric_Structure_Learning_Goals

Yes

The Progressive Era

Teaser

Explore the ins and outs of turn-of-the-century labor law, business, housing, and immigration.

lesson_image
Description

Access primary sources, activities, instructional tips, and assessments for a unit on the Progressive Era.

Article Body

This unit on the Progressive Era consists of seven teaching activities, which build upon each other and culminate in an optional service learning project exploring modern day progressivism. Each part of the unit can be downloaded as an individual PDF, or the entirety can be downloaded at once. Overall, the complete package is age-appropriate, while also challenging students to develop historical thinking skills.

Activities 3, 4, and 5 utilize primary source documents and photographs, and ask students to analyze documents and draw conclusions from them. Activity 3, for instance, prompts students to examine child labor and its impact by looking at two collections of photographs—Kids at Work and Kids on Strike. It then asks students to consider questions such as "How did the people that wrote these books put their stories together?" and "What sources did they use to be successful history detectives?"

While each part of this lesson builds on the last, teachers can pick and choose among the seven activities. For teachers looking for more direction, the lesson includes a narrative script that can be used to frame each activity. It also includes a vocabulary list, a student learning chart/grading rubric, and a collection of links to selected websites.

Topic
The Progressive Era, immigration, industrialization, capitalism
Time Estimate
1-7 days
flexibility_scale
4
Rubric_Content_Accurate_Scholarship

Yes

Rubric_Content_Historical_Background

Yes
A brief overview of historical background for each activity is included in the "Narrative Flow, Teachers' Background."

Rubric_Content_Read_Write

Yes
Students are asked to read primary documents, and there are opportunities for original student writing based on document analysis.

Rubric_Analytical_Construct_Interpretations

Yes

Rubric_Analytical_Close_Reading_Sourcing

Yes
The unit includes close analysis of both text and photographic primary sources.

Rubric_Scaffolding_Appropriate

Yes
The scaffolding is very well-done, including student-friendly language and examples.

Rubric_Scaffolding_Supports_Historical_Thinking

Yes
The process for each activity is clear.

Rubric_Structure_Assessment

Yes
A rubric is included that focuses on both content goals and process goals.

Rubric_Structure_Realistic

Yes
The rubrics are divided into content and process goals.

Rubric_Structure_Learning_Goals

Yes
Lesson is also open to teacher adaptation.

Massive Resistance through Political Cartoons

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Article Body

This website features 4th graders analyzing two political cartoons from the Richmond Times-Dispatch about Virginia's reaction to the Brown v. Board of Education Supreme Court decision. This standards-based lesson guides students in exploring the Virginia state policy of massive resistance to school desegregation. This video provides examples of two promising practices:

  • Modeling careful analysis of a primary source while practicing historical thinking with young students;
  • Using scaffolding and concrete instructional strategies to guide students in shaping meaning out of multiple primary sources.
The Lesson in Action

Video of the lesson shows the teacher modeling primary source analysis with the first cartoon and students working in pairs to interpret a second on their own. Both cartoons—one published in 1954 and the other in 1958—are drawn by Fred O. Siebel. They use similar imagery and symbolism, helping students analyze the second cartoon and compare the two. Through effective scaffolding and modeling of historical thinking skills, the teacher engages students in thinking about complex historical questions of equality, fairness, and the power of federal and state governments. The lesson concludes with a class discussion of each group's findings and what their analysis means in relation to Virginia and public school desegregation.

Through effective scaffolding and modeling of historical thinking skills, the teacher engages students in thinking about complex historical questions of equality, fairness, and the power of federal and state governments.

This lesson comes at the end of a unit on civil rights, segregation, desegregation, and massive resistance in Virginia. Students at this point have an understanding of segregation, Jim Crow laws, and the individuals Thurgood Marshal and former Virginia Governor Harry F. Bird, Sr. The teacher uses primary sources in this lesson to assess and review students' understandings of school desegregation and Byrd's Massive Resistance response to the Supreme Court order to integrate schools. At the same time, she engages students in thinking about historical questions of fairness, equality, and reactions to change. You can find a comprehensive lesson plan, complete with primary sources, background information, and classroom worksheets, on the website.

