382 Chapter 11

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Free states and territoriesClosed to slavery byMissouri CompromiseSlave states and territoriesOpen to slavery byMissouri CompromiseOther claimed areas

Connect Geography History1. Region How did the Missouri Compromise affect

the amount of territory that was closed to slavery?

2. Make Inferences What concern might theMissouri Compromise have raised in slave states?

The Missouri Compromise

The Missouri Compromiseting the new state of Missouri as a slave state or a free state. Southernersclaimed that the Constitution did not give Congress the power to ban slavery.They worried that if free states formed a majority in Congress, they wouldban slavery altogether. Warned Representative Thomas Cobb of Georgia:

PRIMARY SOURCE

“ If you persist, the Union will be dissolved. You have kindled a fire which

. . . seas of blood can only extinguish.”—Thomas Cobb, quoted in

Meanwhile, Maine, which had been part of Massachusetts, also wantedstatehood. Henry Clay suggested that Missouri be admitted as a slavestate and Maine as a free state. Congress passed this plan, known as theMissouri CompromiseMissouri Compromise, in 1820. It kept the balance of power in the Senate,between the slave states and free states. It also called for slavery to be bannednorth of the parallel 36º 30’, Missouri’s southern border.

Amid these tensions, the Mason-Dixon Line, which formed the Maryland-Pennsylvania border, took on symbolic importance. The term “Mason-DixonLine” came to be used for the division between slave states and free states,as well as the division between the North and the South.

SYNTHESIZE Describe the factors that increased sectional tension.

Economicdifferences among theregions and a divisionover the issue of slaveryincreased sectionaltension.

382 •• Chapter 11

CHAPTER 11 • SECTION 3

More About . . .

The Mason-Dixon Line

The Mason-Dixon Line is actually olderthan the United States. Originally, it wascreated to settle a dispute that took placein the 1700s. Two families, the Calverts ofMaryland and the Penns of Pennsylvania,had received land grants from two differentkings of England, Charles I and Charles II.The boundaries were confusing, so thefamilies went to the British court, where theChief Justice decided where the boundarieswould be.

Charles Mason, an astronomer, andJeremiah Dixon, a surveyor, traveled toAmerica, located the boundaries, andmarked them with stones placed at everymile. Some stones weighed 600 poundsand required a great deal of effort to setin place. Certain parts of the line were sodifficult to reach that they were marked bystone cairns instead. The task took almostfour years to complete.

The Missouri Compromise1820–1821

Connect Geography History

CONTRAST Point out that the amountof territory open to slavery south of theMissouri Compromise Line was blocked by theboundary with New Spain.

ANSWERS

1. Region It enlarged it.

2. Make Inferences They might havefeared that free states would soonoutnumber slave states and try to outlawslavery entirely.

DIFFERENTIATING INSTRUCTION

Inclusion

Classify States and Territories

Some students may have difficultyunderstanding the map and its key.Provide students with a list of states andterritories. Have students go through thelist one item at a time, find each territoryor state on the map, and match its colorto the key. Then have them identifywhether the state or territory is free,closed to slavery, a slave state, or opento slavery.

English Learners

Language: Pronoun Referents

Draw students’ attention to thethird sentence under “The MissouriCompromise.” Point out that thepronoun is used twice. Havestudents reread the paragraph andidentify to whom the word referseach time it is used.

Then ask students to write asummary sentence about the MissouriCompromise in which they correctly usethe pronoun .

More About . . .

The Missouri Compromise

Clay’s bill was later repealed by the Kansas-Nebraska Act and found unconstitutional.Thomas Jefferson recognized that the issuewas dangerous to national unity. After thebill was enacted, Jefferson wrote, “Thismomentous question, like a firebell in thenight, awakened and filled me with terror.I considered it at once as the knell of theUnion.”

National and Regional Growth 383

National Boundaries and Foreign AffairsKEY QUESTION How were U.S. borders made more secure?

Nationalist feeling made Americans want to define the nation’s borders. Todo this, U.S. leaders had to reach agreements with Britain and Spain.

