The presidential campaign of 1836 viewed as a card game by a satirist in sympathy with the Whigs. Opposing candidates Martin Van Buren (Democrat) and William Henry Harrison (Whig) face each other across a card table. Behind Van Buren stands his vice-presidential running mate Richard M. Johnson. Behind Harrison is incumbent President Andrew Jackson, who smokes a clay pipe and stands on tip-toes to spy on Harrison's hand. With his left hand he signals to Van Buren. Jackson: "What a h---ll of a hand old Harrison's got. I'm afraid Martin and Dick Johnson will go off with a flea in their ear." Johnson: "The old general is making signs that Harrison has the two highest trump cards and low. Martin he'll catch your Jack and then the jig's up! You'd better beg." Van Buren: "I ask one." Harrison: "Take it! now look out for your Jack!" On the wall above the table is a painting of the Battle of the Thames, one of Harrison's celebrated military victories a well as the occasion on which Johnson is reported to have slain the Indian chief Tecumseh. The print is probably by Robinson draughtsman Edward W. Clay, judging from its similarity to his "Grand Match Between the Kinderhook Poney ..." (no. 1836-14) and other signed work of the period.|Entered . . . 1836 by H.R. Robinson.|Published May 1836 by the proprietor H.R. Robinson, 48 Cortlandt St. N. York.|Title appears as it is written on the item.|Weitenkampf, p. 44.|Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1836-11.

This 16-week course examines Native American sovereignty from the perspectives of Historical Studies and Anthropology. It covers the history and unique position of American Indian Nations in relation to American political systems, as well as the politics within these indigenous groups as independent nations. The Historical Studies perspective will focus on understanding the historical context of Indian-White relations, while the Anthropology perspective will explore the variety of Native American perspectives on these relations from within their own cultures. 

This module on Colonial Literature explore the essential questions: 1) How does the literature in early Colonial America reflect the customs and beliefs of the Native Americans and Puritans? 2)What kind of literary styles did the earliest writers contribute to American Literature? and 3) How did history have an effect on the types of literature being written? There are audio and visual activities as well as readings.

The Antiquities of Wisconsin, Increase A. Lapham's most important published work, includes 92 pages of text, illustrated with 61 wood engravings, and 55 lithographed plates and was the result of his research into the Indian effigy mounds found on Wisconsin's Landscape.

An essay question directing students to consider how many different perspectives there are on the incursion and settlement of the American frontier by American colonists and settlers.

A burlesque parade, led by Andrew Jackson and satirizing various aspects of his administration. Weitenkampf asserts that the subject is Jackson's post-election visit to Boston; Murrell suggests a parody of Democratic campaign parades. In fact the print's publication did roughly coincide with Jackson's triumphal tour of the eastern cities New York, Philadelphia and Boston in late June and early July 1833. (The Library's impression was deposited for copyright on July 6, 1833). This artist's portrayal, however, is clearly fanciful. The procession moves from right to left. At its head is Jackson, seated on a horse with Martin Van Buren cross-legged behind him. Next is a devil playing a fiddle, followed by a mounted officer whose horse is one of two drawing a wagon holding caged Indians, with a flag "Rights of Man" and liberty cap. Inside the cage a forlorn Indian sings "Home! Sweet home!" This no doubt refers to Jackson's controversial Indian resettlement program, whereby thousands of Cherokees, Seminoles and other natives of the eastern United States were uprooted and moved to less desirable lands farther West. It probably refers to a specific casualty of this program, Sauk Indian leader Black Hawk, who in 1832 had led an unsuccessful uprising to resist white incursion into Indian lands in Ohio. Touring the Eastern United States as a prisoner of war, Black Hawk and his party arrived in New York on June 12, 1833, coinciding with Jackson's own visit there. The singing Indian resembles Charles Bird King's portrait of Black Hawk, painted in 1832. In the background are a cheering crowd, a hickory tree and a balloon overhead marked "rising generation." The figures sing lyrics from various songs. Jackson: "I've kissed and I've prattled to fifty fair maids." Van Buren: "Had I a heart for falshood fram'd." Devil: "When wild wars deadly blast was blown." Soldier: "How happy's [the] soldier that lives on his pay." Monkey atop the wagon: "Merrily every bosom boundeth." Prostrate drunk in foreground: "Hail! Columbia, happy land." Flags with various messages fly above the crowd, saying "See the Conquering Hero comes / Sound the trumpet beat the drums." and "Remember the glories of Brien the Brave" and "Honour and gratitude to the man who has filled the measure of his countrys glory." Atop the hickory tree flies a banner with "Heaven send it happy dew, / Earth lend it sap anew / Gaily to burgeon / And broadly to grow." Below the title is the quote, "There hath not been the like of them, neither shall there be any more after them, even to the years of many generations." The print is particularly well drawn, and may be the work of John Bufford. It compares closely to "The Government" (1834-12) and "Grand Fantastical Parade" (1833-12), also issued by Endicott & Swett in New York.|Drawn by Hassan Straightshanks (David Claypool Johnston?), under the immediate Superintendence of Maj. Jack Downing.|Entered . . . by Endicott and Swett New-York 1833.|Title appears as it is written on the item.|Fowble, no. 332.|Malcolm Johnson, "David Claypool Johnston, the American Cruikshank," Antiques, July 1972 p. 101-107.|Murrell, p. 120, 124.|Weitenkampf, p. 31. |Forms part of: American cartoon print filing series (Library of Congress)|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1833-11.|Published in: Many nations: A Library of Congress resource guide for the study of Indian and Alaska native peoples of the United States / edited by Patrick Frazier and the Publishing Office. Washington : Library of Congress, 1996, p. 173.