Supreme Court of the United States

Article Body

The Supreme Court is an essential body in the teaching of U.S. history and civics. So what does it do, and where did it come from? To begin, the Supreme Court's existence was specified in Article III of the U.S. Constitution. As for its duties, the Supreme Court serves largely to hear appeals from cases which originated at a lower level. However, original cases are heard when they involve ambassadors, public ministers, consuls, and/or when a U.S. state is involved.

The Supreme Court's page may not be the most beautiful website on the block, nor the most technologically up-to-date. However, the navigation is clear; and the site does provide information which could easily be of use to you in the classroom.

Simply click on About the Supreme Court to access a list of the most relevant resources.

Need a quick handout on the Court—current members, origin, jurisdiction, and term, for example? Then A Brief Overview of the Supreme Court is perfect for you. Or maybe, since C-SPAN and other such providers are not permitted to film the Court proceedings, you would like to conjure an image of the courtroom for your students? In that case, try the Visitors' Guide to Oral Argument, which describes the function of the various people in the courtroom and provides a diagram of their general seating arrangement.

Another option is to assign The Court and Constitutional Interpretation, The Court as an Institution, and/or The Court and Its Traditions as short homework or in-class readings. Note that they are not written at a level which will be accessible to early elementary students. That said, you can always read them yourself, and condense the information into a lively presentation for younger students.

Be sure to check out the rest of the list, as well. How much do you know about the history of Supreme Court oath taking?

Slave Receipts

Bibliography
Image Credits
  • Accessible Archives
  • Harper's Weekly
  • Historical Maps of Pennsylvania
  • Library of Congress
  • New York Public Library Digital Gallery
  • University of Illinois at Urbana-Champaign Library
Video Overview

Historian Tom Thurston analyzes a slave receipt that records the sale of a female slave named Mary and her child, Louisianna, for $1,000 on September 17, 1853. Thurston models several historical thinking skills, including:

  • (1) close reading of the 1853 slave receipt to investigate the details of a single transaction as well as the larger significance of printed receipts and the information they convey;
  • (2) drawing on prior knowledge of life in the mid-19th-century in a country nearing Civil War; and
  • (3) placing the slave receipt within a larger context of the law, finances, and the geography of slavery.
Video Clip Name
Thurston1.mov
Thurston2.mov
Thurston3.mov
Thurston4.mov
Video Clip Title
Looking at the Document
Close Reading
Slavery and the Law
Historical Context
Video Clip Duration
3:20
2:14
3:38
2:57
Transcript Text

Slavery, legally sanctioned in the south, and for a long time in the north as well, was supported at every turn by legal structures. So, something that I like to use a lot in teaching, just to get students thinking about this, are—these are receipts, these are receipts. And, the one I'm holding right now is dated Norfolk, September 17, 1853. It's a printed receipt that's been filled out. It's something that, it's very similar in a way, to something that you might buy at an office supply store. If you went and needed a book of receipts because, you know, you had a business.

It's got a blank space that you can fill in the place and date. And then it says 18-five and blank.

So just like today in writing a check you might have—or a set of receipts—just to make things easier they might write two-zero-zero and then you can put in 2009, or 2008, or something like that. Just to make it just a little easier in filling out a receipt. It's got this, it's for—it's obviously a book of receipts that you can fill out all through the 1850s. Then it says, "Received of 'blank,' 'blank' dollars, being in full for the purchase of 'blank' Negro slave named 'blank.' The right and title of said slave 'blank' warrant and defend against the claims of all persons whatsoever, and likewise warrant 'blank' sound and healthy, as witness my hand and seal," and then the title of this. And it's a very elegant 19th-century receipt. It's in a nice filigreed kind of handwriting, it's got lovely illustrations on the side that depict kind of the engines of commerce for the time. There's a steamboat and there's a clipper ship and there's a railroad.

And it says, "Murphy and Company, Printers, Baltimore." Thinking about it, how many people are involved in this receipt? It's been printed by a printer in Baltimore, but it's been printed for probably a lot of people. But, this one in particular, it's noted it's sold by a bookseller in Richmond. This particular receipt is dated in Norfolk.