Settling Boundary Issues Two agreements improved relations betweenthe United States and Britain. The Rush-Bagot Agreement (1817) limitedeach side’s naval forces on the Great Lakes. In the Convention of 1818, thetwo countries set the 49th parallel as the U.S.-Canadian border as far westas the Rocky Mountains.

But U.S. relations with Spain were tense. The two nations disagreed on theboundaries of the Louisiana Purchase and the ownership of West Florida.Meanwhile, pirates and runaway slaves used Spanish-held East Florida as arefuge. In addition, the Seminoles of East Florida raided white settlementsin Georgia to reclaim lost lands.

New industry and inventions leadto reliance on manufacturing in theNorth, and increased dependence oncotton and slavery in the South.

Regional differences divide thenation among Northerners,Southerners, and Westerners.

Although the Missouri Compromisekeeps the balance of free and slavestates, the issue of slavery continuesto divide the nation.

WEAKENINGFORCES

STRENGTHENINGFORCES

The Industrial Revolution fuelseconomic growth.

The American System encourageseconomic self-sufficiency.

Supreme Court decisions strengthenthe federal government.

Improvements in transportationand communication link cities andregions.

The United States expands anddefines its borders.

CRITICAL THINKING Compare and Contrast In what ways did economic changes bothstrengthen and threaten national unity?

CONNECT to the Essential Question

What forces and events affected national unityand growth?

•• 383

OBJECTIVE Create a display about factors that promoted national unity.

Basic

Have students draw asymbol representing eachstrengthening force on thechart on p. 383. Then havestudents paraphrase eachstrengthening force anddisplay both symbols andtext on a poster.

On Level

Have students draw a pictureof each strengthening andweakening force on thechart on p. 383. Then havestudents write captions foreach image and display theirwork on chart paper.

Challenge

Have students drawsymbols representingeach strengthening andweakening force on the charton p. 383. Then have themorganize the symbols in aVenn diagram, creating newsymbols for factors that bothstrengthened and threatenednational unity.

CHAPTER 11 • SECTION 3

TeachTeachNational Boundaries andForeign Affairs

TalkTalk AboutAbout ItIt• What were some U.S. conflicts with Spain?

• Why were U.S. leaders concerned aboutSouth America?

• Main Ideas and Details What were someimportant ideas in the Monroe Doctrine?

Unit 4 Resource Book• Connect to Today, p. 155

Ask students what they have learned so farthat can help them answer this question.Use the graphic on this page or display thetransparency.

Unit 4 Transparency Book• Essential Question Graphic, TT15

• Have students expand upon terms andconcepts in the chart.

• Ask students to generalize about whichproblems were most significant.

CRITICAL THINKING ANSWER

Compare and Contrast Strengthen—regions of the country traded with eachother and shared resources; threaten—change created entirely different types ofeconomies in North and South

CONNECT to the Essential Question

DIFFERENTIATING INSTRUCTION: TIERED ACTIVITIES

384 Chapter 11

In 1817, U.S. General Andrew Jackson followed the Seminoles into Spanishterritory and then captured two cities—Pensacola and Saint Marks—for theUnited States. Monroe ordered Jackson to withdraw but gave Spain a choice.It could either police the Floridas or turn them over to the United States. Inthe Adams-Onís Treaty of 1819, Spain handed Florida to the United Statesand gave up claims to the Oregon Country.

The Monroe Doctrine The nation felt threatened not only by sectionalism,but by other events in the Americas. In Latin America, several countries hadsuccessfully fought for independence from Spain and Portugal. Some Euro-pean monarchies planned to help Spain and Portugal regain their colonies.U.S. leaders feared that this could put their own government in danger.

Russian colonies in the Pacific Northwest also concerned Americans. TheRussians entered Alaska in 1784. By 1812, their trading posts reached almostto San Francisco.

