LESSON 1 SUMMARY A New Party in Power · 2018. 2. 13. · Many pioneers set up farms along rivers that flowed into the Upper Mississippi River. Farmers needed access to the Mississippi

1. ANALYZING INFORMATION Underline the names of the presidential candidates in 1800. Circle the names of the vice-presidential candidates. Then explain why a candidate for vice president ended up in a tie with Thomas Jefferson for the office of president.

SS.8.A.3.14; SS.8.A.4.13; (SS.8.A.1.2; SS.8.A.1.7

The Election of 1800In the election of 1800, Federalists nominated John Adams to run for a second term as president and Charles Pinckney to run for vice president. Republicans nominated Thomas Jefferson for president and Aaron Burr for vice president.

Political campaigns of that time were different from the campaigns we see today. Adams and Jefferson did not travel around the country to try to get votes. Instead, the candidates wrote to citizens and newspaper editors to try to persuade people to vote for them. Still, the campaign was bitterly fought, with each side making personal attacks against the other.

The Vote Is TiedUnder the Constitution, voters in presidential elections do not choose the president and vice president directly. Instead, they are really electing groups of people called electors. The electors, who are collectively called the Electoral College, are the people who actually elect the president. In 1800, however, the way the electors voted was different from the way they vote today. Electors voted for two people. However, they did not say which vote was for president and which was for vice president.

Complete the graphic organizer below to illustrate the presidential election process in 1800.

LESSON 1 SUMMARY

A New Party in Power

Voters choose

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Electors vote for two candidates.

The person with the majority of votes becomes

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The person with the next-largest number of votes becomes

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LESSON 1 SUMMARY, continued

2. CITING TEXT EVIDENCE Think about Thomas Jefferson’s views about the federal government as expressed in his Inaugural Address. List several words or phrases from the text that describe these views.

Then, underline examples of actions Jefferson took in office to carry out the ideas expressed in his address.

3. DETERMINING WORD MEANINGS Under the Judiciary Act of 1801, President Adams appointed hundreds of new judges. Why do you think these appointees were known as “midnight judges”?

When the electors voted in 1800, there was a tie between Jefferson and Burr. The House of Representatives then voted to decide the election. The House voted 35 times, but each time the vote was still a tie. The next time the House voted, one person changed his vote, and Jefferson won.

To avoid another tie between a presidential and vice-presidential candidate, Congress changed the Constitution. Under the Twelfth Amendment, passed in 1803, electors cast one vote for president and the other for vice president.

Jefferson’s InaugurationJefferson became president in 1801 in a ceremony called an inauguration. In his Inaugural Address, Jefferson outlined his goals. He believed that a large federal government threatened liberty. The states, he argued, could better protect freedom. So, Jefferson wanted to limit the power and size of the federal government to make it “wise and frugal.” At the same time, he wanted to support “the state governments in all their rights.”

Jefferson as PresidentJefferson created new policies to put his ideas about government into practice. These new policies included:

• lowering the national debt

• cutting military spending

• having only a few hundred government workers

• eliminating most federal taxes.

Under Jefferson, the government raised money from customs duties, or taxes on imported goods. The government also made money from selling lands in the West.

Judiciary Act of 1801Before Jefferson took office, the Federalists passed an act that set up a system of courts. John Adams used this act, the Judiciary Act of 1801, to appoint hundreds of new judges. He also asked John Marshall to serve as chief justice. In this way, Adams made sure that the Federalists controlled the courts.

Adams’s last minute appointees, known as “midnight judges,” could not take office until they received official papers called commissions. When Jefferson became president, some of these appointees had not yet received their commissions.

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4. MAKING INFERENCES Marbury v. Madison established the idea that the Constitution is the supreme law of the land—above any other laws, including state laws. How did this principle give more power to the judicial branch of the federal government? Use a separate sheet of paper for your answer.

5. IDENTIFYING POINTS OF VIEW Review the effects of the court cases listed in the table. Do you think Thomas Jefferson would have been pleased with the consequences of these decisions? Why or why not?

Jefferson told Secretary of State James Madison not to deliver them.

The Growing Power of the Supreme CourtOne of the appointees who did not get his commission was William Marbury. He asked the Supreme Court to force Madison to deliver the commission. In the case of Marbury v. Madison, the Court ruled against Marbury. The Court said it did not have the jurisdiction, or legal authority, to force Madison to deliver Marbury’s commission. The Court also ruled that an act of Congress related to the case violated the Constitution.

Chief Justice John Marshall wrote the Court’s opinion. He described three basic ideas, or principles, of judicial review. (1) The Constitution is the supreme law of the land; (2) the Constitution must be followed when there is a conflict with any other law; and (3) the judicial branch can declare laws unconstitutional. Through these principles, judicial review became an important check on the legislative and executive branches.

Other important court cases affected the power of the Supreme Court. This chart shows three cases and the effect of each case.

Case Effect

McCulloch v. Maryland

Congress has implied powers and can do more than the Constitution specifically says it can do. The states cannot overrule federal laws.

Gibbons v. OgdenFederal laws take priority over state laws in cases affecting more than one state.

Worcester v. GeorgiaStates cannot make rules about Native Americans. Only the federal government can do this.


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REVIEW LESSON 1

1. Use the graphic organizer below to identify new policies established by President Jefferson once he took office.

2. DRAWING CONCLUSIONS Use the information from your graphic organizer to write an essay that answers this question: How did the new policies established by Jefferson reflect his views on the proper role of the federal government?

New Policies under President Jefferson


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1. CITING TEXT EVIDENCE Circle two valued possessions that westward-bound pioneers took with them on their journey. Underline why they needed these things.

2. CREATING A MAP On the map, shade the boundaries of the Louisiana Territory and add a label for the region. Label the western border of the United States. Then, using an atlas or online reference, draw and label the Appalachian Mountains, the Illinois River, the Ohio River, and at least two of the rivers that flow into the Ohio, such as the Wabash and the Cumberland.

To reach markets on the East Coast, why did farmers ship crops west, toward the Mississippi River, rather than directly east?

SS.8.A.3.14; SS.8.A.4.3; SS.8.A.4.12; SS.8.G.3.1; SS.8.G.5.1

Westward, Ho!In 1800 the Mississippi River was the western border of the United States. The area west of the river, called the Louisiana Territory, belonged to Spain. The Louisiana Territory stretched west to the Rocky Mountains and south to New Orleans. It did not have a clear border to the north.

During the early 1800s, American pioneers moved west in search of land and adventure. They made a long and exhausting journey over the Appalachian Mountains. Settlers used Conestoga wagons to carry their household goods. Two important possessions were rifles and axes. They used rifles for protection and to hunt animals for food. They used axes to cut paths for their wagons through dense forests.

Many pioneers set up farms along rivers that flowed into the Upper Mississippi River. Farmers needed access to the Mississippi to transport their crops to markets. They shipped their goods down the Mississippi River to New Orleans. From New Orleans, the goods traveled to the East Coast.

LESSON 2 SUMMARY

The Louisiana Purchase

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The United States, Early 1800s


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3. ANALYZING PRIMARY SOURCES In 1802, Thomas Jefferson wrote, “There is on the globe one single spot, the possessor of which is our natural and habitual enemy. It is New Orleans.” On a separate sheet of paper, explain what Jefferson meant. Why was control of New Orleans so important to Jefferson?

4. DETERMINING CAUSE AND EFFECT Complete this graphic organizer to describe changes in the Caribbean island of Santo Domingo.

The French ThreatSpain controlled the area west of the Mississippi, including New Orleans. The Spanish allowed Americans to travel on the Mississippi and trade in New Orleans. For western farmers, this was vital to their economic survival.

In 1802 the Spanish suddenly stopped letting American settlers trade in New Orleans. President Jefferson learned that Spain had secretly agreed to give France control of the Louisiana Territory. Jefferson believed that France had also gained control of Florida in this secret agreement.

The agreement posed a serious threat to the United States. France’s leader, Napoleon Bonaparte, had plans to create empires in Europe and the Americas. French control of the Louisiana Territory would put American trade along the Mississippi River at risk. Congress sent Robert Livingston, the minister to France, to offer as much as $2 million to buy New Orleans and West Florida from the French.

Napoleon and Santo DomingoNapoleon dreamed of leading a Western empire. He wanted to use the Caribbean island of Santo Domingo, which was controlled by the French, as a naval base from which he could build such an empire.

Events in Santo Domingo, however, ended Napoleon’s dream. Toussaint L’Ouverture led enslaved Africans and other laborers in Santo Domingo in a revolt. After fierce fighting, the rebels won and declared the colony an independent republic. In 1802, Napoleon sent troops to take back Santo Domingo, but they failed. By 1804, the French had been forced out of Santo Domingo. The country took its original name, Haiti.

An Expanding NationWithout Santo Domingo, Napoleon knew he could not build a Western empire. He now had little use for Louisiana. He also had another problem. He needed money to help pay for his war against Britain. To get the money he needed, he decided to sell the Louisiana Territory.

Meanwhile, James Monroe had joined Robert Livingston in France in the effort to buy New Orleans and West Florida. Now they were told the entire Louisiana Territory was for sale.

Santo Domingo

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5. DETERMINING CENTRAL IDEAS How did Jefferson’s concerns about the legality of the Louisiana Purchase reflect the ideas of the Republican Party?

The offer took Livingston and Monroe by surprise. They had the authority to buy only part of the territory, not the whole thing. The deal, however, was too good to pass up. The new territory would provide plenty of cheap land for farmers for future generations. It also would give the United States control of the Mississippi River. They agreed to pay $15 million to purchase, or buy, the land.

Jefferson worried that such a large purchase might not be legal. The Constitution said nothing about acquiring new territory. The Constitution did say, however, that he could make treaties. Jefferson decided his right to make treaties allowed him to buy the land. The Senate approved the purchase in October 1803. The purchase of the Louisiana Territory doubled the size of the United States.

Complete the cause-and-effect graphic organizer below to identify how a decision made by Napoleon Bonaparte affected the territorial boundaries of the United States. Causes Effect

Napoleon decides to sell the Louisiana Territory


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6. EVALUATING Underline the qualifications that Meriwether Lewis and William Clark had to lead their expedition.

What other character traits do you think would be needed to lead an expedition into unknown lands? List three things Jefferson might have looked for when choosing leaders for the expedition.

7. PREDICTING CONSEQUENCES How do you think the Lewis and Clark expedition might have been different if Sacagawea had not joined the group?

The Lewis and Clark ExpeditionJefferson wanted to learn more about the new territory he had just bought. He persuaded Congress to send an expedition to explore the vast region. The expedition would collect information about the land, learn about plants and animals, and suggest sites for future forts. The expedition also would search for the fabled Northwest Passage, a water route across North America. A northwest passage would make travel to Asia faster and less expensive.

Jefferson chose Meriwether Lewis to lead the group. William Clark was co-leader of the expedition. Lewis and Clark were well-informed, amateur scientists. They also had experience doing business with Native Americans. Together they assembled a crew of expert sailors, gunsmiths, carpenters, scouts, and a cook. Two men of mixed Native American and French heritage served as interpreters. An enslaved African American named York was also a member of the team that headed into the unknown.

In the spring of 1804, the expedition left St. Louis and worked its way up the Missouri River. The expedition encountered many Native American groups on the journey. A Shoshone woman named Sacagawea joined the group as a guide.

After 18 months and nearly 4,000 miles, Lewis and Clark reached the Pacific Ocean. They spent the winter there, and then they headed back east, returning in September 1806. The explorers brought back valuable information about people, plants, animals, and the geography of the West. What they found inspired others to move westward.

Pike’s ExpeditionLewis and Clark were not the only people Jefferson sent to explore the wilderness. Lieutenant Zebulon Pike led two expeditions between 1805 and 1807. He traveled through the Upper Mississippi River valley and into present-day Colorado. In Colorado, he found a snowcapped mountain known today as Pikes Peak.

From Pike’s travels, Americans learned about the Great Plains and the Rocky Mountains. Pike also mapped part of the Rio Grande and traveled across northern Mexico and what is now southern Texas.


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Hamilton and Burr DuelThe Louisiana Purchase worried Federalists in the northeast. The feared westward expansion would weaken New England’s power and influence. A group of Federalists even plotted to secede, or withdraw, from the Union. To be successful, the plotters knew they needed the state of New York to join them. They turned to Aaron Burr for help.

Alexander Hamilton was concerned about rumors of secession. He had never trusted Aaron Burr, and now he heard that Burr had secretly agreed to lead New York out of the Union. Hamilton accused Burr of plotting treason. Burr, meanwhile, was suffering political setbacks in his career. Blaming Hamilton for these troubles, Burr challenged him to a duel.

The two men, armed with pistols, met in July 1804. Hamilton pledged not to shoot at his rival, but Burr took no such pledge. Burr shot Hamilton, and Hamilton died the next day. Burr fled to avoid arrest. Never tried for Hamilton’s death, Burr returned to Washington, D.C., and completed his term as vice president.

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Exploring the Louisiana Territory 8. MAKING INFERENCES Study the map. Why do you think both the Lewis and Clark expedition and the Pike expeditions started out in St. Louis?

ANALYZING MAPS

9. On a separate sheet of paper, explain how the route Lewis and Clark followed on their return trip differed from the route they followed as they set out moving west. Why do you think the two explorers split up for part of the route?


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REVIEW LESSON 2

1. Use the graphic organizer to identify the lands of the Louisiana Purchase explored by the Lewis and Clark expedition and by Zebulon Pike.

2. MAKING CONNECTIONS Think about the lands Lewis and Clark and Pike explored. Conduct research to find more details about famous sites they explored along the routes of their expeditions. Choose one site to research, such as the Columbia River Gorge or Pikes Peak. On a separate piece of paper, write an essay that describes the natural site or region you chose. How has the feature proved beneficial to the United States, and how has it changed since the time of the Louisiana Purchase?

Lands of the Louisiana Purchase

Lands explored by Lewis and Clark:

Lands explored by Zebulon Pike:


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LESSON 3 SUMMARY

A Time of Conflict

1. EVALUATING Do you think the advantages of paying tribute to the Barbary pirates outweighed the disadvantages? Explain your answer.

2. SEQUENCING On a separate sheet of paper, create a time line that illustrates the events of the war with Tripoli. Your time line should end with the year that the United States stopped paying tribute. Then write a paragraph that answers this question: Why did the United States continue to pay tribute for eleven years after the war with Tripoli ended?

SS.8.A.3.14; SS.8.A.4.1; SS.8.A.4.3; SS.8.A.4.4; SS.8.A.4.8

American Ships on the High SeasIn the late 1700s, American merchants found they could make great profits selling goods from countries like China in the United States. Soon, American merchant ships were sailing regularly to China and India, as well as South America, Africa, and the Mediterranean area.

American merchants found more opportunities to develop trade connections in the mid-1790s. France and Britain were at war, and French and British merchant ships stayed home to avoid capture by their enemies. This meant American merchants had less competition. By 1800, the United States had almost 1,000 merchant ships trading around the world.

Piracy on the SeasThe practice of piracy, or robbery on the seas, made some foreign waters dangerous. Pirates from the Barbary States of North Africa—Morocco, Algiers, Tripoli, and Tunis—terrorized European ships sailing on the Mediterranean Sea. The pirates demanded that governments pay tribute, or protection money, to allow their country’s ships to pass safely. If tribute was not paid the pirates attacked, seizing ships and imprisoning their crews. Many countries paid tribute. They believed it was less expensive than going to war with the pirates.

War With TripoliThe Barbary States also demanded that the United States pay tribute. In 1801 the ruler of Tripoli asked the United States for even more money. When President Jefferson refused to pay, Tripoli declared war on the United States. In response, Jefferson sent ships to blockade Tripoli.

In 1804 pirates seized the U.S. warship Philadelphia. They towed the ship into Tripoli Harbor and jailed the crew. Stephen Decatur, a U.S. Navy captain, took action. He slipped into the heavily guarded harbor with a small raiding party and burned the captured ship to prevent the pirates from using it.


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3. DRAWING CONCLUSIONS Why do you think the captain of the Chesapeake refused to allow the crew of the Leopard to search the ship? Use the terms neutral rights and impressment in your answer.

The war ended with a peace treaty in 1805. Tripoli agreed to stop demanding tribute, but the United States had to pay $60,000 for the release of the prisoners. The United States continued paying tribute to other Barbary States until 1816.

Violating Neutral RightsThomas Jefferson won reelection in 1804. At that time, Great Britain and France were at war. The United States remained neutral in the war and continued to trade with both sides. A nation not involved in a conflict enjoyed neutral rights, meaning its ships could sail the seas and not take sides.

By 1805, however, the war started to cause problems for American trade. Britain and France each began trying to block the other from trading with the United States. Britain blockaded the French coast and threatened to search all ships trading with France. France then announced that it would search and seize ships caught trading with Britain.

The British Abuse American ShippingThe British desperately needed sailors for their naval war. Many of their own sailors had deserted due to the terrible living conditions in the British navy. British ships began stopping American ships to search for suspected British deserters. The British then forced these deserters to return to the British navy. This practice is called impressment.

While some of the sailors taken were deserters, the British also impressed hundreds of native-born and naturalized American citizens. The British often waited for American ships outside an American harbor, where they boarded and searched them.

In June 1807, the British warship Leopard stopped the American vessel Chesapeake. The Leopard’s captain wanted to search the Chesapeake for deserters, but the Chesapeake’s captain refused. In reply, the British opened fire, damaging the Chesapeake and killing three crew members.


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4. DETERMINING CAUSE AND EFFECT Complete this graphic organizer to illustrate the effects of the Embargo Act of 1807.

More Problems for American TradeAmericans were furious about the attack. Many called for war against Britain, but President Jefferson wanted to avoid war. He did, however, take other action.

In December 1807, Congress passed the Embargo Act. An embargo prohibits trade with another country. The act targeted Great Britain, but the embargo banned imports from and exports to all foreign countries. Jefferson wanted to prevent Americans from using other countries as go-betweens for forbidden trade.

The embargo of 1807 was a disaster. With ships confined to their harbors, unemployment rose in New England. Without European markets, the South could not sell its tobacco or cotton. The price of wheat fell in the West, and river traffic stopped. Britain, meanwhile, simply bought needed goods from other countries. Congress repealed the Embargo Act in March 1809. In its place, it passed the Nonintercourse Act. This act, which prohibited trade only with Britain and France, was also unpopular and unsuccessful.

Complete this table comparing and contrasting the Embargo Act and the Nonintercourse Act.

Embargo Act Nonintercourse Act

Similarities

Differences

The Election of 1808Following Washington’s precedent, Jefferson did not run for a third term. In 1808, the Republicans chose James Madison as their candidate. The Federalists nominated Charles Pinckney. They hoped that voter anger over the embargo would help them win. However, Madison easily won the election.

Embargo Act

Effects on U.S.

Effects on Britain


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Then answer this question: Do you think Tecumseh would have accepted new treaties to settle the land disputes between Native Americans and the U.S. government?

War at Home and AbroadJames Madison took office under difficult conditions. The nation was involved in the embargo crisis. Britain continued to halt American ships. Cries for war with Britain grew louder.

The French, meanwhile, promised to lift trade restrictions, or limits, against the United States. Yet they, too, continued to seize American ships. On the verge of war, Americans were divided over who the enemy should be. Madison thought Britain was the bigger threat to the United States.

Broken TreatiesMadison’s problems were not only with other countries. There also were problems in the West. White settlers wanted more land in the Ohio River valley. Native Americans had already given up millions of acres. Now settlers were moving onto lands that were guaranteed to Native Americans by treaty.