Now, if you were teaching students, using this for the classroom, one of the first things you might want to do is list all of the locations that are on this receipt and any of the other receipts, you know, so that students get a sense of the geography of the place. Like, where is Baltimore in relationship to Richmond? Where is Norfolk and why might this receipt be dated in Norfolk?

The thing, as an historian, that strikes me about these documents is, first, how mundane they are, how banal they are, how similar they are to the kinds of—the book of receipts that you could pick up today. But then, to realize that the people that are kind of in this kind of elegant handwriting, that are signing their names to this receipt, are engaged in the sale of humans.

This particular receipt from Baltimore, dated in 1851, "warrants and defends against the claims of all persons whatsoever and likewise warrants sound and healthy and slaves for life." So, it's almost identical, but it adds the little phrase "and slaves for life," that none of the others do. So, you ask yourself, "Well, what might account for that little bit of fine print, that little legal boilerplate being added to this receipt?"

People keep records of property in a way that they don't keep of people, and they lay—these records stay around with us for a long time.

You often will hear that, well, the Emancipation Proclamation didn't free any slaves really, because it only was under effect for those areas that weren't under the control of the Union Army. But what it did do, was take this huge amount of capital that was vested in slaves and wiped it out. It just erased billions of dollars of capital. It's one of the reasons that New York City was such a hotbed of pro-slavery sentiment, because the banks and the trading houses in New York City were very invested economically.

We know that, in this particular one, "Received of Charles H. Shield, Esquire, 1,000 dollars, being paid in full for the purchase of a Negro slave named Mary and her child, Louisianna. The right and title of said slave, I warrant and defend against the claims of all persons whatsoever," and it's signed by William W. Hall. So, Charles Shield and William Hall are engaged in the transaction of Mary and her child. But this is a legal document. Think about what is the backing? What is the legal claim that this receipt gives to the bearer? So that there's a certain#&8212;in other words, it's kind of to demonstrate that I have the legal right that I've been given by the seller, to the ownership of Mary and her child. The other thing, of course, you keep receipts for, is in case you have to return something.

It's very similar when you think about it, to the kinds of promises that you make when you're buying anything. Here—there's a warrant. In other words, someone is making a kind of authoritative claim and "defend against all claims of all persons whatsoever." So, by that, in other words that, "I have legal title to these people, and I warrant, I signed this in warrant that in fact, I'm transferring that title to the bearer, and I likewise warrant them sound and healthy, as witnessed by hand and seal." So, they're making a claim about these people, and it's not surprising that they make a claim about this. As I said, the law is imbued in every aspect of slavery, including all of these kinds of transfers, these kind of transfers, the sale of slaves. And there's a whole kind of, a set of legal laws about, "Well, what would happen if you sold a slave to someone, and the slave died? What if the person knew that they were ill? So, what does it mean to say that someone is healthy?" and what, what are the kinds of—these things come up. The courts serve the function of making sure that the business of slavery proceeds in an orderly fashion.

This is all about the buying and selling of people. But, there's this huge set of laws that are protecting every transaction. So, a lot of this printed language is what a lot of people, they'll refer to it as "boilerplate." This is the fine print, the fine print of the sale of slaves, that has a special meaning for every jurisdiction that this receipt is made out in.

The state, whether it's Virginia here or elsewhere, does have an interest in knowing about this, in part, just to keep track, but also because these transactions are often—they'll say "paid in full," but they're really also backed by loans. People are buying slaves on credit. It's very speculative. So, there are banks, insurance companies, who also have a stake in the ownership of Mary and her child, Louisiana, that may go far beyond Norfolk and the environs.

Now, one thing that this document won't tell you is, in and of itself, and I can't say that I know the answers to this myself, but who William Hall and Charles Shield are, but you can kind of make some educated guesses. This is happening, the sale is recorded in Norfolk, Virginia. Norfolk is, it's on the coast. It's 1853. Virginia is an old part of the kind of slave south of the Chesapeake [region]. There are hundreds of thousands of enslaved people in Virginia. But, the real money in 1853 to be made in slavery, is not in Virginia. It's in the new southwest. It's in places like Louisiana and Alabama, Mississippi.