This course invites students to consider the following three big questions: How can we learn more about Indigenous peoples and issues, even after this class is over? How can we think about the place that is now called the United States from a different perspective that removes colonizers from the central narrative? How can the study of history make the world a safer, more just, and kinder place to live for everyone?

This course is about the history of Indigenous people in Northern Virginia. The resource contains a list of suggested readings, classroom activities, and group and individual assignments about the topic. The resource also offers a list of historical and cultural resources available throughout Northern Virginia that showcase the history of Indigenous people in the region.

Students explore 19th-century photographer Edward Curtis's documentation of a ritual performed by Native Americans. They then consider how ceremony and ritual practice are depicted and understood by those outside of a religious culture. Students use photography to document their own religious or spiritual rituals, and then examine one another's images and interpret their peers' spiritual beliefs based on the photographs.

The Louisiana Purchase is a landmark event in American history, one that had a lasting impact not only on the size of the United States, but also on its economic, cultural, and political makeup. This presentation focuses on the various documents - from maps to newspapers to cultural artifacts - that help to describe the region of North America that stretched from as far east as Alabama into what is now the state of Montana.

This recourse contains a chart and asks students to compare the Cherokee tribes that stayed in the Appalachians to the tribes that migrated across the US to Oklahoma during the Trail of Tears as well as to the Great Plains tribes who were already in the region. The comparison chart contains a section for culture, agriculture, local governance, and treaties with the US government. 

This set of questions and answers allows you to measure your awareness of Native American influences in U.S. history and culture.

This resource contains background information about Native American residential schools and a list of related sources. 

This lesson challenges students' views of Native Americans as a vanished people by asking them to compare their prior knowledge with information they gather while reading about contemporary Native Americans.

Native Peoples of North America is intended to be an introductory text about the Native peoples of North America (primarily the United States and Canada) presented from an anthropological perspective. As such, the text is organized around anthropological concepts such as language, kinship, marriage and family life, political and economic organization, food getting, spiritual and religious practices, and the arts. Prehistoric, historic and contemporary information is presented. Each chapter begins with an example from the oral tradition that reflects the theme of the chapter. The text includes suggested readings, videos, and classroom activities.

This course teaches critical learning abilities that are skills and attitudes to be taught across the curriculum: communication, problem solving or critical thinking, responsibility, and global awareness or diversity/appreciation. To these, we add information/technology literacy, and lifelong learning. By the end of the course students will be able to: Identify the major political, economic, and social developments in Pacific Northwest history and especially in the state of Washington; Integrate the perspectives of different peoples to interpret Pacific Northwest history; Describe the Pacific Northwestęs role in the context of American and world history; Apply your knowledge of Pacific Northwest history to your life by conducting an oral history and by researching and writing about issues in the region today; and Define current environmental issues in the Pacific Northwest and analyze their historical context.

This resource contains excerpts from two primary sources, "Tecumseh's Speech to the Osages" and "Tenskwatawa’s Vision", with accompanying critical questions. 

This lesson uses the question should indigenous names be mascots? to encourage students to consider both sides of a debate. Students are asked to share their opinions after engaging and exploring the topic and reflect on what their classmates have said. 

Washington’s long journey to become a state was a complex story culturally, economically, politically, environmentally, and ecologically.This is the teacher guide companion to The State We're In: Washington (Grade 3-5 Edition) Chapter 4. The resource is designed to engage students with a launch activity, focused notes, and a focused inquiry.

In this assignment, students will read a chapter from 1491: New Revelations of the Americas before Columbus by Charles Mann and answer discussion questions about historical agency.