As tensions grew, some Native Americans renewed their contacts with British agents and fur traders in Canada. Other Native Americans pursued a new strategy. Tecumseh, a powerful Shawnee chief, built a confederacy among Native American nations in the Northwest. Tecumseh wanted to halt white movement into Native American lands. He believed that a strong alliance—with the backing of the British in Canada—could achieve that goal.

Working alongside Tecumseh was his brother, Tenskwatawa. Known as the Prophet, Tenskwatawa urged Native Americans to return to their ancient customs. His message gained a large following. He founded Prophetstown in northern Indiana, near where the Tippecanoe and Wabash Rivers meet.

Complete the table below to summarize the challenges Madison faced as president.

Foreign Challenges Domestic Challenges

5. CITING TEXT EVIDENCE Underline Tecumseh’s goal.


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6. IDENTIFYING POINTS OF VIEW Complete this chart by placing a checkmark in the correct column to identify how regional differences affected attitudes toward war with Britain.

War with Britain

For Against

Northeast

West

South

On a separate sheet of paper, explain how the regional differences shown on the chart also reflect differences between Federalists and Republicans.

The Battle of TippecanoeThe governor of the Indiana territory, William Henry Harrison, became alarmed by the growing power of the two Shawnee brothers. He feared they would form an alliance with the British. Harrison attacked Prophetstown while Tecumseh was away trying to expand the confederacy. After more than two hours of battle, the Prophet’s forces fled.

The Battle of Tippecanoe was a victory for the Americans. Yet it came at a cost. Tecumseh soon joined forces with the British.

The War Hawks Call for WarMeanwhile, a group of young Republicans from Congress known as the War Hawks were demanding that President Madison take a more aggressive policy toward the British. This group was led by Henry Clay of Kentucky and John C. Calhoun of South Carolina. The War Hawks supported increases in military spending and were driven by a hunger for land. War Hawks from the West wanted the lands of southern Canada. Those from the South wanted Spanish Florida. Their nationalism—or loyalty to their country—appealed to a renewed sense of patriotism.

Not everyone, however, wanted war. The Federalists in the Northeast remained strongly opposed.

Despite differing opinions about the conflict, Madison knew that he could no longer avoid war. On June 1, 1812, he asked Congress to declare war on Britain.


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REVIEW LESSON 3

1. Complete the graphic organizer below to illustrate the reasons the United States declared war on Britain.

War with Britain

Causes Effect

2. IDENTIFYING CENTRAL ISSUES Use the information in your graphic organizer and from the lesson to write an essay that explains how westward expansion and the American desire for land played a role in the buildup to war against Britain.


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LESSON 4 SUMMARY

The War of 1812

1. COMPARING Complete this table comparing the strengths and weaknesses of American forces.

American Forces

Strengths Weaknesses

2. ANALYZING PRIMARY SOURCES After the Battle of Lake Erie, Oliver Hazard Perry sent General Harrison this message: “We have met the enemy and they are ours.” What did Perry’s message mean?

SS.8.A.4.1; SS.8.A.4.4; SS.8.A.4.8

Defeats and VictoriesThe War Hawks were confident of a quick victory over the British. In reality, however, the Americans were unprepared for war. The regular army had fewer than 12,000 soldiers, 5,000 of whom were new recruits. Many of the experienced leaders were too old to fight. The Americans also underestimated, or misjudged, the strength of the British and their Native American allies.

The war began in July 1812. General William Hull led the American army from Detroit into Canada. There they met Tecumseh and his warriors, and the Americans soon surrendered. General William Henry Harrison led another invasion of Canada that also ended in failure. Harrison decided that the United States would not succeed in Canada as long as the British controlled Lake Erie.

U.S. Naval StrengthThe United States had three of the fastest frigates, or warships, afloat. The frigate Constitution destroyed two British ships early in the war. Armed private ships called privateers also captured many British vessels, boosting American morale.

Oliver Hazard Perry, the commander of the U.S. naval forces on Lake Erie, was given the task of seizing the lake from the British. The showdown came on September 10, 1813. In a bloody battle, Perry and his ships destroyed the British naval force. With Lake Erie in American hands, the British and their Native American allies tried to pull back from the Detroit area. Harrison and his troops cut them off. In the fierce Battle of the Thames, Tecumseh was killed.

American forces also attacked York, in Canada, burning the parliament. Still, Canada remained under British rule.

Defeat of the CreeksBefore his death, Tecumseh had talked with the Creeks about forming a confederation to fight the United States. With his death, hopes for such a confederation ended.


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3. EVALUATING Use a separate sheet of paper to answer this question: How would you evaluate Tecumseh’s role in the War of 1812?

In March 1814, Andrew Jackson led U.S. forces in an attack on the Creeks in the Battle of Horseshoe Bend. More than 550 Creek people died in the battle, and the Creeks were forced to give up most of their lands.

The British OffensiveWhen the War of 1812 started, the British were still at war with France. In 1814 they won that war. This made it possible for them to send more troops to fight in America.

In August 1814, the British launched an attack on Washington, D.C. British troops quickly defeated the American militia. According to a British officer, “They [his troops] proceeded, without a moment’s delay, to burn and destroy everything in the most distant degree connected with the government.” Among the buildings set ablaze were the Capitol and the president’s mansion. First Lady Dolley Madison showed remarkable bravery during the attack. She refused to leave the White House until she had packed up a painting of George Washington and other priceless valuables.

The British did not try to hold Washington, D.C. Instead, they headed north to attack Baltimore. The people of Baltimore were ready and held firm. A determined defense and fierce artillery from Fort McHenry in the harbor kept the British from entering the city.

Francis Scott Key watched the bombs burst over Fort McHenry on September 13. The next morning, he saw the American flag flying over the fort. He was inspired to write a poem that later became known as “The Star-Spangled Banner.”

A Turning Point at PlattsburghWhile British forces were attacking Washington and Baltimore, British General Sir George Prevost led 10,000 British troops into New York. His goal was to capture Plattsburgh, a key city on the shore of Lake Champlain. An American naval force on the lake defeated the British fleet in September 1814. The British retreated into Canada.

The Battle of Lake Champlain convinced the British to end the war. The war was too expensive, and they felt there was little to gain from it.


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ANALYZING MAPS

4. Study the map of the War of 1812. On a separate piece of paper, write a summary of the course of the war based on the information in the map. Your summary should include major battle strategies, troop movements, and victories and losses.

The End of the WarIn December 1814, American and British representatives met in Ghent, Belgium, to sign a peace agreement. The Treaty of Ghent did not change any existing borders. It did not mention the impressment of sailors. Even neutral rights had become a dead issue since Napoleon’s defeat.

One final, fierce battle occurred before word of the treaty reached the United States. On January 8, 1815, the British advanced on New Orleans. Waiting for them were Andrew Jackson and his troops. The American soldiers hid behind cotton bales. The bales protected the soldiers. The British, in their red-and-white uniforms, were easy targets. Hundreds of British soldiers were killed. The Battle of New Orleans was a clear victory for the Americans. Andrew Jackson became a hero. His fame helped him become president in 1828.

The War of 1812

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1. The British navy blockades the coast, 18122. Perry defeats the British on Lake Erie, 18133. Harrison defeats British and Native American forces at the Battle of Thames, 1813

4. The British burn Washington, D.C., 1814

6. Americans win the Battle of Lake Champlain, 18147. Jackson defeats the British at New Orleans, 1815

5. Americans recapture Washington, D.C., and defeat the British at Ft. McHenry, 1814

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DOPA (Discovering our Past - American History)

Chapter 10Map Title: The War of 1812File Name: C09-24A-NGS-877712.aiMap Size: 1/2 page right

Date/Proof: Jan 19, 2011 - 2nd Proof 2016 Proxima Nova Font Update: November 25, 2014

2018 Grayscale Conversions: January 13, 2016


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ANALYZING MAPS

5. Based on the map, why were American frigates and privateers so important to the war effort in the War of 1812?


REVIEW LESSON 4

1. Use the chart below to describe the outcome of two significant battles during the War of 1812.

BATTLE OUTCOME

Battle of the Thames

Battle of Horseshoe Bend

2. DRAWING CONCLUSIONS Use the information in the chart and the lesson to answer this question: How do you think the War of 1812 affected westward expansion into Native American lands?

Nationalism and New RespectFrom the start, New England Federalists had opposed “Mr. Madison’s War.” In the triumph following the war, the Federalists’ opposition seemed unpatriotic. Many people lost respect for the party, and it soon disappeared as a political force. This left only one significant political party—the Republicans. After the war, the War Hawks took over leadership of the Republican Party and carried on the Federalist belief in a strong national government. The War Hawks favored trade, western expansion, the development of the economy, and a strong army and navy.

Americans felt a new sense of patriotism and a strong national identity after the War of 1812. The young nation also gained new respect from other nations around the world.


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DIRECTIONS: Write your answers on a separate piece of paper.

Benchmark Skill Activities

Use your to write an essay.

Review the information from your under the label for 1803. Choose one of two events that occurred in 1803—Marbury v. Madison or the Louisiana Purchase—as the subject of an essay. Your essay should answer this question: What do you think was the most important effect of this event on the development of the United States?

SS.8.A.3.14; LAFS.68.WHST.1.1

1. REFLECTING

The Election of 1800

Number of states 16

Number of electoral votes 138

Electoral votes received by John Adams 65

Electoral votes received by Thomas Jefferson

73

Use what you know about the presidential election process in 1800 to answer these questions:

• How many members did the Senate have in 1800?

• How many members did the House of Representatives have in 1800?

• How many total electoral votes were cast?

• How many electoral votes did Aaron Burr receive?

• How many possible votes were left for Thomas Pinckney to receive?

MAFS.K12.MP.5.1

2. USING MATH TOOLS


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BENCHMARK SKILLS ACTIVITIES, continued

The first two stanzas of “The Star-Spangled Banner” appear below. The song was originally written by Francis Scott Key as a poem, describing the battle at Fort McHenry in Baltimore during the War of 1812. Read the poem, using a dictionary or online tool to find the meanings of unfamiliar words. Then, imagine that you were on the ship with Key. Write in everyday language the scene that is described in the poem. Your work might be written as a diary entry or a letter you planned to send to a friend. Be sure that your writing describes the events and emotions of the poem.

O say can you see, by the dawn’s early light,

What so proudly we hail’d at the twilight’s last gleaming,

Whose broad stripes and bright stars through the perilous fight

O’er the ramparts we watch’d were so gallantly streaming?

And the rocket’s red glare, the bombs bursting in air,

Gave proof through the night that our flag was still there,

O say does that star-spangled banner yet wave

O’er the land of the free and the home of the brave?

On the shore dimly seen through the mists of the deep

Where the foe’s haughty host in dread silence reposes,

What is that which the breeze, o’er the towering steep,

As it fitfully blows, half conceals, half discloses?

Now it catches the gleam of the morning’s first beam,

In full glory reflected now shines in the stream,

’Tis the star-spangled banner - O long may it wave

O’er the land of the free and the home of the brave!

SS.8.A.4.1; LAFS.68.RH.1.2; LAFS.68.2.4; LA.8.1.6.3

3. INTERPRETING


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The War of 1812 has often been called “America’s Second War of Independence.” Do you think this is a good comparison? Write an essay justifying your view. How were the two conflicts similar? How were they different? Was the war a way of further establishing independence against European powers? How was the outcome of the war important for the United States?

SS.8.A.4.1; LAFS.68.WHST.1.1

4. CONSTRUCTING AN ARGUMENT

Read the excerpt below from William Clark’s journal, written on December 1, 1805, as Clark viewed the Pacific Ocean. Sound out the underlined words, which do not use their current spellings. Write the correct spellings of the words in the margins. Then, reread the excerpt again. Based on the description, what is the meaning of “Pacific” (Pasific)? Why did Clark say that the Pacific Ocean seemed to be the reverse of “Pacific”?

“ The Sea which is imedeately in front roars like a repeeted roling thunder and have rored in that way ever Since our arrival in its borders which is now 24 Days Since we arrived in Sight of the Great Western Ocian, I cant Say Pasific as Since I have Seen it, it has been the reverse.”

SS.8.A.4.3; LAFS.68.RH.2.4; LA.8.1.6.3

5. ANALYZING PRIMARY SOURCES


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Benchmark Note Cards

In 1800, electors in presidential elections voted differently than they do today. Each elector cast two votes, but they did not have to say which was for president and which was for vice president. The Election of 1800 ended in a tie between two Republicans:

• Thomas Jefferson• Aaron Burr

The election was decided by the House of Representatives, and Thomas Jefferson won.

The Twelfth Amendment was passed in 1803. From then on electors cast one vote for president and one vote for vice president.

THE ELECTION OF 1800

DIRECTIONS: Use these note cards to help you prepare for the test.

SS.A.3.14 Explain major domestic and international economic, military, political, and socio-cultural events of Thomas Jefferson’s presidency.

In the case of Marbury v. Madison in 1803, Chief Justice John Marshall established three principles of judicial review:

• the Constitution is the supreme law of the land• the Constitution must be followed when there is a conflict

with any other law• the judicial branch can declare laws unconstitutional

This case gave more power to the judicial branch and served as a check on the legislative and executive branches.

In 1803 the French leader, Napoleon Bonaparte, decided to sell all of the Louisiana Territory. He wished to sell the territory for several reasons:

• A revolution in Santo Domingo ended his dream of building a Western empire.

• He needed money to finance his war against Britain.

Because the territory would provide cheap land to future generations of American farmers, and it would provide control of the Mississippi River, the United States agreed to buy the entire Louisiana Territory from France for $15 million. The Louisiana Purchase doubled the size of the United States.

MARBURY V. MADISON

THE LOUISIANA PURCHASE


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BENCHMARK NOTE CARDS, continued


Many Federalists were against the Louisiana Purchase. They feared westward expansion would weaken New England’s power in political and economic affairs. A group of Federalists plotted to secede from the Union. To be successful, the plotters knew they needed the state of New York to join them. They asked Aaron Burr to help convince leaders in New York to support the plan.

Hearing of the secession plot, Alexander Hamilton accused Burr of treason. Burr blamed Hamilton for setbacks in his political career and challenged Hamilton to a duel. The two men met in July 1804. Hamilton pledged not to shoot at his rival, but Burr aimed at Hamilton and shot him. Hamilton died the next day. Burr fled to avoid arrest, but he eventually returned to complete his term as vice president.

ALEXANDER HAMILTON AND AARON BURR

Piracy made some foreign waters dangerous. This was especially true in the Barbary States of North Africa: Morocco, Algiers, Tripoli, and Tunis.

Barbary pirates demanded governments pay tribute, or protection money, to allow their ships to pass safely. In 1801 Tripoli asked the United States for more tribute money. When President Jefferson refused, Tripoli declared war on the United States. Jefferson sent ships to blockade Tripoli.

Pirates seized the warship Philadelphia in 1804 and jailed its crew. Stephen Decatur led a raid into Tripoli Harbor and burned the captured ship to prevent the pirates from using it.

The war with Tripoli ended with a peace treaty in June 1805. The United States continued paying tribute to other Barbary States until 1816.

WAR WITH TRIPOLI (BARBARY WAR)


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By the time Thomas Jefferson won reelection in 1804, Great Britain and France were at war. Although the United States remained neutral, both Britain and France violated U.S. neutral rights.

• Britain blockaded the French coast and threatened to search all ships trading with France.

• France announced it would search and seize ships caught trading with Britain.

• British ships stopped American ships to search for British deserters and return them to the navy. This practice was called impressment. Often, American citizens were also seized and forced to serve in the British navy.

When the captain of the American vessel Chesapeake refused to allow the British to board his ship and search for deserters, the British opened fire, killing three crew members. In response to the attack on the Chesapeake, Congress passed the Embargo Act of 1807. This act, while it targeted Great Britain, banned imports and exports from all countries.

The Embargo Act had disastrous results on the American economy. Unemployment rose and prices fell. The act did not hurt the British, however, who bought needed goods from other countries. Congress repealed the Embargo Act and replaced it with the Nonintercourse Act. But it, too, was unpopular and unsuccessful.

THE EMBARGO ACT OF 1807


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SS.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).

Urged on by the War Hawks, President Madison asked Congress to declare war on Britain on June 1, 1812. The Americans were confident but unprepared for war.

Key Battles

• Battle of Lake Erie—Americans gained control of Lake Erie• Battle of the Thames—Tecumseh is killed• Battle of Horseshoe Bend—the Creeks are defeated• Washington, D.C.—the British burn much of the capital to the

ground• Baltimore—American victory that inspired “The Star-Spangled

Banner”• Battle of Lake Champlain—American victory that convinced

the British to end the war• Battle of New Orleans—final battle, fought after the peace

treaty was signed; made Andrew Jackson a national hero

The war ended with the Treaty of Ghent. Americans felt a new sense of patriotism and gained new respect from other nations around the world.

THE WAR OF 1812


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SS.8.A.4.3 Examine the experiences and perspectives of significant individuals and groups during this era of American History.

SS.8.A.4.4 Discuss the impact of westward expansion on cultural practices and migration patterns of Native American and African slave populations.


President Jefferson sent expeditions to explore the lands gained in the Louisiana Purchase.

The Lewis and Clark Expedition, 1804:

• led by Meriwether Lewis and William Clark• included a crew of expert sailors, gunsmiths, carpenters,

scouts, and a cook• included York, an enslaved African American, and Sacagawea,

a Shoshone woman who joined the group as a guide• explored the western part of what is now the United States

from St. Louis to the Pacific coast

Zebulon Pike Expeditions, 1805, 1807:

• explored the Upper Mississippi River valley into present-day Colorado

• found a snow-capped mountain known today as Pikes Peak• mapped part of the Rio Grande and traveled across northern

Mexico and what is now southern Texas

THE EXPLORERS

As white settlers moved into the Ohio River valley, tensions with Native Americans grew. Native Americans had already given up millions of acres of land. Now settlers were moving onto lands guaranteed to Native Americans by treaty. In response, many Native Americans took action.

• Some Native Americans renewed contacts with British agents and fur traders.

• Many joined a confederacy of Native American nations to fight against white settlement.

• Leaders such as Tenskwatawa, the Prophet, urged Native Americans to return to their ancient customs.

• The Native American confederacy was defeated by American forces under William Henry Harrison at the Battle of Tippecanoe.

NATIVE AMERICANS AND WESTWARD EXPANSION


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SS.8.A.4.8 Describe the influence of individuals on social and political developments of this era in American History.

Tecumseh was a powerful Shawnee chief. He formed a confederacy of Native American nations to halt white settlement in Native American lands. He believed that a strong alliance, along with the backing of the British in Canada, could help achieve that goal.

Tecumseh’s brother, Tenskwatawa, also known as the Prophet, gained a large following and built the town of Prophetstown.

After the governor of the Indiana territory, William Henry Harrison, attacked Prophetstown in the Battle of Tippecanoe, Tecumseh joined forces with the British. During the War of 1812, Tecumseh fought alongside the British against the Americans. Tecumseh was killed at the Battle of the Thames, and hopes for a Native American confederation ended.

The French leader Napoleon Bonaparte dreamed of building a Western empire. He planned to use the Caribbean island of Santo Domingo as a naval base to control his empire.

A revolution in Santo Domingo ended his dream.

• Toussaint L’Ouverture led enslaved Africans and others laborers in a revolt.

• The rebels won after fierce fighting, and L’Ouverture established a new government.