A lot of legal cases developed over this because people wanted to make sure they were getting maximized profits for the sale of the estate, including slaves. It was found that "items sell best when sold separately." In other words, given the opportunity to sell a family, self-contained as a lot, to an individual, or to sell them as individuals, more money would be made selling them as individuals.

And, because the courts have a fiduciary responsibility in making sure that the heirs get the best bargain that they can from the estate, they're mandated to sell separately. So, it reminds one that there are hundreds of thousands of families that are being broken up through these types of trade. It's also a good thing to stop and think about how often we talk about the transatlantic slave trade, but to consider the domestic slave trade as well, as being a great tragedy and something that continued to wreak havoc for years and years. Some of the saddest documents that one can find are in African American newspapers and magazines, sometimes 10, 20 years after the Civil War. They're often called "Information Wanted" notices, looking for a mother or a sister or a child, still trying to find their family members.

U.S. Secret Service

Article Body

Founded in 1853, the United States Secret Service existed solely to prevent the creation of counterfeit money. According to the service website, the organization has currently evolved to handle two purposes—"protection of national and visiting foreign leaders, and criminal investigations."

This site provides very little which is directly applicable to the history classroom. However, the site deserves to be recognized in this listing regardless.

If you're interested in the organization itself, the timeline of Secret Service history is a natural place to start.

The service also offers a short section on monetary history.

Land of (Unequal) Opportunity

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Annotation

While many are familiar with the 1957 Little Rock High School integration crisis, far fewer students of U.S. civil rights history may be aware of the longer history of that struggle in Arkansas. This website includes more than 460 documents and images, including cartoons, court decisions, photographs, newspaper articles, letters, and essays related to that history. For example, an essay on the meaning of relocation written by a high school student at Arkansas's Jerome Relocation Center in 1943 brings a more personal perspective to the story of internment, as the student describes the ways in which members of her community have struggled between the "fighting spirit" and the "giving up spirit." Users new to civil rights history in Arkansas may want to begin with the extensive timeline that describes events from the arrival of slaves in Arkansas in the 1720s to a 2006 State Supreme Court ruling that struck down a ban on gays serving as foster parents. The website also includes 10 lesson plans geared for middle school students that make use of the website's resources—such as a speech given by Governor Oral Fabus in 1958. An extensive bibliography of secondary sources related to many aspects of civil rights, including African American, gay and lesbian, and women's issues, Japanese relocation, religious intolerance, political rights, and anti-civil liberties groups and issues, is also available.

Cherokee Law of Blood

Bibliography
Image Credits

Video Two

  • Photo, "Reconstructed Cherokee Council House," May 2004, J. Stephen Conn, Flickr.

Video Three

  • Library of Congress
  • North Carolina Museum of History
  • Tennessee History for Kids
  • Tennessee State Library and Archives
  • Western History/Genealogy Department, Denver Public Library
Video Overview

Historian Malinda Lowery analyzes an 1833 record from the Cherokee Nation's Supreme Court to untangle a complicated story of identity, legal authority, slavery, and the Cherokee Law of Blood. Lowery models several historical thinking skills, including:

  • (1) close reading of the court document to piece together the story from the names and individuals mentioned;
  • (2) drawing on prior knowledge of life in the early 19th-century, cultural contact, and the Cherokee Nation; and
  • (3) placing the court case within a larger context of racial identity, slavery, and relations between American Indians and the U.S. government.
Video Clip Name
Malinda1.mov
Malinda2.mov
Malinda3.mov
Video Clip Title
Reading the Document
Understanding the Document
Teaching Strategies
Video Clip Duration
4:25
4:07
3:12
Transcript Text

The source comes from the Cherokee Nation's Supreme Court Records. In 1833, a lady named Molly Hightower claimed that a woman named Chickaua, who is the primary person mentioned in the document, that Chickaua and her sons belonged to Molly Hightower. And this claim was based on a transaction between another man named Sam Dent, to Molly Hightower's father. Sam Dent had been married to a Cherokee wife some time prior to the Revolutionary War, and he actually beat and killed his Cherokee wife. According to the Cherokee Law of Blood, the Deer clan sought revenge on Sam Dent for the death of their family member, because his wife had been a Deer clan member. And instead of subjecting himself to Deer clan punishment, he purchased a slave named Molly, who then became Chickaua, our main character in this document, to replace his dead wife. So, he gifted the Deer clan with the slave that he had purchased as a way of meeting his obligation for killing his wife.