In December 1823, Monroe issued a statement that became known asthe Monroe DoctrMonroe Doctri ene. (See Reading Primary Sources, page 385.) Monroe saidthat the Americas were closed to further colonization. He also warned thatEuropean efforts to reestablish colonies would be considered “dangerousto our peace and safety.” Finally, he promised that the United States wouldstay out of European affairs. The Monroe Doctrine showed that the UnitedStates saw itself as a world power and protector of Latin America.

PROBLEMS AND SOLUTIONS Describe how U.S. borders were made moresecure.

ONLINEOONLINONLINE QUIZQQQUIZFor test practice, go toInteractive Review @ ClassZone.com

TERMS & NAMES1. Explain the importance of

• Henry Clay • Erie Canal• American System • Missouri Compromise• James Monroe • Monroe Doctrine

USING YOUR READING NOTES2. Main Ideas and Details Complete the diagram

you started at the beginning of this section.

KEY IDEAS3. What were the three parts of the American System?

4. What was the main message of the MonroeDoctrine?

CRITICAL THINKING5. Summarize How did the question of admitting

Missouri to the Union divide the nation?

6. Connect Todayto Think about the diagramyou made of factors that contributed to Americannational unity in the early 1800s. Which of thesefactors are still important for national unity?

7. Writing Editorial Write an editorial giving youropinion of either the Missouri Compromise or theMonroe Doctrine. State how you believe it will affectthe nation.

Nationalist feelingsunited the states

Latin AmericanIndependenceVenezuelan-born SimónBolívar was popularlyknown as the “GeorgeWashington of LatinAmerica.” When theMonroe Doctrine wasissued, Bolívar was thedictator of Peru andalready had led Venezuela,Colombia, Peru, andEcuador to independence.

Connect to the World

Section Assessment33

Answer: America made treaties with Britain and Spain that strengthenedU.S. borders. The Monroe Doctrine declared the Americas closed to furtherEuropean colonization.

384 •• Chapter 11

SECTION ASSESSMENT ANSWERS

CHAPTER 11 • SECTION 3

Terms & Names1. Henry Clay, p. 379; American System,

p. 379; James Monroe, p. 380; Erie Canal,p. 381; Missouri Compromise, p. 382;Monroe Doctrine, p. 384

Using Your Reading Notes2. Possible Answers: American System;

v. ; Erie Canal

Key Ideas3. protective tariff on imported goods,

establishment of a national bank, bettertransportation system

4. The Americas were closed to new colonization;the U.S. would protect Latin America; the U.S.would stay out of European affairs.

Critical Thinking5. The admission of Missouri would upset the

balance between free and slave states.6. Possible Answers: a strong national economy

and government; good transportation; clearborders

7. Editorials should provide an opinion about theMissouri Compromise or the Monroe Doctrine,and include potential effects on the nation.

Editorial-Writing Rubric

Content HistoricalAccuracy

4 excellent; clearly stated opinionand logical potential effects onthe nation

no errors

3 good; stated opinion andpotential effects on the nation

few/minorerrors

2 fair; opinion may not be clear andonly one effect might be included

severalerrors

1 poor; lacking either an opinion oreffect, or the effect is unrelated

manyerrors

4 AssessAssess && ReteachReteachAssess Have students complete the SectionAssessment.

Unit 4 Resource Book• Section Quiz, p. 165

Interactive Review@ ClassZone.com

Power Presentations

Test Generator

Reteach Draw a “hamburger” on the boardwith top and bottom “bun ovals” and a middle“meat oval.” Have students write a “hamburgerparagraph” summary, using the section’s KeyIdea as the “top bun” topic sentence. Then havethem add three supporting details of “meat.”Finally, have students add a concluding “bottombun” sentence that holds it all together. Askvolunteers to share their summaries. Encouragestudents to suggest additional details.

Unit 4 Resource Book• Reteaching Activity, p. 168

3

Connect to the World

Latin American Independence

Bolivar spent time with another LatinAmerican revolutionary leader: ToussaintL’Ouverture of Haiti. L’Ouverturesuccessfully led a rebellion in Haiti that ledto its independence from France.