• Santo Domingo became an independent republic, called Haiti, and the French were driven out.

Without Santo Domingo, Napoleon was no longer interested in a Western empire. He decided to sell all of the Louisiana Territory. The United States bought the land in the Louisiana Purchase, doubling the size of the country.

TECUMSEH

HAITI AND THE LOUISIANA PURCHASE

SS.A.4.12 Examine the effects of the 1804 Haitian Revolution on the United States acquisition of the Louisiana Territory.


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SS.8.A.4.13 Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Ogden [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history.


In addition to Marbury v. Madison, other rulings also helped broaden the powers of the Supreme Court and expand federal power at the expense of the states.

• In McCulloch v. Maryland (1819), the Court held that Congress does have implied powers and that states cannot overrule federal laws.

• In Gibbons v. Ogden (1824), the Court held that federal law overrules state law in matters affecting more than one state.

• In Worcester v. Georgia (1832), the Court decided that states could not regulate Native Americans. Only the federal government had that power.

THE GROWING POWER OF THE SUPREME COURT


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After a tie in the Electoral College, defeats John Adams in the election of 1800.

In 1803, Chief Justice John Marshall establishes the principle of judicial review in the case of .

Toussaint L’Ouverture leads a revolt in Santo Domingo, creating the independent republic of and ending Napoleon’s dream of a Western empire.

The U.S. buys the Louisiana Territory from France in 1803. The Louisiana Purchase doubles the size of the country.

In 1804, and explore the lands of the Louisiana Purchase, mapping the new territory and inspiring pioneers to continue to move west.

is elected president in 1808.

builds a Native American confederacy to halt pioneer settlement and eventually joins forces with the British.

Increased tensions lead to war with Britain and their Native American allies. The War of 1812 ends with an American victory.

Chapter 10

VISUAL SUMMARYDIRECTIONS: Complete the following graphic organizer.

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USING PRIMARY SOURCES

IDENTIFYING POINTS OF VIEW Below is an excerpt from an eyewitness to the attack on Washington, D.C., during the War of 1812. Read the excerpt. Based on your reading, who do you think wrote this description—someone from the American side or someone from the British side? On a separate sheet of paper, explain how you came to that conclusion. Then, using examples from the excerpt, describe the retreat from Washington based on the writer’s point of view.

I have said that to the inhabitants of Washington this was a night of terror and dismay. From whatever cause the confidence arose, certain it is that they expected anything rather than the arrival among them of a British army; and their consternation was proportionate to their previous feeling of security, when an event, so little anticipated, actually came to pass. The first impulse naturally prompted them to fly, and the streets were speedily crowded with soldiers and senators, men, women, and children, horses, carriages, and carts loaded with household furniture, all hastening towards a wooden bridge which crosses the Potomac. The confusion thus occasioned was terrible, and the crowd upon the bridge was such as to endanger its giving way. But Mr. Maddison, as is affirmed, having escaped among the first, was no sooner safe on the opposite bank of the river, than he gave orders that the bridge should be broken down; which being obeyed, the rest were obliged to return, and to trust to the clemency of the victors.

In this manner was the night passed by both parties; and at daybreak next morning the light brigade moved into the city, whilst the reserve fell back to a height about half a mile in the rear. Little, however, now remained to be done, because everything marked out for destruction was already consumed. Of the Senate-house, the President’s palace, the barracks, the dock-yard, &c., nothing could be seen, except heaps of smoking ruins; and even the bridge, a noble structure upwards of a mile in length, was almost entirely demolished. There was, therefore, no further occasion to scatter the troops, and they were accordingly kept together as much as possible on the Capitol Hill.


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1 SS.8.A.3.14 (Moderate)

In the Election of 1800, the vote in the Electoral College ended in a tie between Thomas Jefferson and Aaron Burr, the Republican candidates for president and vice-president, respectively. What was the major reason for this problem?

A Members of the Electoral College voted for one person, but that person was not required to win by a majority of votes, only by the most votes.

B Members of the Electoral College voted for two people, but they were not required to say which should be president and which should be vice president.

C Members of the Electoral College voted for two people, but they did not have to specify the political party of the candidates on their ballots, ending in a tie between two Republican candidates.

D Members of the Electoral College were not required to follow the wishes of the voters in their home states, leading some electors to repeatedly switch their votes.

Chapter Practice Test

DIRECTIONS: Circle the best answer for each question.


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Chapter Practice Test, continued

2 SS.8.A.3.14 (High)

Which statement describes Jefferson’s views about the proper role of the federal government?

A Jefferson believed that a wise and strong central government with the ability to use implied powers when needed was necessary to keep people safe.

B Jefferson believed that the federal government should used its powers to regulate the economy but otherwise leave people free to follow their own pursuits.

C Jefferson believed that the federal government should play a limited role to keep people safe but otherwise leave them free to follow their own pursuits.

D Jefferson believed that the federal government should be frugal and stay out of debt and that taxes on those who worked were necessary to meet that goal.

“With all these blessings, what more is necessary to make us a happy and a prosperous people? Still one thing more, fellow-citizens—a wise and frugal government, which shall restrain men from injuring one another, shall leave them otherwise free to regulate their own pursuits of industry and improvement, and shall not take from the mouth of labor the bread it has earned. This is the sum of good government.”

—Thomas Jefferson, First Inaugural Address


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Which of the following was a key principle of judicial review established by Marbury v. Madison?

A Laws passed by Congress must be carried out.

B The judicial branch can declare laws unconstitutional.

C State law must be followed when there is a conflict with any other law.

D The Supreme Court has jurisdiction only in matters of federal law, not state law.


Which event played a direct role in the United States’ acquisition of the Louisiana Territory?

A the capture of the U.S. warship Philadelphia by pirates in Tripoli

B Tecumseh’s formation of a Native American confederacy

C Napoleon’s refusal to sell New Orleans and West Florida to the United States

D Toussaint L’Ouverture’s revolution in Santo Domingo


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5 SS.8.A.4.1 (High)

What is Madison describing?

A the practice of demanding tribute from neutral ships

B the practice of enforcing an embargo

C the practice of impressment

D the practice of enforcing a naval blockade


Which choice correctly lists places on Lewis and Clark’s journey in the correct chronological order?

A St. Louis; Missouri River; Columbia River; Pacific Ocean

B St. Louis; Missouri River; Pikes Peak; Rio Grande

C Missouri River; Mississippi River; New Orleans; Gulf of Mexico

D Missouri River; Great Plains; Pikes Peak; St. Louis

“We consider a neutral flag, on the high seas, as a safeguard to those sailing under it. Great Britain, on the contrary, asserts a right to search for, and seize, her own subjects; and under that cover, as cannot happen, are often seized and taken off, citizens of the United States and citizens or subjects of other neutral countries, navigating the high seas, under the protection of the American flag.”

—James Madison, in a letter to James Monroe


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7 SS.8.A.3.14 (High)

Which of the following conclusions is supported by the information in this graph?

A Imports and exports declined after passage of the Embargo Act but returned to peak levels after passage of the Nonintercourse Act.

B When the Embargo Act was passed, the balance of trade was the highest it had been since 1800.

C Both imports and exports reached their lowest levels after the Embargo Act and during the War of 1812.

D Imports dropped during the War of 1812 but exports remained steady.


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Nonintercourse Act

Embargo ActWar of 1812

Panic of 1819

IMPORTS AND EXPORTS, 1800–1820

Balance of trade: di�erence between the value of a nation’s exports and its imports

C09-11A-877712_A


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8 SS.A.3.14; SS.8.A.4.1 (High)

Which line in the table below identifies the positions of the Federalists and the Republicans on the issues listed?

Judiciary Act of 1801 Louisiana Purchase War of 1812

Line 1Republicans: for Federalists: against

Republicans: for Federalists: against

Republicans: against Federalists: for

Line 2Republicans: against Federalists: for



Line 3Republicans: against Federalists: for


Republicans: against Federalists: for

Line 4Republicans: for Federalists: against



A Line 1

B Line 2

C Line 3

D Line 4

9 SS.8.A.4.1; SS.8.A.4.4; SS.8.A.4.8 (Moderate)

Which choice completes this flow chart about Tecumseh’s actions?

A Battle of Lake Erie

B Battle of Horseshoe Bend

C Battle of the Thames

D Battle of Tippecanoe

Tecumseh forms a Native American confederacy to fight westward expansion

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Tecumseh joins forces with the British


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10 SS8.A.4.1 (Moderate)

After the War of 1812, the War Hawks took over leadership of the Republican Party. Which positions did the War Hawks favor?

A trade, westward expansion, a strong army and navy

B economic regulations, budget cuts, a strong army and navy

C trade, peace treaties with Native Americans, restoring diplomatic ties with Britain

D new taxes, a balanced budget, outlawing slavery in the West


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TERMS

cotton gin interchangeable parts

patent capitalism free enterprise

capital census turnpike canal

lock sectionalism monopoly interstate commerce

PEOPLE, PLACES, EVENTS

Industrial Revolution

Eli Whitney Francis Cabot Lowell

Daniel Boone

Robert Fulton Erie Canal Henry Clay Missouri Compromise

Monroe Doctrine

WHAT I NEED TO KNOW

CHAPTER 11

Growth and Expansion

CHAPTER BENCHMARKS

SS.8.A.1.3 Analyze current events relevant to American History topics through a variety of electronic and print media resources.

SS.8.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).

SS.8.A.4.2 Describe the debate surrounding the spread of slavery into western territories and Florida.


SS.8.A.4.5 Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation’s economy.

Chapter OverviewDuring the early 1800s, manufacturing played a stronger role in the American economy. The rise of industry and trade led to the growth of cities. With more improvements in transportation, people began moving westward across the continent. This westward movement would affect the nation’s economy and politics.

As the nation grew, people who lived in different sections of the country disagreed about national policies. This sectionalism would divide the nation.

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CHAPTER 11

Growth and Expansion

SS.8.A.4.6 Identify technological improvements (inventions/inventors) that contributed to industrial growth.

SS.8.A.4.7 Explain the causes, course, and consequences (industrial growth, subsequent effect on children and women) of New England’s textile industry.


SS.8.A.4.10 Analyze the impact of technological advancements on the agricultural economy and slave labor

SS.8.A.4.13 Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen

[1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history.

SS.8.A.4.18 Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, explaining their contributions to Florida’s and America’s society and culture during the Territorial Period.

SS.8.E.1.1 Examine motivating economic factors that influenced the development of the United States economy over time including scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial aspects.

SS.8.E.2.1 Analyze contributions of entrepreneurs, inventors, and other

key individuals from various gender, social, and ethnic backgrounds in the development of the United States economy.

SS.8.E.2.2 Explain the economic impact of government policies.

SS.8.G.4.1 Interpret population growth and other demographic data for any given place in the United States throughout its history.

SS.8.G.4.3 Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.

SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.

CHAPTER BENCHMARKS, continued

Growth and ExpansionMake a three-tab Foldable as shown below. Label the tabs Economy, Moving West, and Unity and Sectionalism. Under the tabs, explain how each topic affected the nation. On the back, sketch an outline map of the United States and note how the boundaries of the United States changed during this time resulting in three distinct sections – North, South, and West.

Step 4 Label your Foldable as shown.

MovingWestEconomy

Unityand

Sectionalism

Step 1 Fold a sheet of paper in half, leaving a ½-inch tab along one edge.

Step 2 Then fold the paper into three equal sections.

Step 3 Cut along the folds on the top sheet of paper to create three tabs.

FO LDAB L E 2 1 . a i

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Solutions

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BothSurfaceCurrents

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Acids Neutral

Solutions

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Endothermic

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A

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D

BothSurfaceCurrents

Deep-waterCurrents

Acids Neutral

Solutions

Bases

Exothermic

Chemical Reactions

Endothermic

TopographicMaps

GeologicMaps


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1. DETERMINING CAUSE AND EFFECT Copy the cause-and-effect diagram on another piece of paper. Then fill it out to show why New England’s physical geography made it an early site for industry.

Cause Effect

2. IDENTIFYING STEPS IN A PROCESS Describe how the cotton gin and interchangeable parts made production more efficient.

SS.8.A.4.6, SS.8.A.4.7, SS.8.A.4.10, SS.8.E.1.1, SS.8.E.2.1

Industrial GrowthUntil the mid-1700s, many people in the United States lived and worked on farms. If they needed something, they usually made it themselves using simple tools. That changed when people discovered new ways to make goods.

In Britain, inventors discovered a way to make machines that could be used in cloth making. The machines were powered by running water. Mill owners built mills along rivers and hired people to tend the machines. Gradually, many people stopped working in their homes and on farms and moved to cities to work in the mills and earn money.

The Industrial Revolution in the United StatesThis period when people began leaving their farms and moving to the cities to take factory jobs is called the Industrial Revolution. The Industrial Revolution was a major turning point in history because it changed peoples’ lives in many ways. It reached the United States around 1800.

The first changes began in New England. Because the region had poor soil, farming was difficult. People looked for other kinds of work to earn a living. This area had many rivers and streams, so it could use waterpower to run factory machines. It also had good ports to ship in the materials needed to make cloth and then to ship out cloth to other places.

New InventionsThe changes brought about by the Industrial Revolution were a result of many new inventions. In addition to the machines that made thread and power looms that wove thread into cloth, other machines followed.

Inventor Eli Whitney created the cotton gin. This machine quickly removed seeds from picked cotton and resulted in a huge increase in cotton production. Whitney also came up with the idea of interchangeable parts. These were identical parts that could be put together quickly to make a complete product. This allowed companies to make goods faster, and it also lowered the prices of the goods.

LESSON 1 SUMMARY

A Growing EconomyCopyright ©

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The Rise of FactoriesTo protect the rights of inventors, Congress passed a patent law in 1790. A patent gives inventors the legal rights to their inventions. The law meant they were the only people who could make money from their inventions.

However, this law only applied to inventions in the United States. Some British laws protected inventors, but workers from Britain managed to bring their secrets to the United States anyway.

One British worker, Samuel Slater, memorized the designs of the machines in the factory where he worked. In the 1790s, he built copies of the machines in the United States. His mill helped start the Industrial Revolution in America.

Francis Cabot Lowell made improvements to Slater’s mill. Lowell made thread but also wove the thread into cloth at his mill. This system, in which all manufacturing steps are brought together in a single place, is called the factory system.

Enslaved people on plantations use the cotton gin to remove seeds from picked cotton.

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3. EXPLAINING How does competition among businesses provide benefits to consumers?

4. RECOGNIZING RELATIONSHIPS How did the cotton gin lead to an increase in slavery in the southern states?

Free EnterpriseThe economic system of the United States helped industry grow. Capitalism, or a free enterprise system, allows businesses to operate with little government interference. People and businesses are free to own property and decide how to use it to make a profit. They control capital, which includes the buildings, land, machines, money, and other things needed to run a business.

In a free enterprise system, businesses compete for customers by offering low prices and high quality. This competition pushes businesses to improve.

Agriculture GrowsEven though many people moved from their farms to work in factories, most people still worked in agriculture in the early 1800s. As people moved West, they found rich farmland. North of the Ohio River, many farmers raised pork and cash crops such as corn and wheat.

As textile industries grew in New England and Europe, more cotton was needed. As a result, cotton production in the South rose sharply. The cotton gin made it faster and easier to clean cotton. Between 1790 and 1820, cotton production soared from 3,000 to 300,000 bales per year in the South. As cotton production grew, it also led to a need for more enslaved laborers. Between 1790 and 1810, the number of enslaved Africans in the United States rose from about 700,000 to 1.2 million.

Economic IndependenceDuring this time, more people began to invest money in small businesses to make profits. Large businesses, or corporations, also began to develop. Corporations are companies owned by more than one person. A corporation sells stock, or shares of ownership, in the company in order to raise the money to build the business. The rise of these large corporations helped drive the industrialization of the country.

Cities Grow UpAs more people left their farms to work in factories, America’s cities began to grow. Many cities developed along rivers because the water could be used to power factory machines. Businesses could also ship their goods to market more easily.

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Population Change

Rural92.8%

Urban 7.2%

URBAN AND RURAL POPULATION

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POPULATION GROWTH 1800–1840


Some cities, such as New York and Boston, became centers of shipping and trade. River cities farther west, such as Cincinnati, Pittsburgh, and Louisville, grew into important trade centers for shipping farm products.

Early cities were made up of brick and wood buildings with dirt streets. Because there were no sewers to carry waste, diseases such as cholera and yellow fever were common. Fire was also a danger because of the many wooden buildings. Fires spread quickly and few cities had fire departments.

However, people who moved to cities enjoyed some advantages. Cities offered jobs with steady wages, as well as libraries, museums, and shops.

ANALYZING VISUALS

5. As industry grew, the population of the United States shifted and grew. Based on the graph, if the total population in 1820 was about 10 million, how many of those people lived in cities?

6. CITING TEXT EVIDENCE Underline the advantages and circle the disadvantages of city life during this period.

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REVIEW LESSON 1

1. Complete the cause-and-effect diagram below or create your own diagram to show the effects of inventions and new techniques on industrial growth in the United States.

Invention/Technique Effect

2. DETERMINING CAUSE AND EFFECT The Industrial Revolution is called a revolution because of the great changes that resulted from it. Write a short essay to explain how the Industrial Revolution in the United States would have changed peoples’ daily lives. Discuss how their work, home, family life, leisure time activities, and relationships with other people might have been affected and why.

LESSON 1 SUMMARY, continuedCopyright ©

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1. MAKING INFERENCES As the population of the United States grew, why do you think more people wanted to move west?

SS.8.A.1.3, SS.8.A.4.5, SS.8.A.4.6, SS.8.A.4.8, SS.8.G.4.1, SS.8.G.4.3, SS.8.G.6.2

Headed WestIn 1790 the first census was completed in the United States. A census is an official count of the population. The census showed that the population of the country was nearly 4 million people. At this time, most people still lived in the eastern United States between the Atlantic Ocean and the Appalachian Mountains. As more people set their sights on the West, that pattern began to change.

Daniel Boone and the Wilderness RoadTraveling west was not easy in the 1790s and early 1800s. Daniel Boone, an early western pioneer, made the trip a little easier for pioneers. He explored a Native American trail in the Appalachian Mountains and discovered a gap—now called the Cumberland Gap. It was in the mountains near what is now Kentucky. In 1775 he hired a group of men to clear and mark the trail. The trail came to be known as the Wilderness Road. It would serve as a southern highway linking the eastern states to the West.

Building RoadwaysAs industry grew and more people decided to move west, the United States needed more ways to move goods and people. Some private companies built turnpikes, or toll roads. They used the tolls to pay for building the roads.

In 1803 when Ohio became a state, it asked the federal government to build a national road to connect it to the East. Congress agreed and work began in 1811. The road eventually stretched from Cumberland, Maryland, through Ohio to Vandalia, Illinois.

LESSON 2 SUMMARY

Moving WestCo

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ANALYZING MAPS

2. The National Road was completed in 1837. Use the map scale to determine its approximate length.

3. IDENTIFYING EVIDENCE How did Fulton’s steamboat improve river travel?

Traveling on RiversMany people chose to travel by river instead of using rough and bumpy roads. Large boats and river barges could also carry larger loads of products than wagons could. There were two drawbacks, however. Most rivers flowed north to south, so people traveling east to west could not use them. Also, traveling downstream, or with the flow of a river, was fast and easy. However, going upstream, or against the current, was often hard and slow.