The Deer clan adopted the slave named Molly, gave her the name Chickaua and, as the document says, she has by herself and descendants, been ever since recognized by said Nation, the Cherokee Nation or clan, the Deer clan, as a Cherokee. That's what allowed her sons to then also be members of the Deer clan and full-fledged members of the Cherokee Nation.

So, then later on, in 1833, Molly Hightower comes into the picture and says that Sam Dent sold Chickaua to her father, and that she actually owns Chickaua and Chickaua's descendants, Chickaua's sons. As the document says, "Her father was also an Indian trader who lived many years near the descendants of Chickaua and who never advanced or set up any claim to Chickaua and her son, Cunestuta," who is also called Isaac Tucker in the document. And this document is interesting, because it has a number of different names. You have English names, you have Cherokee names, you have a variety of different identities that are represented in the one document, in addition to this interesting transaction over slave property.

The Deer clan objected to Molly Hightower's claim, and decided to petition the Cherokee Supreme Court to prevent the return of Chickaua and her son, Cunestuta, to slavery. The Deer clan petitions them to, "Resist this oppression and illegal wrong attempted to be practiced on our brother and sister by the Hightower, Molly Hightower, in carrying into slavery two of whom have ever been and considered Native Cherokee." So, what that particular statement represents is an affirmation by the Deer clan that Molly is their kin, that Chickaua, Molly-slash-Chickaua, is their kin and belongs to them. It's really an affirmation of the adoption process and how seriously the Cherokees took their Law of Blood to bring in someone who had been an outsider to their community, and adopting them, making them full-fledged family members and not wanting them to return to the condition of slavery.

Ultimately, the document indicates that the Supreme Court sided with the Deer clan, saying that since Chickaua's adoption she has, quote, "continued in the Nation and enjoyed the liberty of freedom and that her two sons, Edward and Isaac Tucker, were born at the beloved town called Echota on the Tennessee River"—that was one of the main towns of the Cherokee Nation, what they call their beloved town—"and has ever been free and resided in the Nation."

Well, it's a very rich document on a number of levels. The primary thing that strikes me about it is the confusion over names. When you read it the first time, you're not sure who's who and who's talking about who. There's two Mollys. There's sort of what I think of as the first Molly, who was bought by Sam Dent, the trader, and then given to the Cherokee Deer clan. Her name then becomes Chickaua, and that's how she's referred to throughout the rest of the document. The next Molly is Molly Hightower, she who claims that her father actually owns Chickaua and Chickaua's descendants.

But there's—the fact that Chickaua obtains her name after her adoption into the Cherokee Nation, also means that her personal name is a marker of affiliation with a state, with a nation and a state, the Cherokee state. So, it's a great example of how names can mean many different layers of identity.

Another thing that we see in the document is how racial identity is shifting. We think of slaves as being of African descent, and we don't know, of course, that Molly, who became Chickaua, was not of African descent. In fact, we presume that she was. So, her identity shifts from being a black slave to an Indian free person, although obviously she herself does not change. It reminds us of how racial identity is constructed, how it has a history by itself that's worth examination.

Clan membership in Cherokee society, in many southeastern Native societies, was matrilineal, so you were only affiliated with the group through your mother's line. It's that matrilineal line that affirms everything about Cherokee identity and also Cherokee law.

This Law of Blood was based on the idea that clan members could avenge the deaths or other incidents happening to their kin, and women often made the decisions about how those deaths were to be avenged. And it was a way of making sure that people in Cherokee society lived in harmony with one another, because it was very clear what the consequences would be if you committed such a violent act.