The Clermont’s First VoyageAt the time, some boats used steam engines to give them more power, but they were still not strong enough to move against the current or winds. In 1807 Robert Fulton developed a steamboat with a more powerful engine. It was called the Clermont. It traveled north on the Hudson River from New York to Albany in record time. A trip that normally took four days was completed in 32 hours.

Steamboats completely changed river travel. Now people and goods could be moved faster and more cheaply than ever before. Many river cities, such as Cincinnati and St. Louis, grew rapidly as steamboat traffic increased.

Ohio River

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Date/Proof: Feb 4, 2011 - 4th Proof 2016 Proxima Nova Font Update: November 25, 20142018 Grayscale EOCT Conversion: February 19, 2016

The National Road 1811–1837

Population in Ohio, Indiana, and Illinois

Year Ohio Indiana Illinois

1800 45,465 5,641 —

1810 230,760 24,520 12,282

1820 581,434 147,178 55,211

1830 937,903 343,031 157,445

Source: United States Census Bureau

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The Erie CanalAlthough steamboats were important for travel on major rivers, there were no major rivers linking the East and West. To open up more routes, some business owners and the government came up with a plan to link New York City with the Great Lakes. Led by DeWitt Clinton, they decided to build a canal across New York. A canal is an artificial waterway.

Thousands of workers, mostly Irish immigrants, were hired to build the Erie Canal. The canal would extend 363 miles to connect the Hudson River with the city of Buffalo on Lake Erie. Workers would have to build a series of locks, or separate compartments along the canal, to raise and lower the water level. Locks would help boats pass through areas with different elevations. After more than eight years of hard work and many deaths from accidents, the workers completed the canal in 1825.

In the beginning, no steamboats were allowed on the canal. Their engines damaged the banks of the canal. Instead, teams of mules or horsed pulled the boats and barges along the canal. This type of travel was still faster than traveling by wagon. By 1840, however, the canal banks were made stronger. Steam tugboats could then be used to pull the barges.

By 1850 the United States had more than 3,600 miles of canals. Canals lowered the cost for shipping goods, helped towns along their routes to grow, and linked many regions of the country.

In 1807 the Clermont steamed up the Hudson River from New York City to Albany.

4. DETERMINING CAUSE AND EFFECT How did canals help improve the economy?

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The Move West ContinuesBy 1821 the United States had added nine new states. Almost 2.4 million people now lived west of the Appalachian Mountains. Most people moved to the West in search of a better life. Many settled along rivers so they could ship crops and goods to markets.

Many people settled in communities with others from their home states. They often gathered for social events such as wrestling matches, cornhuskings, and quilting and sewing parties. As people moved West, they helped spread the American culture and way of life.

REVIEW LESSON 2

1. Create a time line like the one below to show the dates and developments in transportation that helped improve life in the United States.

2. INFORMATIVE WRITING Select one of the events from your time line and write a newspaper article that might have been written about this event during the time period. Do research on the Internet to gather more information. Your article should describe the event and explain the impact it will have both locally and nationally. For your article, create a character who might have been interviewed about the event at the time, such as a politician, worker, or local resident. In the article, use several quotes demonstrating the personal views your character might have had about the event.

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SS.8.A.4.1, SS.8.A.4.2, SS.8.A.4.8, SS.8.A.4.13

National UnityAfter the War of 1812, there was a feeling of national unity in the United States. A Boston newspaper called the period the Era of Good Feelings. President James Monroe was the new president and had easily won the 1816 election. He urged the federal government to guide the growth of trade and industry. Republicans, who had once supported states rights, now favored more federal power.

Henry Clay’s American SystemRepublican Henry Clay of Kentucky was the Speaker of the House. Clay proposed a new program to help the nation grow. It was called the American System. The program would create higher tariffs, a new Bank of the United States, and internal improvements, such as the building of roads, bridges, and canals. Many congressional leaders did not agree with Clay’s proposals, but some of his ideas for the American System did become law.

The Second Bank of the United StatesThe charter for the First Bank of the United States ended in 1811. Congress let the bank die. When this happened, many states began making loans. This put too much money in circulation and led to inflation, or an increase in prices. Then, in 1816, President Madison signed a bill to create the Second Bank of the United States. The new bank restored order to the money supply and helped businesses grow.

New TariffsInflation was not the only problem with the American economy. After the War of 1812, many Americans were buying goods from Britain instead of American products. The goods were better quality and cheaper than American goods.

LESSON 3 SUMMARY

Unity and Sectionalism

1. CITING TEXT EVIDENCE Underline the features of Henry Clay’s American System.

2. DETERMINING CAUSE AND EFFECT How would higher tariffs on British goods protect American businesses?

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To protect America’s growing industries, manufacturers asked the government to impose high tariffs on British goods. Congress passed the Tariff of 1816. Merchants now had to pay a tariff on imported goods, and the price of imported goods rose. This encouraged people to buy American-made goods.

Congress also passed protective tariffs in 1818 and 1824. Some Americans, especially southerners, were angry about the new tariffs. The South did not have many factories. Many people thought the tariffs only protected Northern manufacturers. In addition, it raised the prices for the goods they had to buy.

Growing SectionalismBy 1820 the Era of Good Feelings was coming to an end. There were many disagreements about government policies in different regions of the country. Most Americans were loyal toward the region where they lived—the North, the South, or the West. Different parts of the country had different goals and interests. This rivalry was called sectionalism.

The North, the South, and the West each had a voice in Congress in the early 1800s. Henry Clay represented the West. John C. Calhoun of South Carolina spoke for the South. Daniel Webster of Massachusetts spoke for the North. Each leader tried to protect the interests of his section of the country.

Nationalism and the Supreme CourtDuring this period, the Supreme Court supported the powers of the national government over the states. In 1819 the Supreme Court heard a case in which the state of Maryland was trying to tax the national bank. In McCulloch v. Maryland, the Court declared the Maryland tax unconstitutional. Chief Justice John Marshall argued that the Constitution and the federal government received their authority directly from the people, not by way of the state governments.

In addition, this ruling also increased the powers of Congress. It said that Congress had the authority to create any law to help it carry out its duties as set forth in the Constitution. This included issuing money, borrowing money, and collecting taxes.

3. DEFINING Write a definition for the term sectionalism. Give an example of sectionalism in the United States today.

4. EVALUATING How did the Supreme Court show that it supported the powers of the national government over the states in McCulloch v. Maryland?

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In 1824 the Court ruled again in favor of federal power over state power in Gibbons v. Ogden. In this case, the state of New York had granted a monopoly to a steamship operator running ships between New Jersey and New York. A monopoly is the total control of a type of industry by one person or company. The Court said that only Congress had the power to make laws governing interstate commerce, or trade between states. Many people who favored states’ rights did not agree with the Court’s rulings.

The Missouri CompromiseIn 1819 a conflict arose between Northern and Southern states. The Missouri Territory asked Congress for admission as a state. They wanted to be admitted as a slave state. This meant that the practice of slavery would be legal in the state. Some members of Congress believed Missouri should enter the Union as a free state. Southerners disagreed, as this would swing the balance of power to the free states.

Henry Clay proposed a plan to settle the disagreement. His Missouri Compromise called for Missouri to be admitted as a slave state. In exchange, another new state, Maine, would be a free state. This would keep an equal number of slave and free states and an even balance of power in the Senate.

The Missouri Compromise also proposed a way to handle slavery in the rest of the Louisiana Purchase territory. It drew a line along the southern boundary of Missouri. Slavery would be allowed south of the line but not north of the line.

The Missouri Compromise settled this disagreement between different sections of the country. However, it was just a temporary solution. Sectionalism would continue to grow between the regions.

Foreign AffairsThe Louisiana Purchase in 1803 had doubled the size of the United States. However, the boundaries of the purchase caused problems for many years. Some people thought the purchase included West Florida. This was a strip of land between Louisiana and what is today the Alabama-Florida border. Spain, however, did not give up this region after the purchase.

5. PREDICTING Why do you think the Missouri Compromise was considered to be only a temporary solution?

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6. MAKING CONNECTIONS How did the Louisiana Purchase relate to the lands of Florida? Describe the actions of the United States related to Florida in the early 1800s.


Some Americans decided to capture this area. In 1810 they captured a Spanish fort in present-day Baton Rouge, Louisiana. They declared independence for the “Republic of West Florida.” During that same year, President Madison claimed Florida from the Mississippi River to the Perdido River as part of the Louisiana Purchase. Because Spain was already at war with France, it decided not to take action against the United States. In 1813 the United States took another part of West Florida between the Pearl and Perdido Rivers.

Spain held the rest of Florida. Enslaved people often fled to Florida because the United States could not arrest them there. Some Native Americans, the Creek, also moved to West Florida after American settlers took their lands. The two groups united and called themselves Seminole, meaning “runaway.”

Henry Clay presented a compromise that balanced the number of slave and free states.

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ANALYZING MAPS

7. The Spanish gave up Florida to the United States in 1819. What two Florida cities were given up by Spain in 1819?


The Invasion of FloridaThe Seminoles and Americans from Georgia fought many battles along the Florida border. In 1818 General Andrew Jackson was sent to stop the Seminole raids in Spanish East Florida. He seized St. Marks and Pensacola.

The Spanish were angry but knew that the Americans would eventually take over Florida. They agreed to sign the Adams-Onís Treaty in 1819. The treaty gave East Florida to the United States, and Spain gave up its claims to West Florida. In 1821 the Spanish flag was lowered for the last time in Pensacola and St. Augustine.

Spain Loses PowerSpain was also losing power in other parts of its empire. In 1821 Mexico gained its independence from Spain. Simón Bolívar also led an independence movement that freed the present-day countries of Venezuela, Colombia, Panama, Bolivia, and Ecuador. José San Martín won freedom from Spain for Chile and Peru. By 1824 Spain had lost control of most of South America.

Acquisition of Florida 1819

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Chapter 11Map Title: Acquisition of Florida, 1819File Name: C10-50A-NGS-877712_A.aiMap Size: Right 1/4 page Major column

Date/Proof: Feb 2, 2011 - 3rd Proof Feb 11, 2011 - Modified by SRM 2016 Proxima Nova Font Update: November 25, 20142018 Gryscale EOCT Conversion: February 19, 2016

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8. DETERMINING CENTRAL IDEAS What message was the president sending to other countries when he issued the Monroe Doctrine?


The Monroe DoctrineIn 1822 some European countries wanted to help Spain take back its colonies in the Americas. President Monroe was worried about Europeans getting involved in the Americas. He was also concerned about Russia. He knew it wanted to control land in the Northwest.

In 1823 the president issued the Monroe Doctrine. It said the United States would not get involved in the internal affairs or wars in Europe or interfere with any existing European colonies in the Americas. However, it warned other countries that North and South America were now off limits to European colonization. This warning would set the tone for America’s foreign policy in the years to come.

REVIEW LESSON 3

1. Create a chart like the one below to list issues and events from the period that created disagreements among Americans and led to sectionalism and the decline of the Era of Good Feelings.

ISSUE/EVENTS LEADING TO DISAGREEMENTS

RESULT

2. SUGGESTING A SOLUTION Consider the issues and events listed in your chart. Were there other possible outcomes to these issues or events that might have led to less sectional strife and the continuation of the Era of Good Feelings? In several paragraphs, describe how the government may have responded differently in these instances to maintain positive feelings in all parts of the country and among all groups of Americans.

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In an essay, explain why growing industrialization and westward expansion resulted in challenges and conflicts for the United States. Note why the Era of Good Feelings discussed in this chapter did not last.

DIRECTIONS: Write your answers on a separate piece of paper.

Benchmark Skill Activities

How did each of the following items lead to the growth of industry in the United States? Create several diagrams like the one below to record your answers.

• Inventions

• Factory system

• Transportation improvements

• Free enterprise system

Inventions

2. DETERMINING CAUSE AND EFFECT

1. ANALYZING

LAFS.68.RH.1.3, LAFS.68.RH.2.5, SS.8.A.4.5; SS.8.A.4.6; SS.8.A.4.7; SS.8.A.4.10; SS.8.E.1.1; SS.8.E.2.1

LAFS.68.WHST.2.4, SS.8.A.4.1, SS.8.A.4.2

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Work in groups to create an illustrated time line and map that presents the history of the Seminole in Florida. Remember that the Seminole were not a single tribe. They were a group formed from the Creek and other Northern Florida and Southern Georgia natives, as well as enslaved Africans. Follow these steps:

a. Form 5 groups.

b. Select a time period between 1750 and today. Each group must select a different time period.

- 1750–1800 - 1800–1850 - 1850–1900 - 1900–1950 - 1950–today

c. Do research on the Internet to find information about what was happening to the Seminole during the time period you selected.

d. As a class, decide if you will create your time line and map on a computer or on paper.

e. Work with your group to create a design for your section of the illustrated time line. Then add dates, events, and illustrations to your time line. Number each entry.

f. Draw or copy an outline map of Florida. On your map, show where each event on your time line occurred. (Use the numbers that you assigned to the events on your time line.)

g. After your time line and map are completed, combine them with the time lines and maps of the other groups. Display or share your finished project.

3. SYNTHESIZING

LAFS.68.RH.3.7, LAFS.68.WHST.3.8, LAFS.8.SL.1.1, SS.8.A.1.3; SS.8.A.4.18; SS.8.A.4.4; SS.8.A.1.3; SS.8.G.1.1; SS.8.G.4.2; SS.8.G.4.3

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Name Date Class

Issue: Southerners wanted Missouri, which was part of the Louisiana Purchase, to be admitted as a slave state. Northerners wanted it to be a free state.

Compromise: Missouri was admitted as a slave state and Maine as a free state. This preserved the balance of slave and free states. The agreement banned slavery in the remainder of the Louisiana Territory north of the 36°30' N parallel.

THE MISSOURI COMPROMISE

• Issued by President Monroe in 1823• Monroe feared increased European involvement in North and

South America• Stated that the United State would oppose any new European

efforts to establish colonies in the Americas• Became a model for future American foreign policy

THE MONROE DOCTRINE

• After several battles, Spain gave up its control of Florida to the United States in 1819 in the Adams-Onís Treaty.

• In 1821 Spain lost control of Mexico.• By 1824 Spain has lost control of most of South America.

SPAIN LOSES POWER

Benchmark Note CardsDIRECTIONS: Use these note cards to help you prepare for the test.



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Period between mid-1700s and mid-1800s that was ushered in by new technology:

• Marked a turning point in the way people lived and worked• People began producing goods with machines instead of by

hand• Textile industry was the first to use many of the new machines • Many peoples’ lives changed as they began to leave their

farms in rural areas and move to cities to find jobs

water frame and spinning jenny: spun thread

power loom: wove thread into cloth

cotton gin: invented by Eli Whitney; quickly and easily removed seeds from picked cotton

interchangeable parts: invented by Eli Whitney; identical parts that allow products to be assembled or repaired easily

factory system: using one location for all the manufacturing steps required to produce a product

NEW INVENTIONS AND DEVELOPMENTS

THE INDUSTRIAL REVOLUTION

Wilderness Road Daniel Boone’s trail through the Cumberland Gap that served as main southern highway from eastern states to the West (1775)

Turnpikes Toll roads built by private companies for travel and to ship goods (late 1700s)

National Road Built by federal government to connect Ohio, Indiana, and Illinois to the East (1837)

Invention of Steamboat

Built by Robert Fulton to allow for faster river travel (1807)

Erie Canal Waterway built to connect the Hudson River with Buffalo on Lake Erie (1825)

SS.8.A.4.5 Explain the causes, course, and consequences of the 19th century transportation revolution on the growth of the nation’s economy.

SS.8.A.4.6 Identify technological improvements (inventions/inventors) that contributed to industrial growth.

TRANSPORTATION IMPROVEMENTS

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McCulloch v. Maryland (1819)

Declared that Maryland’s taxes on the Second Bank of the United States were unconstitutional; allowing such a tax gave the states power over the national government; strengthened the authority of Congress by allowing it to do more than what the Constitution authorized it to do, such as issue money, borrow money, and collect taxes

Gibbons v. Ogden (1824)

Disallowed the state of New York’s granting a monopoly to a steamship operator running ships between New Jersey and New York; stated that only Congress had the power to make laws governing interstate commerce

SUPREME COURT DECISIONS

• As more manufacturing jobs were created, many people began moving to cities from rural areas.

• The growth of factories and trade led to the growth of towns and cities.

• Inventions increased the number of products that could be produced and lowered their costs.

• The invention of the cotton gin greatly increased cotton production in the South, which led to an increase in slavery.

• Large corporations began to appear.

EFFECTS OF THE INDUSTRIAL REVOLUTION

Speaker of the House and Republican leader, Henry Clay, proposed the program known as the American System to spur the economy and increase the power of the federal government. He proposed:

• higher tariffs to make British goods more expensive • a new Bank of the United States to restore order to the

money supply and help businesses grow• internal improvements: roads, bridges, and canals

HENRY CLAY’S AMERICAN SYSTEM



SS.8.A.4.10 Analyze the impact of technological advancements on the agricultural economy and slave labor.

SS.8.A.4.13 Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American history.

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Cities offer:

Advantagesjobs

librariesmuseums

shops

Disadvantages

Chapter 11

VISUAL SUMMARYDIRECTIONS: Complete the following graphic organizers.

Growth and Expansion in the United States

Unity and Sectionalism

Era of

★ Strong nationalism

Sectionalism Grows

★ New tariffs divide the country

★ Supreme Court rulings strength

of national government

★ Missouri statehood and issue of lead to

debate, Missouri Compromise

Westward Expansion

Transportation Improvements

Industrial Revolution

New Inventions

Thread & cloth-making machines

Growth of Cities

People move from farms to cities to take jobs

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SEC. 8. And be it further enacted. That in all that territory ceded by France to the United States, under the name of Louisiana, which lies north of thirty six degrees and thirty minutes north latitude, not included within the limits of the state, contemplated by this act, slavery and involuntary servitude, otherwise than in the punishment of crimes, whereof the parties shall have been duly convicted, shall be, and is hereby, forever prohibited: Provided always, That any person escaping into the same, from whom labour or service is lawfully claimed, in any state or territory of the United States, such fugitive may be lawfully reclaimed and conveyed to the person claiming his or her labour or service as aforesaid.

DIRECTIONS: Read the excerpt from the Missouri Compromise and answer the questions that follow.

1. What is the phrase “all the territory ceded by France to the United States” describing?

2. According to the Compromise, what limits are placed on the geographical spread of slavery?

3. According to the Compromise, what will happen if an enslaved person escapes to the area described?

4. How do you think the terms of the Compromise noted in this excerpt might have appealed to both slave owners and those opposed to slavery?

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1 SS.8.A.4.1, SS.8.A.4.2, SS.8.A.4.4 (High)

What important balance did the Missouri Compromise maintain?

A the number of enslaved persons and free people

B the number of free states and slave states

C the equal balance of trade between the North and the South

D the equal populations of the North and the South

2 SS.8.A.4.5 (High)

Which phrase completes the following graphic organizer?

A The Growth of Turnpikes

B Canal Travel Expands

C The Steamboat Era

D The American System

The Clermont successfully travels the Hudson

River.

Shipping goods and

moving people become cheaper

and faster.

?

Cities such as St. Louis and Cincinnati grow.

DIRECTIONS: Circle the letter for the best answer for each question.

Chapter Practice TestCopyright ©

McGraw


use.


Name Date Class


What were two reasons that the New England states were ideal for the development of early factories?

A technology and nearby farms

B interchangeable parts and patents

C rivers and ports

D good soil and tariffs

4 SS.8.A.4.10, SS.8.E.1.1 (Moderate)

Which of the following completes the list of effects of the introduction of the cotton gin?

Results of the Introduction of the Cotton Gin

Cotton production increased from 3,000 to 30,000 bales per year

Cotton planters moved west

The number of textile factories increased

?

A the demand for enslaved workers increased

B Plantation owners had more leisure time

C The demand for cotton decreased

D More Northern farmers began raising cotton

Chapter Practice Test, continuedCo

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5 SS.8.E.1.1 (Moderate)

What is the economic system called that allows private businesses to operate competitively for profit with limited interference by the government?

A the factory system

B free enterprise

C federalism

D the American System

6 SS.8.G.4.1 (High)

What was the effect of industrialization on the population of the United States?

A More people moved to Southern states to work in factories.

B Fewer people moved to urban areas.

C More people lived in urban areas than rural areas.

D More people began moving to cities.


Why was the National Road built?

A to connect New York City to the Great Lakes region

B to connect Ohio and other states to the East

C to create a southern highway from the East to the West

D to connect cities on the Mississippi River

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What was the purpose of the Monroe Doctrine?

A to limit European involvement in the Americas

B to free Mexico and Florida from Spanish rule

C to create a tariff to protect American businesses

D to establish the boundaries of Florida

9 SS.8.E.1.1, SS.8.E.2.2 (High)

Why were Southern states against protective tariffs?

A Tariffs placed a higher tax on cotton plantations.

B The South had few factories.

C The British refused to buy their cotton.

D Tariffs made slavery illegal.

10 SS.8.A.4.13 (High)

What was similar about the Supreme Court cases of McCulloch v. Maryland and Gibbons v. Ogden?

A Both involved issues that dealt with slavery.

B Both led to more power for the executive branch of the national government.

C Both supported a stronger federal government over state governments.

D Both would result in an amendment to the Constitution.

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CHAPTER 12

The Jackson Era

CHAPTER BENCHMARKS





Chapter OverviewAndrew Jackson was a war hero who rose from a poor childhood to the highest office in the land. Jackson’s presidential victory in 1828 marked the beginning of a new era in American politics. As president, Jackson sought to represent common American citizens and make the government more accessible to the masses.

At the same time, Jackson aggressively asserted his powers as president. The results were sometimes tragic. During his and his successor’s administrations, Native Americans were treated poorly. The Cherokee of the southeastern United States were forcibly removed from their land, and the Seminole in Florida were pursued and mostly forced from the state. At the time, Jackson’s political opponents proved unable to stop him. While Martin Van Buren, another Democrat, followed Jackson as president, other individuals from other parties began to rise to prominence, changing the American political scene.

WHAT I NEED TO KNOW

TERMS

favorite son plurality majority mudslinging bureaucracy spoils system caucus system

nominating convention

tariff nullification veto

relocate charter depression


William H. Crawford

Andrew Jackson

Henry Clay John Quincy Adams

John C. Calhoun

“Five Civilized Tribes”

Indian Territory

Worcester v. Georgia

Daniel Webster

John Ross Martin Van Buren

Winfield Scott

Trail of Tears McCulloch v. Maryland

Panic of 1837 William Henry Harrison

John Tyler Webster-Ashburton Treaty

Zachary Taylor

360

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CHAPTER 12

The Jackson Era

The Jackson EraMake the Foldable below and label the three tabs – Jacksonian Democracy, Conflicts Over Land, and Jackson and the Bank. As you read the chapter, select important terms, names, and/or locations mentioned and write them on the correct tab. Write notes next to each as a memory aid.

SS.8.A.4.13 Explain the consequences of landmark Supreme Court decisions (McCulloch v. Maryland [1819], Gibbons v. Odgen [1824], Cherokee Nation v. Georgia [1831], and Worcester v. Georgia [1832]) significant to this era of American History.

SS.8.A.4.16 Identify key ideas and influences of Jacksonian democracy.

SS.8.A.4.17 Examine key events and peoples in Florida history as each impacts this era of American History.

SS.8.A.4.18 Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, explaining their contribution to Florida’s and America’s society and culture during the Territorial Period.

SS.8.C.1.4 Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.



Step 1 Fold a sheet of paper in half, leaving a 1/2-inch tab along one edge.

Step 2 Then fold the paper into three equal sections.

Step 3 Cut along the folds on the top sheet of paper to create three tabs.

Step 4 Label your Foldable as shown.


A

B

C

D

ConflictsOverLand

JacksonianDemocracy

Jackson and

the Bank

Acids Neutral

Solutions

Bases

Exothermic

Chemical Reactions

Endothermic

TopographicMaps

GeologicMaps


A

B

C

D

ConflictsOverLand

JacksonianDemocracy

Jackson and

the Bank

Acids Neutral

Solutions

Bases

Exothermic

Chemical Reactions

Endothermic

TopographicMaps

GeologicMaps


A

B

C

D

ConflictsOverLand

JacksonianDemocracy

Jackson and

the Bank

Acids Neutral

Solutions

Bases

Exothermic

Chemical Reactions

Endothermic

TopographicMaps

GeologicMaps


A

B

C

D

ConflictsOverLand

JacksonianDemocracy

Jackson and

the Bank

Acids Neutral

Solutions

Bases

Exothermic

Chemical Reactions

Endothermic

TopographicMaps

GeologicMaps


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SS.8.A.4.8, SS.8.A.4.16, SS.8.C.1.4

New Parties EmergeThe Democratic Republican Party was the only major political party from 1816 to 1824. In the election of 1824, there were four Democratic Republican candidates. Leaders of the party chose former Georgia senator William H. Crawford as their candidate. However, three other candidates had strong regional backing. They were called favorite sons because they received support from their home states rather than from the national party.

The three favorite sons were Andrew Jackson, Henry Clay, and John Quincy Adams. Clay was from Kentucky and was Speaker of the House of Representatives. Jackson, from Tennessee, had been a hero in the War of 1812. Adams was the son of former president John Adams. He was from Massachusetts and popular among merchants in the Northeast.

The House Chooses the PresidentIn the election, Jackson received a plurality, the largest share of the popular and electoral votes. However, none of the four men received a majority, or more than half of all the votes. According to the Constitution, when no candidate receives a majority of electoral votes, the House of Representatives must select the president.

LESSON 1 SUMMARY

Jacksonian Democracy

1. DETERMINING WORD MEANINGS Explain the difference between the plurality and the majority of a vote. How does this relate to the Election of 1824?

ANALYZING VISUALS

2. Compare Adams’ share of electoral votes to his share of votes in the House. What percentage of the votes in the House of Representatives did he receive to win the election? From where did the increased support in the House vote come?


AdamsJackson

CrawfordClay

43.13%153,544

13.24%47,136

30.54%108,740

TOTAL: 356,038POPULAR VOTE

13.09%46,618

32.2%84

37.9%99

TOTAL: 261ELECTORAL VOTE

15.7%41

14.2%37

54.2%1329.2%

7

TOTAL: 24

HOUSE OFREPRESENTATIVES VOTE

16.7%4

DOPA FL EOCT

Chapter 12Map Title: The Election of 1824 - Charts OnlyFile Name: C12_01A_659703_EOCT_B.ai

Date/Proof: Oct 5, 2011 - Revised Proof 2016 Proxima Nova Font Update: November 25, 20142018 Grayscale EOCT Conversion: February 12, 2016


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3. REASONING How would the new and improved roads and waterways that Adams desired contribute to the growth of the United States economy?

4. SPECULATING Why is the practice of saying hurtful or untrue things about the other candidates in an election called “mudslinging”?

As Speaker of the House, Henry Clay could use his influence to defeat Jackson. He met with Adams and agreed to do just that. The House chose Adams as president. President Adams then appointed Clay to be Secretary of State. Jackson’s supporters were upset. They claimed Clay and Adams had made a “corrupt bargain” and stole the election from Jackson. This charge was never proven. Adams and Clay claimed they had done nothing wrong. However, the accusation left a black mark on Adams’ presidency.

Adams as PresidentEarly in his presidency, Adams sought to improve transportation on America’s roads and waterways. He also supported establishing a national university and furthering scientific research. Not everyone agreed with Adams’ ideas. Opponents argued that the federal government should not have so much power. Nonetheless, Congress did approve some funding for repairing and extending transportation.

The Election of 1828By the 1828 election, the Democratic Republican Party had split into two. The two new parties were the Democrats and the National Republicans.

Each party had a distinct political agenda. The Democrats, led by Jackson, did not want a strong central government. Rather, they strongly supported states’ rights. The National Republicans, led by Adams, sought a stronger central government. They supported measures to grow the national economy, such as building better roads and establishing a national bank.

During the election of 1828, American politics underwent another change. Some individuals attempted to destroy their opponent’s reputation by using insults and accusations. These accusations were often unjust and untrue. This is called mudslinging.

In the election, Jackson won all of the frontier states. He also won most of the votes in the South. John C. Calhoun of South Carolina had been Adams’s vice president. He switched parties to be Jackson’s running mate. In the end, Jackson easily won the election. As a result of his victory, Jackson’s supporters officially established the Democratic Party.


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ANALYZING MAPS

5. What role do you think John C. Calhoun played in Jackson’s victory in 1828? Use information from the map in your answer.

6. MAKING CONNECTIONS When Jackson promised “equal protection and equal benefits,” to whom was he speaking? Who was he excluding? How do you know?

Jackson as PresidentJackson had pulled himself up from poverty. He had fought heroically in war. As a result, he believed he could improve life for America as well. Jackson sought to expand voting rights and make government more democratic. These efforts were cornerstones of Jacksonian democracy.

Expanded Voting RightsEarly in America’s history, voting rights were tightly restricted. Often only men who owned land and paid taxes could vote. As a result, much of the population was cut off from the political process. Jackson promised that people would now have “equal protection and equal benefits.” Many of the states had already allowed factory workers, sharecroppers, and others who did not own land or pay taxes to vote. Jackson supported these freedoms. However, women, African Americans, and Native Americans still could not vote. These groups had almost no rights at all.

Making Government More DemocraticJackson’s supporters argued that common citizens could work government jobs. They opposed the federal bureaucracy. In a bureaucracy, nonelected federal officials carry out the laws.


MD 11*

NH 8VT 7

MA 15

CT 8RI 4

NJ 8DE 3

AL5

NY36***

PA28

VA24

NC15

SC11GA

9

TN 11

KY14

OH16

IN5

IL3

ARTERR.

UNORGANIZEDTERRITORY

MO3

LA5

MS3

MICHIGANTERRITORY

FLORIDATERRITORY

ME 9**

Jackson (Democrat)Adams (National Republican)

Mixed


Chapter 12Map Title: The Election of 1828File Name: C12_02A_659703.aiMap Size: 1/3 page

Date/Proof: Sept 27, 2011 - Revised Proof 2016 Proxima Nova Font Update: November 25, 2014



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7. CONTRASTING Circle the word “positive” or “negative” to indicate what affect the tariff of 1828 would have had on the North and the South. Explain why on the lines below.

Northern Economy

positive negative

Southern Economy

positive negative

8. PREDICTING CONSEQUENCES On a separate piece of paper, explain why the policy of nullification was dangerous to the United States. Use your knowledge of previous events in United States history and predict any possible consequences.

Jackson decided to fire many federal workers. He then gave their jobs to the people who had backed his presidential campaign. The fired workers complained, but Jackson’s supporters replied, “To the victors belong the spoils.” The “spoils” are the benefits of victory. The practice of replacing government workers with the winner’s supporters came to be called the spoils system.

Before Jackson came to power, leaders within a political party chose candidates for office. Jackson replaced this method, called the caucus system, with nominating conventions. In the new system, each state would send representatives to choose the party’s candidate. This allowed many more people to participate in nominating candidates.

The Tariff DebateThe issue of tariffs once again revealed competing views about the role and power of the federal government. A tariff is a tax on imported goods. These taxes made European goods more expensive. Northern factory owners liked this. It meant Americans would buy American-made goods because they were cheaper. Southerners, on the other hand, opposed tariffs. The South’s economy relied on trade with Europe. They feared the tariffs would harm this trade.

When Congress passed a high tariff in 1828, the South was unhappy. In response, Vice President Calhoun said that states could refuse to follow a federal law that was against their interests. This policy was called nullification. President Jackson disagreed, arguing that nullification could tear the union apart.

In another conflict that featured the role of federal versus state powers, Jackson vetoed the 1830 Maysville Road bill. He argued that the road should not be built with federal money because it would only be in Kentucky. Jackson believed the federal government should support projects that helped the entire country, not individual states.

With Jackson’s urging, Congress in 1832 passed a bill that lowered the earlier tariff. The bill was not enough to satisfy Southerners who objected to such tariffs. In response, South Carolina passed the Nullification Act. The act stated that the tariff was illegal and South Carolina would not pay it. If the federal government interfered, South Carolina threatened to secede from the Union.

Jackson then asked Congress to pass the Force Bill. It would allow the army to enforce federal law. South Carolina agreed to the tariff, but they nullified the Force Bill.


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REVIEW LESSON 1

1. Use the chart below to summarize and to explain the significance of the changes to American politics and government related to the Jackson era.

POLITICAL EVENTS/BELIEFS SIGNIFICANCE

Election of 1824

Election of 1828

Voting Rights and Expanded Democracy

Federal v. States’ Rights and Nullification

2. CONSTRUCTING AN ARGUMENT Consider the changes that Jacksonian democracy brought to the American political process. Using the information in your chart and the lesson, write an essay that answers the following questions: How did political rights and the election process improve for the American people during the Jackson era? Which changes in politics and government were less positive?



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SS.8.A.4.1, SS.8.A.4.3, SS.8.A.4.4, SS.8.A.4.8, SS.8.A.4.13, SS.8.A.4.16, SS.8.A.4.17, SS.8.A.4.18

Removing Native AmericansDuring the 1800s, America continued to expand west. However, many Native American tribes stayed in the East. The Cherokee, Creek, Seminole, Chickasaw, and Choctaw had settled in the southeastern states. They were called the “Five Civilized Tribes” because their farming communities were like other American communities.

While Americans recognized the success of these tribes, they often did not respect their rights. Some whites desired the Native Americans’ land. They wanted the federal government to force the tribes to relocate from the East to the lands west of the Mississippi River.

Andrew Jackson supported Americans’ demands. When Jackson became president, he stated his plans for Native Americans. He wanted them to move to the Great Plains, an area where white Americans had no desire to live. If Native Americans moved there, some believed, conflicts with them would end.

1. IDENTIFYING POINTS OF VIEW Why were the Cherokee, Creek, Seminole, Chickasaw, and Choctaw tribes designated as the “Five Civilized Tribes”? What does this indicate about American society’s definition of “civilized” at the time?

2. PREDICTING CONSEQUENCES Find a map of the present-day United States and locate the Great Plains. Do you think Jackson’s plan to relocate Native Americans to this area would have the desired effect of ending conflict between Native Americans and whites? Why or why not?

LESSON 2 SUMMARY

Conflicts Over Land

This painting from the early 1800s shows a Seminole farming village.

Lib

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of C

ongr

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Prin

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hoto

grap

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[ LC-

USZ6

2-53

566]


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3. RECOGNIZING RELATIONSHIPS Why did the Cherokee Nation believe it could win its case in the United States Supreme Court?

4. MAKING CONNECTIONS What was the effect of the Supreme Court’s decision in Worcester v. Georgia? Explain your answer.


The Cherokee Versus GeorgiaIn 1830, Jackson pushed Congress to pass the Indian Removal Act. The law stated that the United States government would pay Native Americans to relocate. In 1834, Congress set aside an area of land for Native Americans to move to. The area was named Indian Territory. This land was in the west, in present-day Oklahoma.

Although most tribes agreed to relocate, the Cherokee refused. The Cherokee were recognized as a separate nation according to treaties from the 1790s. They believed this gave them the right to stay on their lands. The state of Georgia disagreed. The state took the Cherokee’s land and began to enforce state laws there. The Cherokee challenged the state’s actions, and the matter was brought before the Supreme Court.

In Worcester v. Georgia (1832), the Court ruled that Georgia had to respect the rights of the Cherokee Nation. President Jackson, however, refused to abide by the Court’s ruling. He promised to force the Cherokee’s removal anyway.

The Trail of TearsIn 1835, about 500 Cherokee signed a treaty with the federal government. According to the treaty, the Cherokee would give up all their land by 1838. Powerful Americans, including Henry Clay and Daniel Webster, spoke out against the treaty. So did Cherokee Chief John Ross. He argued that the small group who had signed did not represent all 17,000 Cherokee living in Georgia. His argument failed. In 1836, the United States Senate approved the treaty.

By the 1838 deadline, only about 2,000 Cherokee had relocated. President Martin Van Buren, Jackson’s successor, called in the army. General Winfield Scott, accompanied by 7,000 soldiers, arrived in Cherokee Nation in May of 1838. Over the next six months, Scott’s troops rounded up Cherokee in North Carolina, Georgia, Alabama, and Tennessee. They then began the forced march west to Indian Territory.

The march was a horrific ordeal. Thousands of Cherokee died from hunger and exposure to the weather. By the time the journey ended, about twenty-five percent of the Cherokee had died. This brutal march came to be called the Trail of Tears.


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5. CREATING A GRAPH Create a circle graph using the circle below to show the approximate percentage of Cherokee who survived the Trail of Tears. Label each segment of the circle graph appropriately.

6. SPECIFYING For many years, the Seminole strongly resisted the U.S. government’s orders to leave their lands in Florida.

a. How long did the first part of the war with the Seminole last?

b. What was the outcome?

c. Use the Internet or other sources to research the environment in the Everglades. Why do you think the surviving Seminole escaped to that part of Florida?

Resistance and RemovalLike the Cherokee, the Seminole in Florida faced pressure in the 1830s to give up their land. Led by Chief Osceola, the Seminole refused. They became the only group to successfully resist forced relocation.

The Seminole WarsIn 1835, the federal government sent the army to Florida to force the Seminole off their land. Instead, the Seminole attacked first, defeating a force of federal troops. This became known as the Dade Massacre. The United States responded by ultimately sending 30,000 soldiers to fight the Seminole.

For the next seven years, about 3,000 Seminoles and African Americans called Black Seminoles continued to fight. The Black Seminoles had escaped slavery in Georgia and North Carolina. They did not want to move any more than the other Seminole did. Black Seminoles feared capture would mean a return to enslavement.

The war had a huge human and economic cost. The United States spent more than $20 million in the fighting. Over 1,500 soldiers died. Many Seminole were killed or forced to move west. The war stopped in 1842 when most of the Seminole had relocated to Indian Territory. However, in 1855 war erupted again. By 1858, the remaining Seminole had escaped to the Everglades. Their descendants live there to this day.

The Cherokee called their forced relocation the “Trail Where They Cried.” About one of every four Cherokee died.

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7. INFERRING Why do you think United States soldiers were needed to keep peace among the tribes in the new Indian Territory in the west?

Life in the WestBy 1842, most Native Americans lived west of the Mississippi River. They lived on reservations spread across 32 million acres. Over the years, whites settled in these areas as well.

The Five Civilized Tribes settled in the eastern half of Indian Territory. Plains peoples, such as the Osage, Comanche, and Kiowa, had already claimed these lands. The United States army promised to maintain the peace and built forts in the area.

The Five Civilized Tribes brought their culture with them to the west. They built schools, set up government, and farmed the land. Still, the disputes between Native American groups over removal simmered for decades, dividing the tribes.