Just because Chickaua escaped re-enslavement here doesn't mean that she was forever secure, because 1833 was a very critical time in the history of Indians in the southeast and well, indeed the whole nation. What we now know of as the old South, the sort of cotton culture of the antebellum South, would not have been possible without Indian removal, and the race relations, the intensity of black/white relations that developed prior to the Civil War, would have been very different had Indians remained in the southeast. This case is coming at a critical time, not just for the Cherokee Nation, but for questions of racial formation in the United States.

You don't understand very much about Cherokee removal from this particular source, but when you look at the date that Molly Hightower makes this claim in 1833 (October 18, 1833, is when the Supreme Court ruled on it), that date by itself triggers for the historian, a whole set of associations around the tensions of Cherokee removal, and the kinds of decisions that Congress was making, that President Andrew Jackson was making, that the Cherokee principal Chief John Ross, and the Cherokee General Council were making, around these issues of removal.

Because it is a fairly complex document, I introduced it to the students simply by asking them to identify the different names and to do a little genealogy of who the players are and how they're related to one another. So, on the one side they have Molly Hightower, they have Molly Hightower's father. On the other side, they have Sam Dent. They have his Cherokee wife. They have his purchase of Molly, the slave. Molly the slave then becomes a Cherokee.

The idea of tribes and nations that we operate with today when we talk about Native Americans, didn't always exist in its current form. What we see in this document is a world in which family, clan membership, kinship affiliation, was kind of the dominant logic of the society, and to understand that dominant logic you have to understand the names, and you have to understand the relationships. So, it's sort of a window into not only the time period, but also a method of doing history that speaks to the power of history itself, how it helps us understand another society that's different from our own.

I think students, they ask, they assume that because Sam Dent was a white man that he would have felt no responsibility to the Deer clan, that he would have felt no sense of loyalty or allegiance to the Cherokee Nation. But, I think what they need to understand is that the reality at this time was very different. Sam Dent made his living off of trading with Cherokee people, and under—most English traders understood that in order to trade with an Indian Nation, you had to have a kinship affiliation with that Nation. So, that's probably why Sam Dent married a Cherokee, was that his marriage to that woman enabled him, in fact, to make a living.

And one of the things that we feel we understand about American society is that whether right or wrong, European Americans have held the balance of power firmly in their hands over time, and this document is an example of a time period in which European Americans were not holding the balance of power. In fact, Cherokees at this time and place, certainly the time and place in which Sam Dent made these decisions, were holding the balance of power. This document reminds us how the Cherokee Supreme Court was alive and well. It was doing its job and acting on behalf of the Cherokee Nation, without regard to the United States and to the property laws of the United States that might have legitimized Sam Dent's sale to Molly Hightower's father.

Impeachment Trial of Andrew Johnson

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Annotation

In 1868, President Andrew Johnson was impeached for violating the Tenure of Office Act (1867), which prohibited a president from unilaterally removing any officials for whom Senate approval was required for appointment. Part of Professor Douglas Linder's Famous American Trials website, this exhibit examines Johnson's impeachment trial and his narrow escape from conviction and removal from office. Linder provides a 1500-word account of the trial and includes a chronology of events in Johnson's presidency, from his election as Abraham Lincoln's vice president in 1864 to his death in 1875. The site includes background information on the process of impeachment, such as the relevant articles of the United States Constitution and James Madison's notes on the framers' Constitutional Convention debates over the impeachment process.

The site also includes full-text verions of the Articles of Impeachment against Johnson, the Senate's rules of procedure for the impeachment trial, and the Senate trial record, including all arguments, documentary evidence, testimony, and the final vote. There are also excerpts from the Congressional Globe of the opinions of six senators, both for and against impeachment, and a map that shows the regional splits in the votes for and against impeachment. The site also provides links to the Harper's Weekly account of the trial, including biographies of 28 key figures in the trial, 90 editorials, 47 news articles and briefs, 47 illustrations, 27 political cartoons, and one illustrated satire. A brief bibliography includes six scholarly books, one video, and two internet sites with information on the Johnson impeachment trial. The Harper's Weekly section also provides a link to a "Teaching Impeachment" exercise in which students can simulate an impeachment trial. This rather complicated role play exercise requires considerable research and strong analytical skills, but would be accessible for very advanced high school and survey classes. This is an ideal site for researching constitutional history, Reconstruction, and the presidency.