REVIEW LESSON 2

1. Complete the timeline below to describe the events related to Native American affairs during this period.

1830 Indian Removal Act

18361842 End of 1st Seminole War

1858 Seminoles move to Everglades

1832 1835

2. SPECULATING Consider what you know about the land and climate in the southeastern United States and the area where the Native Americans were forced to move. On a separate piece of paper, describe the differences between the two areas and explain how that might have impacted the Eastern Native American peoples who were moved. Use outside sources if necessary.


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LESSON 3 SUMMARY

Jackson and the Bank

SS.8.A.4.3, SS.8.A.4.8, SS.8.A.4.13, SS.8.A.4.16, SS.8.E.2.2 SS.8.A.1.2

Jackson’s War Against the BankPresident Jackson had always disliked the Second Bank of the United States. It represented everything Jacksonian Democracy opposed. The Bank was established by Congress in 1816. It held the government’s money and controlled the nation’s money supply. The man who ran the bank was Nicholas Biddle. Unlike Jackson, who rose from poverty, Biddle came from a wealthy Philadelphia family.

The Bank was also a powerful institution. Its strict policies made it difficult for western settlers to obtain loans. Jackson believed that the bank purposely favored wealthy easterners and limited growth in the West.

The Bank and the Election of 1832In the election of 1832, Henry Clay and Daniel Webster planned to use the Bank issue to defeat Jackson. Clay and Webster were friends of Biddle. They urged Biddle to apply early for a new government permit to run the bank, called a charter. They were hoping to bait Jackson into vetoing, or rejecting, the Bank.

The Supreme Court had already declared the Bank to be constitutional in McCulloch v. Maryland (1819). In addition, Webster and Clay thought the American people supported the Bank. Clay wanted to run for president in 1836. If Jackson rejected the bank, the two thought, the American people would reject Jackson.

They were mistaken, however. Most people supported Jackson’s veto. As a result, Jackson won reelection. With the support of the American people, Jackson sought to “kill” the Bank. He had all government deposits withdrawn from the Bank and put in smaller banks. Then in 1836, Jackson refused to sign the Bank’s new charter. The Bank closed for good.

1. CONTRASTING Contrast the figures of Andrew Jackson and Nicholas Biddle. What did the two men’s backgrounds have to do with the conflict over the Second Bank of the United States?

2. DRAWING CONCLUSIONS The common people showed their approval of Jackson’s war on the bank by reelecting him. Why do you think were so many voters in favor of closing the Bank?


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3. DETERMINING CAUSE AND EFFECT Complete the organizer below to show the events related to the Panic of 1837.

There was no longer any control over state banks.

The federal government stoped accepting state-issued bank notes.

The Panic of 1837 began.

The Panic of 1837Jackson did not run for a third term in 1836. The Democrats selected Vice President Martin Van Buren as their candidate. Meanwhile, a new party called the Whigs had formed. The Whigs were made up of former National Republicans and other opponents of Jackson. The new party ran three candidates in the hopes of denying Van Buren a majority of votes. However, Jackson and the Democrats were too popular. Van Buren won the presidency.

Soon after Van Buren took office, the country sank into a financial panic. The panic was partly a result of the closure of the Bank of the United States. When the Bank closed, there was no longer any control over state banks. Some state banks started issuing too many banknotes. The government stopped accepting them as payment, fearing the notes had little value. This caused people to question the value of their banknotes. The result was the Panic of 1837.

The panic caused a depression, or severe economic downturn. The value of property declined. Farmers lost their land. As businesses closed, people lost their jobs. Many people could not afford food or rent.

President Van Buren favored a government policy called laissez-faire. This is the idea that the government should avoid interfering in the nation’s economy. Van Buren eventually did step in when he had Congress create a federal treasury. This helped prevent further bank crises, but much damage had already been done.

The whole ordeal put Van Buren’s political future in doubt. With the United States in an economic depression, Van Buren faced criticism from all sides. The Whigs felt they had a shot to win back the presidency in the upcoming 1840 election.

The Whigs in PowerIn 1840, Democrats had held the White House for 12 years, but the Whigs were confident. They united behind their candidate, William Henry Harrison. Like Jackson, Harrison had fought in the War of 1812.

The Log Cabin CampaignWilliam Henry Harrison was famous for his victory at the Battle of Tippecanoe in 1811. His running mate was a planter from Virginia named John Tyler. The Whigs’ campaign slogan was “Tippecanoe and Tyler Too.”


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4. CITING TEXT EVIDENCE Why did the Whig party believe William Henry Harrison would be a good candidate to defeat Van Buren?

5. MAKING CONNECTIONS Recall that in 1840, the economy was in a depression and many people faced hardship. Based on the results of the election in 1840, how do you think the depression may have affected the election’s outcome?

6. COMPARING In what ways was John Tyler similar to Jackson?

Unlike Andrew Jackson, Harrison was a wealthy Ohioan. Nevertheless, the Whigs portrayed Harrison as a common man of the people. Democrats criticized this. They said Harrison was only good for sitting in front of a log cabin and collecting a military pension. The Whigs turned this around and used the log cabin as the symbol of their campaign.

At the same time, they portrayed Van Buren as a wealthy snob. They claimed Van Buren had wasted taxpayers’ money on expensive White House furniture. These tactics and the effects of the depression appeared to help the Whigs. Harrison won the election and became the first Whig president.


The election of 1840 set a record for the number of people casting ballots. Harrison won by a wide margin.

On inauguration day, Harrison ignored the bitterly cold weather. He delivered his lengthy speech without a coat or hat. As a result, Harrison became ill and died of pneumonia 32 days later. John Tyler, only 50 years old, was now president.

John Tyler’s PresidencyJohn Tyler’s unexpected rise to power was a disaster for the Whigs. The Whigs had put the Virginia planter on the ballot so the Whigs could attract southern votes. However, Tyler had once been a Democrat. He opposed many Whig policies.

President Tyler vetoed bills the Whigs tried to pass through Congress. He vetoed the charter for the Bank of the United States not once, but twice. Whig leaders were outraged. Most of them resigned from his cabinet. The Whigs even kicked Tyler out of the party.

Election of 1836 Election of 1840

Harrison

Van Buren

Whig (multiple candidates)

Democrat (Van Buren)

53.06%1,274,624

46.94%1,127,781

TOTAL: 2,402,405POPULAR VOTE

DOPA EOCT

Chapter 12Map Title: The Election of 1840 - Chart OnlyFile Name: C12_05A_659703_EOCT.ai


50.85%765,483

49.15%739,795


Harrison

Van Buren

Whig (multiple candidates)

Democrat (Van Buren)

53.06%1,274,624

46.94%1,127,781


DOPA EOCT

Chapter 12Map Title: The Election of 1840 - Chart OnlyFile Name: C12_05A_659703_EOCT.ai


50.85%765,483

49.15%739,795



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In 1842, Tyler successfully negotiated the Webster-Ashburton Treaty with Great Britain. The treaty settled a long-standing dispute over the U.S.-Canadian border. This was the biggest achievement of Tyler’s presidency.

The only thing the Whigs seemed to be able to agree on was opposing Tyler. Whigs stopped being loyal to the party. They voted by region instead. This division may explain Henry Clay’s loss to Democrat James Polk in the 1844 presidential election.

The Whigs elected Zachary Taylor in 1848. Just like Harrison, Taylor died in office. He was the last Whig president. By this time, the Whigs had become divided over the issue of slavery. In the 1850s, many Northern Whigs left the party. They formed the Republican Party that still exists today.


7. MAKING CONNECTIONS From 1836 to 1848, in what ways was the Whig Party divided? What was the consequence of these divisions?


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REVIEW LESSON 3

1. This lesson covers many different political leaders from a period of great political change. Complete the chart below to identify those leaders and explain their significance.

POLITICAL FIGURE SIGNIFICANCE

President, opposed the Second National Bank

powerful Whig member, tried to keep Second National Bank open, ran for president in 1844.

Daniel Webster powerful Whig member, persuaded Nicholas Biddle to apply early for Bank charter

president during Panic of 1837, favored laissez-faire

William Henry Harrison

succeeded Harrison, kicked out of Whig party for his actions

2. EXPLAINING On a separate piece of paper, explain how the Whigs’ political efforts often backfired. Consider such examples as the charter of the Bank of the United States and the choice of John Tyler as Harrison’s running mate. How did these missteps affect the Whig Party’s ability to pass the laws it wanted?



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Benchmark Skill ActivitiesDIRECTIONS: Write your answers on a separate sheet of paper.

Use your to write an essay. In your essay answer the following question: How did Andrew Jackson influence American politics between the years 1828 and 1844? Use terms, names, and events from the information on your Foldable in your essay.

SS.8.A.4.8, SS.8.A.4.16, SS.8.C.1.4, SS.8.E.2.2, LAFS.68.RH.1.1, LAFS.68.WHST.2.4


Write an essay explaining how conflict over land between different groups of people in the United States between 1835 and the 1840s affected the migration and settlement of these groups.

SS.8.A.4.1, SS.8.A.4.3, SS.8.A.4.4, LAFS.68.WHST.4.10

2. MAKING CONNECTIONS

The Supreme Court decided several landmark cases in the early 1800s. Use information from this chapter and from reliable outside sources to explain how the following three cases did or did not influence events in the 1800s: a) McCulloch v. Maryland (1819), b) Cherokee Nation v. Georgia (1831), and c) Worcester v. Georgia (1832). Support your explanation with examples from the era.

SS.8.A.4.4, SS.8.A.4.13, LAFS.68.RH.1.1, LAFS.68.WHST.3.8



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Describe the opponents, the goals, the course, and the outcome of the Seminole Wars.

4. SUMMARIZING

SS.8.A.4.4, SS.8.A.4.17, SS.8.A.4.18, LAFS.68.WHST.4.10

Complete the graphic organizer to review the impacts of the key points of Jacksonian Democracy, and then write a description of the changes that occurred in the American political system as a result of Jackson’s influences. Use other reliable sources as needed.

Jackson’s Belief Actions as PresidentChange to American Politics and Policies

Common citizens can run the government.

Common citizens should have more say in choosing presidential candidates.

Jackson replaced the old caucus system with nominating conventions.

The idea of nullification was dangerous for the United States.

The Second Bank of the United States unfairly favored wealthy easterners and limited western growth.

The Bank closed. This helped cause a financial panic and economic depression, necessitating the creation of a national treasury.

LAFS.68.WHST.3.8, LAFS.68.WHST.3.9, SS.8.A.4.16

5. MAKING CONNECTIONS


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• The Cherokee Nation was a group of Native Americans who made treaties with the United States. They wanted to stay on their ancestral lands in the Southeast and asked for help from the Supreme Court. Jackson ignored the Court’s order to respect the treaties and removed them to western lands in the forced migration known as the Trail of Tears.

• The Five Civilized Tribes were the Cherokee, Creek, Seminole, Chickasaw, and Choctaw. These five groups adopted many European traits and tried to live in peace. They were believed to be “more civilized” than other groups of Native Americans. They were forced to relocate to the western lands.

• The Seminole Indians were the only group that was partially successful in staying in the Southeast against the government’s wishes. They moved into the Everglades, where some of their descendants live today.

• The Black Seminoles were African Americans who lived in the same area as the Seminoles. They were likely escaped slaves or freed blacks who believed they were safer with the Seminoles than in white society. They fought on the side of the Seminole Indians in the Seminole Wars.

NATIVE AMERICAN AND OTHER MINORITY GROUPS

The Trail of Tears was the forced removal and the march of most members of the Cherokee Nation from the southeastern United States to lands west of the Mississippi River. In spite of the Supreme Court ruling that Georgia was required to respect the Cherokee Nation’s sovereignty, Andrew Jackson enforced the Indian Removal Act of 1830. The government forced the people of the Cherokee Nation to march to lands west of the Mississippi. Approximately one quarter of the Native Americans died due to harsh conditions on this march.

THE TRAIL OF TEARS

Benchmark Note CardsDIRECTIONS: Use these note cards to help you prepare for the test.

SS.8.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness.

SS.8.A.4.3 Examine the experiences and perspective of significant individuals and groups during this era of American history.


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• president 1825–1828• supported laws to improve roadways and waterways• favored industrial growth

• Democratic Republican Party split into Democrats (supported states’ rights) and National Republicans (supported strong federal government)

• Jackson elected• federal jobs given to supporters (spoils system)

JOHN QUINCY ADAMS AS PRESIDENT


• Democratic Republican candidate William H. Crawford vs. favorite sons Andrew Jackson, Henry Clay and John Quincy Adams

• Jackson got a plurality of the vote. The other 3 candidates split the rest.

• No candidate got a majority, so the choice moved to the House of Representatives.

• Adams made a deal with Clay to secure the presidency, angering Jackson’s supporters.


• The Five Civilized Tribes tried to set up their homes in the same way as they had in the Southeast, starting farms and building schools.

• Other Native American groups were displaced by their arrival.• There was friction between the two groups.• The United States posted soldiers in the area to keep

the peace.

LIFE AFTER THE TRAIL OF TEARS





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• Log Cabin Campaign—attempted to make Harrison seem like a simple frontiersman, similar to Jackson

• William Henry Harrison first Whig president; died after 32 days in office

• Harrison succeeded by John Tyler

• angered Daniel Webster and Henry Clay by ignoring their wishes

• did not sign charter for National Bank• kicked out of Whig Party• signed the Webster-Ashburton Treaty, establishing

U.S.-Canadian border.

ELECTION OF 1840

JOHN TYLER AS PRESIDENT

• president during Panic of 1837• laissez-faire policies (hands-off governing style) • created federal treasury • positive impact on financial crisis• controversy over solution to financial crisis split Democratic

Party; Whigs won next election• sent army to remove Cherokee in 1838, resulting in Trail

of Tears

MARTIN VAN BUREN AS PRESIDENT

• Jackson held office from 1829–1836.• Jackson signed the Force Bill, which allowed the military to

enforce federal law.• Jackson ignored Supreme Court decisions and removed

Native Americans from the Southeast.• Jackson closed the Second National Bank.

JACKSON’S ACTIONS AND CONTRIBUTIONS




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1844:

• Democrat James Polk elected• Whigs supported Henry Clay but did not have the power to

get him elected

1848:

• Whig Zachary Taylor elected, died in office• after 1848, Whig Party divided over slavery• Whigs in northern states formed Republican Party, which is

active today.

ELECTIONS OF 1844 AND 1848


McCulloch v. Maryland (1819)

• The Supreme Court decided the National Bank was constitutional.

• Jackson ignored this ruling and closed the Bank.• Closing the Bank was one cause of the Panic of 1837.

Worcester v. Georgia (1832)

• The Court ruled Georgia had to respect the rights of the Cherokee Nation.

• Jackson ignored the ruling and forced Native Americans to leave, resulting in the Trail of Tears.

KEY SUPREME COURT DECISIONS

SS.8.A.4.13 Explain the consequences of landmark Supreme Court decisions significant to this era of American History.



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First War, 1835–1842:

• Costs for the U.S. government were $20 million. • Most Seminole relocated west.

Second War, 1855–1858:

• The remaining Seminole settled in the Everglades.• Their descendants live there today.

THE SEMINOLE WARS


Common men should have more access to the political process.

• supported expanded voting rights• end of caucus system where party leaders chose candidates

for office• beginning of nominating conventions, where people voted for

candidates

Common men could work federal jobs.

• appointed supporters to political positions• beginning of “spoils system”

Disagreed with the idea of nullification.

• believed states could not overrule federal law• signed Force Bill into law• military could now enforce federal law

KEY IDEAS OF JACKSONIAN DEMOCRACY

SS.8.A.4.16 Identify key ideas and influences of Jacksonian democracy.

SS.8.A.4.17 Examine key events and peoples in Florida history as each impacts this era of American History.


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• President Jackson closed the National Bank, which contributed to the Panic of 1837.

• President Jackson supported a lower tariff, which helped the businessmen of the Southern states but increased competition for Northern manufacturers.

• President Van Buren created a federal treasury, which helped stabilize the economy after the Panic of 1837.

JACKSON AND VAN BUREN AND THE ECONOMY

Jacksonian Democracy increased political participation for lower and middle class citizens in the United States. Tradesmen, farmers, and other common people were granted the right to vote and encouraged to run for office. Jackson believed that common people should be represented in government, not just the wealthy and the powerful.

JACKSON AND POLITICAL PARTICIPATION

• Seminole lived in Florida; only tribe to ultimately keep some land in Florida

• Black Seminoles: African Americans, often escaped slaves; lived with and fought alongside the Seminole

• One of the “Five Civilized Tribes”

THE SEMINOLE


SS.8.A.4.18 Examine the experiences and perspectives of different ethnic, national, and religious groups in Florida, explaining their contribution to Florida’s and America’s society and culture during the Territorial Period.

SS.8.C.1.4 Identify the evolving forms of civic and political participation from the colonial period through Reconstruction.



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NATIVE AMERICAN REMOVAL

★ The “ ” had conformed to American culture.

★ Still, some whites wanted Native Americans removed from the Southeast.

★ In Worcester v. Georgia (1832), the Court ruled that

.

★ Jackson ignored the Supreme Court and enforced the

.

EXPANDED ACCESS TO GOVERNMENT

★ Jackson promised “equal protection and equal benefits.”

★ Non-landowners could now .

★ Jackson instituted the “ system.”

★ Jackson replaced the caucus system with

.

TARIFF DEBATE

★ John C. Calhoun opposed the .

★ Calhoun introduced the idea of .

★ South Carolina passed the .

★ In response, Jackson asked congress to pass the

.

THE SECOND BANK OF THE UNITED STATES

★ The Bank was run by bankers,

not elected ones.

★ Jackson opposed this.

★ Jackson refused to .

★ In 1836, the Bank closed, eventually leading to a

.

★ In response, President Van Buren created the

.

Chapter 12

VISUAL SUMMARY

Jackson’s Influence

DIRECTIONS: Complete the following graphic organizer.


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DIRECTIONS: Write your answers on a separate sheet of paper.

INTERPRETING Look carefully at the political cartoon of Andrew Jackson. Write a short essay interpreting what the cartoonist is trying to say about Jackson. Be sure to explain why Jackson is depicted as a king and the significance of other key aspects of the cartoon, such as what Jackson is holding and what he is standing on. Include details about Jackson’s presidency to support your interpretation.

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DIRECTIONS: Circle the best answer for each question.

Chapter Practice Test


Compare the three circle graphs showing the results of the 1824 election.

How was the result of the House of Representatives vote different from the popular and electoral votes?

A Clay improved his showing in the popular vote by exactly one percent in the House vote.

B Adams received the most votes in the House, but Jackson received the most popular and electoral votes.

C Jackson received a larger percentage in the House vote than he did in the popular and electoral votes.

D The popular and electoral votes featured four different parties, but the House vote featured two.


AdamsJackson

CrawfordClay

43.13%153,544

13.24%47,136

30.54%108,740

TOTAL: 356,038POPULAR VOTE

13.09%46,618

32.2%84

37.9%99

TOTAL: 261ELECTORAL VOTE

15.7%41

14.2%37

54.2%1329.2%

7

TOTAL: 24

HOUSE OFREPRESENTATIVES VOTE

16.7%4

DOPA FL EOCT

Chapter 12Map Title: The Election of 1824 - Charts OnlyFile Name: C12_01A_659703_EOCT_B.ai

Date/Proof: Oct 5, 2011 - Revised Proof 2016 Proxima Nova Font Update: November 25, 20142018 Grayscale EOCT Conversion: February 12, 2016


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Many groups of Native Americans were relocated from the American Southeast to the lands west of the Mississippi River between 1820 and 1840. Which statement accurately reflects the events of this era?

A Some Native Americans moved voluntarily, the Cherokee were forced to relocate, and the Seminole fought in wars to keep their land.

B The Supreme Court ruled the Cherokee had the right to stay, but the rest of the Five Civilized Tribes fought in wars to keep their land.

C The Cherokee moved voluntarily, the Seminoles were forced to relocate, and the rest of the Five Civilized Tribes fought in wars to keep their land.

D Most of the Seminoles moved voluntarily, the majority of the Five Civilized Tribes were forced to relocate, and the Cherokee fought in wars to keep their land.


Which event completes the chart?

Cause Effect

The United States military is deployed to maintain the peace.

A South Carolina threatens to secede over the tariff issue.

B The Five Civilized Tribes settle in the eastern half of Indian Territory.

C The Panic of 1837 causes an economic depression.

D The state of Georgia seizes Cherokee land and enforces state law there.


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4 8.E.2.2 (Moderate)

Which of Andrew Jackson’s actions was related to his belief that wealthy northeasterners were being favored over western settlers?

A enforcement of the Indian Removal Act

B signing of the Force Bill

C veto of the Maysville Road bill

D rejection of the National Bank’s charter

5 SS.8.A.1.2 (High)

Examine this political cartoon about Andrew Jackson. Which of Jackson’s actions as president may have led to this portrayal?

A Jackson’s support for Worcester v. Georgia

B Jackson’s support of the Nullification Act

C Jackson’s encouragement of greater political power for the common people

D Jackson’s closing of the National Bank

Chapter Practice Test, continuedLibrary of Congress Prints and Photographs Division [LC-USZ62-1562]


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6 SS.8.C.1.4 (Moderate)

What change to the American political system was prompted by Jacksonian Democracy?

A Common people had greater voice in selecting candidates due to the implementation of nominating conventions.

B Common people became more likely to run for office because of the increased number of candidates permitted to compete.

C Common people had more impact on elections because the House of Representatives no longer chose the president.

D Common people participated in elections in greater numbers because women and African Americans were given the right to vote.


Jackson disliked the wealthy and the powerful.

He believed that common men could lead better than the rich.

??

Which selection correctly completes the last two boxes of the graphic organizer?

A Jackson supported the industrialists of New England; Jackson opposed high tariffs.

B Jackson eliminated the caucus system; Jackson started the nominating convention system.

C Jackson opposed the Nullification Act; Jackson supported the Force Bill to strengthen the federal government.

D Jackson fired wealthy appointed officials; Jackson appointed his supporters to assist with government in the spoils system.



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8 SS.8.S.4.13 (Moderate)

What was the impact of the Supreme Court decision in Worcester v. Georgia?

A The Supreme Court said Georgia had the right to break its treaty with the Cherokee Nation, so the state took their land.

B The Supreme Court said the Cherokee Nation was a separate people, so the government allowed them to stay on their land.

C The Supreme Court said the Cherokee Nation had to move west, so the federal government sent the army to force them to move.

D The Supreme Court said Georgia had to respect the rights of the Cherokee Nation, but the government ignored the ruling and removed them from their land.


• Appealed to the Supreme Court

• Were betrayed when a small number signed away their land

• Marched on the Trail of Tears

• Refused to leave their lands when ordered

• Fought a war to stay on land

?

Cherokee Seminole

What common experience of the two Native American groups completes the Venn diagram?

A They had help from escaped slaves.

B Most died rather than give up their land.

C Most ended up moving west of the Mississippi.

D They adopted customs of the Native Americans in the west.


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10 SS.8.A.4.8 (High)

Which of the following were factors in the outcome of the election of 1840?

A Jackson’s popularity and the economic depression

B the Panic of 1837 and the Indian Removal Act

C the Indian Removal Act and Whig campaign tactics

D Whig campaign tactics and the economic depression



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CHAPTER BENCHMARKS

SS.8.A.4.1 Examine the causes, course, and consequences of United States westward expansion and its growing diplomatic assertiveness (War of 1812, Convention of 1818, Adams-Onis Treaty, Missouri Compromise, Monroe Doctrine, Trail of Tears, Texas annexation, Manifest Destiny, Oregon Territory, Mexican American War/ Mexican Cession, California Gold Rush, Compromise of 1850, Kansas Nebraska Act, Gadsden Purchase).





CHAPTER 13

Manifest Destiny

Chapter OverviewAfter the Louisiana Purchase roughly doubled the size of the United States in 1803, the country was larger than many Americans had ever dreamed possible. Yet the new nation would continue to expand in the coming years. Huge territories in Oregon, Florida, Texas, New Mexico, California, and Utah would soon all become part of the United States. By 1846, the nation’s territory stretched from the Atlantic coast to the Pacific coast—from sea to sea.

In the 1840s, territorial expansion was shaped by a new idea called Manifest Destiny. Many came to believe it was the destiny, or mission, of the United States to spread freedom throughout the continent by taking over new lands. This idea helped fuel the territorial growth of the United States. It also led to bitter conflicts.

WHAT I NEED TO KNOW

TERMS

joint occupation

mountain man

emigrant prairie schooner

Manifest Destiny

Tejano annex rancho ranchero forty-niner

boomtown vigilante


Oregon Country

Adams-Onís Treaty

Oregon Trail James K. Polk

Tallahassee Antonio López de Santa Anna

The Alamo Sam Houston

New Mexico Territory

Santa Fe William Becknell

Santa Fe Trail

California John C. Frémont

Zachary Taylor

Treaty of Guadalupe Hidalgo

California Gold Rush

Utah Territory

Joseph Smith Brigham Young

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CHAPTER 13

Manifest DestinyCHAPTER 13

Manifest Destiny

SS.8.A.4.17 Examine the key events and peoples in Florida history as each impacts this era of American history.


SS.8.E.1.1 Examine motivating economic factors that influenced the development of the United States economy over time, including scarcity, supply and demand, opportunity costs, incentives, profits, and entrepreneurial aspects.

SS.8.E.2.1 Analyze contributions of entrepreneurs, inventors, and other key individuals from various gender,

social, and ethnic backgrounds in the development of the United States economy.

SS.8.E.2.3 Assess the role of Africans and other minority groups in the economic development of the United States.

SS.8.G.2.2 Use geographic terms and tools to analyze case studies of regional issues in different parts of the United States that have had critical economic, physical, or political ramifications.

SS.8.G.4.2 Use geographic terms and tools to analyze the effects throughout American history of migration to and within the United States, both on the place of origin and destination.

SS.8.G.4.3 Use geographic terms and tools to explain cultural diffusion throughout the United States as it expanded its territory.

SS.8.G.4.4 Interpret databases, case studies, and maps to describe the role that regions play in influencing trade, migration patterns, and cultural/political interaction in the United States throughout time.

SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.

SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States.


Manifest DestinyMake this Foldable and label the six tabs Oregon Country, Florida, Texas, California, Utah, and New Mexico/Mexico. Under the tabs, record dates, names, and short phrases that will help you recall what you read about each territory, region, republic, or country. On the back of the Foldable, explain the concept of Manifest Destiny. Outline some of the positive and negative consequences of this national movement for expansion.

Step 1Fold the outer edges of the paper to meet at the midpoint. Crease well.

Step 2Open and cut three equal tabs from the outer edge to the crease on each side.

Step 3Label the tabs as shown.

Oregon

CountryCalifornia

Florida Utah

Texas NewMexico/

Mexico

GeographyHistory

Economics Citizenship

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LESSON 1 SUMMARY

The Oregon Country

SS.8.A.4.1; SS.8.A.4.8; SS.8.E.1.1; SS.8.G.4.2; SS.8.G.4.3; SS.8.G.4.4; SS.8.G.5.1; SS.8.G.5.2

Rivalry in the NorthwestThe Oregon Country was a huge area located north of California, between the Pacific Ocean and the Rocky Mountains. It covered far more land than today’s state of Oregon. And, in the early 1800s, its lands were claimed by four different nations.

The U.S.

Based claims on Robert Gray’s discovery of the Columbia River and the Lewis and Clark Expedition

Great Britain

Explored the Columbia River

Russia

Had settlements south from Alaska into Oregon

Spain

Controlled California, the land south of the Oregon Country

Rival Claims in the Oregon

Country

Adams-Onís TreatyControl of the Oregon Country was especially important to the United States. Settlements in Oregon would give Americans access to the Pacific Ocean.

1. MAKING CONNECTIONS Recall that under the terms of the Adams-Onís Treaty, Spain also gave up lands it controlled in the southeast. Complete this organizer to show how the Adams-Onís Treaty affected U.S. territory on opposite ends of the country.

Lands Spain Ceded to the U.S. under the Adams-Onís

Treaty

In the Southeast:

In the Pacific Northwest:

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2. RECOGNIZING RELATIONSHIPS How did the economic factors of scarcity and supply and demand affect the lives of the mountain men in the Oregon Country?


In 1819, Secretary of State John Quincy Adams convinced Spain to sign the Adams-Onís Treaty. Under the treaty, the Spanish agreed to give up their claims in Oregon. They also set the limits of their territory at what is now the northern border of California. In 1824 Russia also gave up its claims to lands south of Alaska.

Great Britain, however, would not give up its claims to the Oregon Country. In 1819, the United States and Great Britain agreed to joint occupation. This meant that people from both countries could settle there.

Mountain Men in OregonThe first people from the United States to live in the Oregon Country were fur trappers. They came to trap beaver, whose skins were in great demand. Fur companies bought the skins to sell as furs in the United States and Europe.

The fur trappers were tough, independent men who spent most of their time in the Rocky Mountains. They became known as mountain men. The mountain men traded with Native Americans and often adopted Native American ways.

Over time, the mountain men could no longer make a living by trapping. Overtrapping had reduced the number of pelts available, and changes in fashion had reduced demand. Some mountain men moved to Oregon and became farmers. Others used their knowledge of the area to guide settlers on the long trip to the Oregon Country. They carved out several east-to-west passages that played a vital role in western settlement. The route they used most often was called the Oregon Trail.

Oregon and Manifest DestinyBy the 1830s, many Americans had heard about the good farmland in Oregon. With economic troubles in the East, more and more settlers began traveling to the Oregon Country seeking a fresh start.


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ANALYZING MAPS

3. On a separate sheet of paper, describe the route of the Oregon Trail, using the map to identify geographic features settlers followed along the way.

4. EVALUATING Look at the map of the Oregon Country. Circle the line of latitude 54°40' N. Now circle the line of latitude 49° N. Does setting the final border at 49° N seem like a fair compromise over control of the Oregon Country? Why or why not?


Marcus and Narcissa WhitmanAmong the first settlers were Dr. Marcus Whitman and his wife, Narcissa, who went to Oregon in 1836. The Whitmans built a mission among the Cayuse people to provide medical care and convert the Cayuse to Christianity.

Settlers traveling to Oregon often stopped to rest at the Whitmans' mission. In 1847 the people at the mission began getting measles. Many Cayuse children died. The Cayuse blamed the Whitmans for the deaths. They attacked the mission and killed the Whitmans and 11 others.

Along the Oregon TrailThe Whitman massacre was a shocking event, but it did little to stop the flood of pioneers heading for the Oregon Country. These pioneers were called emigrants—people who leave their country—because they left the United States to go to Oregon.

The Oregon Trail stretched for 2,000 dangerous, rugged miles. Settlers on the trail carried all their belongings and supplies in canvas-covered wagons. People called the wagons prairie schooners because, from a distance, they looked like ships called schooners. Over the years, tens of thousands of emigrants made the long, difficult journey across the Oregon Trail to Oregon Country.

Columbia

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Ft. Victoria

Ft. Vancouver

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Chapter 13Map Title: Oregon Country, 1846File Name: C12-05A-NGS-877712_A.aiMap Size: Right 1/2 major

Date/Proof: Feb 2, 2011 - 2nd Proof 2016 Proxima Nova Font Update: December 1, 2014Proxima Nova Font Update for 2016 printing - revised for Museo Slab: December 11, 20142018 Grayscale EOCT Conversion: February 10, 2016

Oregon Country 1846

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5. IDENTIFYING POINTS OF VIEW How do you think Native Americans viewed the idea of Manifest Destiny?

America Seeks Its Manifest DestinyIn the early 1800s, many Americans began to focus on what newspaper editor John O’Sullivan called the nation’s Manifest Destiny. This was the idea that it was the mission of the United States to spread freedom by settling the entire continent, all the way to the Pacific Ocean. This included the Oregon Country.

James K. Polk supported this idea. Polk was the Democratic nominee for president in the election of 1844. His campaign slogan, “Fifty-Four Forty or Fight,” referred to the line of latitude Democrats believed should be set as the nation’s northern border in Oregon—a line that stretched along the northernmost lands of the Oregon Country. Polk’s Whig opponent, Henry Clay, did not take a strong position on the Oregon issue. Polk won the election.

As president, Polk was focused on acquiring Oregon. But the British refused to accept a border at 54°40' N latitude. In 1846 the two countries compromised. They set the border at 49° N latitude. This line still serves as the northern border of the United States today.



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REVIEW LESSON 1

1. Answer the questions in the chart below to describe the issue related to the campaign slogan “Fifty-Four Forty or Fight!”

“FIFTY-FOUR FORTY OR FIGHT!”

Who campaigned for president using this slogan?

What was the election year?

What did the slogan mean?

What country would the U.S. fight if “Fifty-Four Forty” failed?

How was the issue settled?

2. DETERMINING CAUSE AND EFFECT Use the information from your chart and the lesson to write an essay that answers the following questions: What is Manifest Destiny, and what effect did it have on the settlement of the Oregon Country during the mid-1800s? Why do you think the two parties in conflict over the Oregon Country were able to reach a compromise? Write your essay on a separate sheet of paper.


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1. DETERMINING CENTRAL IDEAS Complete this graphic organizer to identify the issue that delayed statehood for Florida and how it was resolved.

Issue

Florida applies for statehood

Resolution

SS.8.A.4.1; SS.8.A.4.2; SS.8.A.4.17; SS.8.A.4.18

FloridaOn July 17, 1821, Spain officially transferred Florida to the United States under the terms of the Adams-Onís Treaty. Florida became an American territory with an appointed territorial governor, a territorial legislature, and a nonvoting delegate in Congress. Tallahassee became the territory’s capital. It was located between two major cities of the time, St. Augustine and Pensacola.

As news of the area’s fertile land spread, thousands of new settlers came to Florida. Many were planters whose farmland in Virginia, Georgia, and the Carolinas had become worn out from years of heavy use. They established new cotton and tobacco plantations in northern Florida and the Panhandle. These planters would come to play a major role in government and politics of the area.

The Territory GrowsFlorida’s population grew quickly. In 1824, fewer than 8,000 people lived in the territory, including enslaved people. In 1837, some 48,000 people lived there. By then, enslaved people made up about half of the population.

With the population soaring, officials asked Floridians if they wanted to form a state. Voters chose to seek statehood, and delegates to a constitutional convention wrote a constitution. The constitution was approved on January 11, 1839, and sent to the U.S. Congress for ratification.

Florida’s First Constitution

• Governor elected for four years

• An elected General Assembly, or legislature

• System of public schools

• Slavery allowed

LESSON 2 SUMMARY

Statehood for Florida and Texas


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2. CITING TEXT EVIDENCE Underline three reasons tensions rose as more and more Americans moved to Texas. Circle the action Mexico took in response. Why do you think the Mexican government was so concerned about these issues?


Florida’s plan to enter the Union as a slave state, however, created a problem. Congress wanted to keep the number of slave states and free states equal. Admitting Florida as a slave state would upset this balance. As a result, Congress postponed admitting Florida to the Union as a slave state until another state entered as a free state.

Statehood for FloridaAfter six years, Congress finally acted on Florida’s request to become a state. Iowa had asked to be admitted to the Union as a free state, and the number of slave states and free states would remain equal. President John Tyler signed the Florida statehood bill. Florida became the twenty-seventh state on March 3, 1845.

TexasAfter winning independence from Spain in 1821, Mexico gained control of the region that is now Texas. To increase settlement, Mexico offered vast tracts of land to people who would agree to bring families to settle there. Hundreds of American families packed their belongings and headed for Texas.

Before long, Americans outnumbered Tejanos. Tejanos were Mexicans who claimed Texas as their home. Tensions rose when many Americans refused to learn Spanish and to become Catholic as Mexico required. Many Americans also held enslaved Africans Americans, and Mexico threatened to ban the practice of slavery.

In 1830, Mexico issued an order that no more Americans could settle in Texas. American settlers tried to reach an agreement with Mexican leaders, but their efforts failed. Texans—including both Americans and Tejanos—began making plans to break away from Mexico and form their own government.

The conflict soon grew violent as fighting broke out between Texans and Mexican forces. Mexican general Antonio López de Santa Anna led an army into Texas to punish the rebels. Santa Anna’s army reached San Antonio in February 1836. There it found a small force of Texans barricaded inside a mission called the Alamo.

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3. MAKING INFERENCES Why do you think so many Texans wanted to join the United States after fighting so hard to win independence?

What might have been the advantages of remaining an independent republic?


The AlamoAbout 180 Texan soldiers defended the Alamo against an army of several thousand. The defenders fought bravely for many days. The Mexican army, however, was too large to hold back. In the end cannon fire smashed through the Alamo’s walls, and Santa Anna’s troops stormed the fortress and killed all the defenders. Although they were defeated, the defenders’ heroism inspired other Texans. “Remember the Alamo!” became a new rallying cry.

Texas Declares Its IndependenceWhile fighting was going on at the Alamo, Texan leaders meeting at the town of Washington-on-the-Brazos declared independence from Mexico. They established the Republic of Texas and set up a temporary government.

Sam Houston was named commander-in-chief of the new republic. Houston gathered an army and launched a surprise attack against Mexican forces at San Jacinto. The Texans defeated the Mexican army and captured Santa Anna. On May 14, 1836, Santa Anna signed a treaty that recognized the independence of Texas.

Texas Becomes a StateEven though Texas was now an independent republic, many Texans wanted to join the United States. In September 1836, Texas voters elected Sam Houston president. Houston sent a delegation to Washington, D.C., to ask the United States to annex, or take control of, Texas. Once again, however, the issue of slavery would play a role in admitting a new state to the Union.


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4. SPECULATING What might have happened if James K. Polk had lost the election of 1844?

Despite the growing divisions over slavery, by 1844 another idea had captured the imaginations of many Americans. Manifest Destiny had become a popular idea in both the North and the South. Northerners wanted the nation to expand into all of Oregon. Southerners wanted the nation to expand into Texas. Presidential candidate James K. Polk supported both actions. After Polk won election, Congress passed a resolution to annex Texas. In 1845 Texas joined the Union.

Texans ask the U.S. to annex Texas.

Would Texas be admitted as a slave state or a free state?

What effect might admitting Texas have had in Congress?

Predict how the slavery issue could affect statehood for Texas.

Think about how the debate surrounding the spread of slavery impacted statehood for Florida. Then answer the questions in the graphic organizer below to help you predict how the issue would impact statehood for Texas.

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REVIEW LESSON 2

1. Use the time line below to review the process of statehood in Florida and Texas. Place each of the following events on the time line, and label each with the correct date: Florida becomes a U.S. territory; Texas becomes a republic; Florida applies to become a state; Florida becomes a state; Texas becomes a state.

1820 1830 1840 1850

2. COMPARING AND CONTRASTING Use the information from your time line and the lesson to write an essay that answers the following question: How did the process to attain statehood in Florida compare to the process to attain statehood in Texas? In your answer, be sure to consider the role of population growth, the events that shaped the process in each state, and the debate surrounding the expansion of slavery. Write your essay on a separate sheet of paper.


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LESSON 3 SUMMARY

War With Mexico

SS.8.A.4.1; SS.8.A.4.3; SS.8.A.4.4; SS.8.A.4.8; SS.8.G.2.2; SS.8.G.4.4

The New Mexico TerritoryIn the early 1800s, the New Mexico Territory was a vast region between Texas and California. It included all of the present-day states of New Mexico, Arizona, Nevada, and Utah, and parts of Colorado and Wyoming. Native Americans had lived in New Mexico for thousands of years. In the late 1500s, Spanish conquistadors claimed it for Spain, and Spanish missionaries soon followed. Mexico won independence from Spain in 1821, and the New Mexico Territory became part of Mexico.

The Mexican government welcomed American traders to New Mexico, hoping more trade would boost the economy. In 1821 William Becknell became the first American trader to reach Santa Fe, a settlement founded more than two hundred years earlier by the Spanish. Becknell’s route became known as the Santa Fe Trail.

The Santa Fe Trail soon became a busy trade route. As trade increased, more and more Americans settled in New Mexico. Some began to believe that acquiring New Mexico for the United States was part of the nation’s Manifest Destiny.

ANALYZING MAPS

1. Study the paths of the Mountain and Cimarron Routes on the Santa Fe Trail map. What might have been the advantages and disadvantages of each route for traders in the 1800s?

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Chapter 13Map Title: The Santa Fe TrailFile Name: C12-07A-NGS-877712_A.aiMap Size: Right 1/3Date/Proof: Feb 2, 2011 - Approved2016 Proxima Nova Font Update: December 1, 20142018 Grayscale EOCT Conversion: February 10, 2016

The Santa Fe Trall

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2. DRAWIVNG CONCLUSIONS What would be the advantages of having the Pacific Ocean as the nation’s western border?

3. IDENTIFYING POINTS OF VIEW How did the U.S. interpret the skirmish that took place when General Zachary Taylor led troops into the disputed territory near the Rio Grande?

How did Mexico interpret the action?


California’s Spanish CultureSpanish explorers and missionaries settled California in the 1700s. The Spanish built a chain of missions along the coast. They wanted to convert Native Americans to Christianity and the Spanish way of life. Native Americans on the missions farmed and worked at weaving and other crafts.

After Mexico won independence from Spain in 1821, California became a part of Mexico. Mexican settlers bought mission lands and set up huge ranches called ranchos. Native Americans worked the land in return for food and shelter, but the ranch owners, called rancheros, treated them very poorly.

An American army officer named John C. Frémont traveled to California in the 1840s. After Frémont wrote about the region’s mild climate and vast natural resources, more Americans came to California. Many began to talk about adding California to the Union. If California became a state, the Pacific Ocean would become the nation’s western border. For many Americans, it seemed clear that California was a part of the nation’s Manifest Destiny.

Conflict BeginsPresident James K. Polk was determined to get both the New Mexico and California territories from Mexico. Relations between the United States and Mexico, however, were not friendly. A major problem was a dispute over the border between Texas and Mexico. The United States said the border was the Rio Grande, the river to the south. Mexico said it was the Nueces River, 150 miles farther north.

Polk sent a representative to Mexico to propose a deal. The United States would pay $30 million to buy New Mexico and California as long as Mexico accepted the Rio Grande as the Texas border. Mexican leaders refused to discuss the offer. Instead, they declared that they intended to reclaim Texas for Mexico.

To pressure Mexico, Polk ordered General Zachary Taylor to lead U.S. troops into the disputed territory near the Rio Grande. Mexican leaders viewed this action as an invasion of their country. Polk hoped that Mexican soldiers would fire first. They did. On May 13, 1846, Congress passed a declaration of war against Mexico.


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ANALYZING MAPS

4. Although President Polk and many Democrats supported the war, many other Americans did not. Look at the map and the lands the United States stood to gain. Why do you think many Northerners were against the war?

ANALYZING MAPS

5. Refer to the map of the war with Mexico. Which route did General Kearny follow from Missouri to Santa Fe?

A War PlanPolk planned to win the war by accomplishing three goals:

1. Drive Mexican forces out of Texas

2. Take control of New Mexico and California

3. Capture Mexico City

By 1847, Zachary Taylor had accomplished the first goal in Texas. General Stephen Kearny made progress toward the second goal by capturing Santa Fe and then heading toward California.

California UprisingEven before the war officially began, American settlers in California had begun a revolt against Mexico. Led by General John C. Frémont, the settlers quickly drove Mexican officials from the area and declared independence. They renamed California the Bear Flag Republic. Within a month, American warships sailed into the ports of San Francisco and San Diego and claimed the republic for the United States.


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Chapter 13Map Title: War with Mexico, 1846-1848File Name: C12-08A-NGS-877712_A.aiMap Size: 1/2 page majorDate/Proof: Feb 2, 2011 - 2nd Proof 2016 Proxima Nova Font Update: December 1, 20142018 Grayscale EOCT Conversion: February 10, 2016

War With Mexico 1846–1848

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Despite huge losses, Mexico refused to surrender. President Polk then sent General Winfield Scott and his troops to attack Mexico City, the nation’s capital. Scott landed at Veracruz and fought his way to Mexico City, capturing it in September 1847. Polk’s plan for winning the war had succeeded.

Peace TermsThe Treaty of Guadalupe Hidalgo, signed on February 2, 1848, officially ended the war. With the lands gained under the treaty, the dream of Manifest Destiny was now complete.

• Mexico gave the U.S. more than 500,000 square miles of land, including the New Mexico Territory and California

• Mexico accepted the Rio Grande as the Texas border

• The U.S. paid Mexico $15 million and assumed $3.25 million in debts Mexico owed to U.S. citizens

Treaty of Guadalupe Hidalgo


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REVIEW LESSON 3

1. Use the chart below to review key information about the war with Mexico.

WAR WITH MEXICO

U.S. Goals

Dates

Key Military Leaders

Outcome

2. CONSTRUCTING AN ARGUMENT Use the information from your chart and the lesson to write an essay that answers the following question: Do you think President Polk was justified in sending troops to the disputed lands near the Rio Grande and provoking a war? Write your essay on a separate sheet of paper.


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LESSON 4 SUMMARY

California and Utah

SS.8.A.4.1; SS.8.A.4.3; SS.8.E.2.1; SS.8.E.2.3

California Gold RushWhen gold was discovered at Sutter’s Mill in California, the news traveled fast. People rushed into California in search of riches. They were called forty-niners because most arrived in 1849. About 80 percent of these fortune seekers were Americans. Others were from Mexico, South America, Europe, and Australia. About 300 men arrived from China and were the first large group of Asian immigrants to settle in America. Some of the immigrants eventually returned to China. Others, however, remained and established California’s Chinese American community.

The CaliforniosOne provision of the Treaty of Guadalupe Hidalgo was that Mexicans living in California—called Californios—would become citizens of the United States. The treaty also guaranteed them the rights to their lands. The Land Law of 1851, however, said that if a new settler claimed land held by a Californio, the Californio had to go to court to prove ownership. Some Californios were able to prove their claims. Many others, however, lost their land to newcomers.

The Life of a Forty-NinerAs miners scrambled into new areas to look for gold, new communities quickly sprang up around them. These boomtowns seemed to grow from small settlements to bustling towns and cities almost overnight.

Most forty-niners had no experience in mining. Rushing to new sites, they attacked the hillsides with pickaxes and spent hours bent over streambeds “panning” for tiny specks of gold. The California Gold Rush more than doubled the world’s supply of gold, yet few forty-niners got rich. Most found little or no gold or lost their riches to gambling or wild spending.

1. CONTRASTING What effect did the Gold Rush have on the lives of most forty-niners? What effect did it have the lives of many boomtown entrepreneurs?


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ANALYZING VISUALS

2. What conclusions can you draw about the lives of forty-niners based on the scene in the image?


Boomtown merchants, however, made huge profits. They could charge almost any price they wanted for food and other supplies because there were no other nearby stores. An immigrant named Levi Strauss sold the miners sturdy pants made of denim. His “Levi’s” made him rich.

Life in the boomtowns was hard and rough. Many miners spent their free time drinking and fighting, and there were no police or prisons. Sometimes people formed groups to protect themselves. Vigilantes took the law into their own hands, acting as police, judge, and jury.

Miners panning for gold swirled water and gravel in a pan to remove dirt and, they hoped, find gold dust or gold nuggets.

©duncan1890/Getty Im

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3. MAKING CONNECTIONS Why do you think the Mormons chose a desert in Utah as a place to build a new community?

Economic and Political ProgressThe Gold Rush led to new economic development in California. Farming, shipping, and trade grew to meet the rising demand for food and other goods. Many of the forty-niners eventually settled permanently in California, becoming farmers or merchants.

In 1849 Californians applied for statehood and wrote a constitution. The new constitution banned slavery, leading to another crisis in Congress. California’s admission as a free state would upset the balance between free states and slave states. Congress eventually worked out a compromise, and California became a state in 1850.

A Religious Refuge in UtahWhile the Gold Rush was transforming California, changes also were taking place in nearby Utah. Settlers in Utah, however, were not searching for gold. They were Mormons, followers of the Church of Jesus Christ of Latter-day Saints.

The Mormons Move OnThe founder of the Mormon Church was Joseph Smith, a New Englander living in New York. Smith said that he had received visions that led him to build a new church. He began preaching Mormon ideas in 1830 and published The Book of Mormon. The book told of the coming of the Christ and the need to build a kingdom on Earth to receive him.

Smith hoped to build an ideal society, but some of his ideas were unpopular. One teaching that angered a large number of people was the idea that a man could have more than one wife. This practice is known as polygamy.

Disapproval of the Mormons’ religion forced them to leave New York. They eventually settled in Illinois but continued to suffer persecution. In 1844 a mob killed Joseph Smith. The new head of the church, Brigham Young, decided that the Mormons should move again to find religious freedom. He led them westward to the Great Salt Lake in present-day Utah. Although part of Mexico at the time, no Mexicans had settled there because of the dry, harsh terrain.



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4. MAKING INFERENCES After Congress established the Utah Territory, Mormon leaders repeatedly applied for statehood. Being a state rather than a territory would allow them to write their own constitution and choose their own leaders. Why do you think this was especially important to Mormon leaders? Write your answer on a separate piece of paper.

A Haven in the DesertBeginning in 1846, about 12,000 Mormons made the journey to Utah in the largest single migration in American history. The Mormons’ route became known as the Mormon Trail and served as an important route west.

The Mormons reached the Great Salt Lake in 1847 and called the land Deseret. Although life was difficult, they found success through hard work and determination. They carefully planned towns, built irrigation canals for farms, and regulated the use of water, timber, and other resources. New industries helped them become self-sufficient. Mormon merchants sold supplies to forty-niners passing through Utah on their way to California.

In 1848 the United States acquired the Salt Lake area from Mexico after the Mexican War. In 1850 Congress established the Utah Territory. Becoming a state, however, was not easy. Many Americans opposed the Mormon practice of polygamy, and the Mormons had frequent conflicts with federal officials. Utah finally became a state in 1896, after the Mormons ended the practice of polygamy.

Complete the diagram below to show the causes and effects of the Mormon migration.


Brigham Young leads Mormons to the Great Salt Lake.

Causes Effects

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REVIEW LESSON 4

1. Use the chart below to review the paths to statehood for California and Utah.

REASON FOR SETTLEMENT

PATH TO STATEHOOD YEAR OF STATEHOOD

California

Utah

2. CONTRASTING Use the information from your chart and the lesson to write an essay that answers the following questions: How did the motivations of the people who settled in California contrast with the motivations of those who settled in Utah? What effect did these motivations have on the path to statehood for each area? Write your essay on a separate sheet of paper.


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Benchmark Skill ActivitiesDIRECTIONS: Write your answers on a separate piece of paper.

Write a paragraph about the California Gold Rush using the following terms: forty-niners, boomtowns, and vigilantes.

LAFS.68.RH.2.4, SS.8.A.4.1, SS.8.A.4.3, SS.8.E.1.1, SS.8.E.2.1

3. DETERMINING WORD MEANINGS


How did Manifest Destiny become linked with the issue of the expansion of slavery, and why did the linking of these two issues prove so difficult for the country? In your essay, provide specific examples of events related to the topic.

Most pioneers traveled for about six months on the Oregon Trail before they reached the Oregon Country. It could take even longer if bad weather, illness, or other problems along the way caused delays. Although they packed supplies, the settlers ultimately had to depend on resources from the physical environment along the trail to help them survive. What items from the environment do you think the settlers depended on during the long journey? List the items, then rank them according to how important you think each one was for survival. Explain your reasoning.

1. RECOGNIZING RELATIONSHIPS

2. PRIORITIZING

LAFS.68.RH.1.1, LAFS.68.WHST.1.2, LAFS.68.WHST.2.4, SS.8.A.4.1, SS.8.A.4.2, SS.8.A.4.17

LAFS.68.WHST.1.1, SS.8.G.5.1


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Read the excerpt below from President James K. Polk’s Inaugural Address, delivered March 4, 1845. Then write an evaluation of the excerpt. Your evaluation should summarize the meaning of Polk’s words, explain how his word choices helped him express his point of view, and discuss whether or not facts or opinions, or both, were used to help support his position. Underline evidence in the text that supports your evaluation. Conclude your evaluation by explaining whether you think this passage is effective in persuading people to support Polk’s view of Manifest Destiny.

“Eighty years ago our population was confined on the west by the ridge of the Alleghanies. Within that period--within the lifetime, I might say, of some of my hearers--our people, increasing to many millions, have filled the eastern valley of the Mississippi, adventurously ascended the Missouri to its headsprings, and are already engaged in establishing the blessings of self-government in valleys of which the rivers flow to the Pacific. The world beholds the peaceful triumphs of the industry of our emigrants. To us belongs the duty of protecting them adequately wherever they may be upon our soil. The jurisdiction of our laws and the benefits of our republican institutions should be extended over them in the distant regions which they have selected for their homes.”

LAFS.68.RH.1.1, SS.8.A.4.1


4. ANALYZING PRIMARY SOURCES

John C. Frémont was an army officer and mapmaker who helped explore and settle the West. Frémont’s writings about his adventures helped convince others to move West. They also helped make the mountain man who served as his guide—Kit Carson—a national folk hero. Conduct research to create a multimedia presentation that highlights the expeditions of Frémont and Carson. Your research should include biographical information about both men and descriptions of their journeys, as well as primary sources such as journal entries describing their travels, examples of Frémont’s maps, or examples of the dime novels that featured the exploits of Kit Carson.

LAFS.68.WHST.3.8, SS.8.A.4.3, SS.8.A.4.8

5. GATHERING EVIDENCE


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The Oregon Trail was the most popular route to Oregon for settlers traveling west. The trail covered about 2,000 miles, and the journey could take several months, depending on the weather, accidents, illnesses, or other problems that could cause delays. Between 1841 and 1848, the average journey on the Oregon Trail took 169 days.

1. How many months was the average journey on the Oregon Trail?

2. How many miles did settlers travel per day on the average journey?

3. Research famous landmarks and stops along the Oregon Trail. Using a mapping website or app, determine the distance from Independence, Missouri, to those sites. Using your calculation from the second question, determine how long it might have taken Oregon Trail travelers to reach each of the sites.

4. Today, if you traveled the same route by car, how long would the journey take if you drove 60 miles per hour and 10 hours a day?

6. USING MATH TOOLS

MAFS.K12.MP.1.1, MAFS.K12.MP.5.1, MAFS.K12.MP.6.1, SS.8.A.4.1, SS.8.A.4.3


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After Spain and Russia gave up their claims to the Oregon Country, the United States and Great Britain agreed to joint occupation.

American settlers began streaming into Oregon, most following the Oregon Trail, which began in Independence, Missouri. The emigrants made the difficult, 2,000-mile journey carrying their belongings and supplies in wagons called prairie schooners.

THE OREGON TRAIL

In 1819, Secretary of State John Quincy Adams convinced Spain to sign the Adams-Onís Treaty. Under the treaty:

• Spain gave up claims to the Oregon Country

• Spain set the limits of its territory at the northern border of California

• Spain transferred Florida to the United States

THE ADAMS-ONÍS TREATY

In the early 1800s, the Oregon Country was a huge area of land located between the Pacific Ocean and the Rocky Mountains. It was claimed by four countries:

• the United States

• Spain

• Great Britain

• Russia

THE OREGON COUNTRY

DIRECTIONS: Use these note cards to help you prepare for the test.


Benchmark Note Cards


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Mexico gained control of the region that is now Texas after winning independence from Spain. To increase settlement, Mexico gave large areas of land to families willing to settle there.

Many Americans moved to Texas, but some were not willing to learn Spanish and become Catholic. Some also brought enslaved people with them. Tensions rose, and Americans and many Tejanos made plans to break away from Mexico.

TEXAS

Presidential candidate James K. Polk supported Manifest Destiny. In the election of 1844, his campaign slogan was “Fifty-Four Forty or Fight!” This referred to the line of latitude that Polk and other Democrats believed should be the nation’s northern border in Oregon. Polk won the election.

Great Britain refused to set the border at 54°40' N. Eventually, however, a compromise was reached and the border was set at 49° N.

GREAT BRITAIN AND THE OREGON COUNTRY

In the early 1800s, an idea known as Manifest Destiny became popular throughout the country. Manifest Destiny was the belief that the mission of the United States was to spread freedom by settling the entire continent—all the way to the Pacific Ocean.

Manifest Destiny would play an important role in westward expansion and eventually lead to the acquisition of territories in Oregon, Texas, New Mexico, California, and Utah.

MANIFEST DESTINY




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The New Mexico Territory was a vast region between Texas and California. When Mexico won its independence from Spain, the New Mexico Territory became a part of Mexico. William Becknell became the first American trader to reach Santa Fe. The route Becknell took became known as the Santa Fe Trail, which soon became a busy trade route.

Army officer and explorer John C. Frémont first traveled to California in the 1840s. His reports about the region’s mild climate and rich natural resources intrigued many Americans, who soon began to settle there. Many Americans began to talk about adding California to the Union. The idea of having the nation’s western border on the Pacific Ocean appealed to many Americans.

THE NEW MEXICO TERRITORY

CALIFORNIA

Many Texans wanted to join the United States. Sam Houston, the first president of the Republic of Texas, asked the United States to annex Texas.

Because Texas allowed slavery, the issue of Texas statehood created a crisis. Adding a slave state would upset the equal balance between free states and slave states in Congress. After a compromise was reached, Texas was admitted to the Union in 1845.

TEXAS ANNEXATION

Determined to win their freedom, Texas leaders declared independence from Mexico on March 2, 1836, and established the Republic of Texas. In the meantime, however, the Mexican government had sent troops to Texas to put down the rebellion.

• Mexican general Antonio López de Santa Anna attacked the Alamo, a mission held by a small group of Texans. All of the defenders of the Alamo were killed.

• Sam Houston led a surprise attack and defeated Mexican forces at San Jacinto.

Santa Anna was captured and signed a treaty recognizing Texas independence.

WAR FOR TEXAS INDEPENDENCE




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When gold was discovered at Sutter’s Mill in California, people rushed to California in search of riches. They became known as forty-niners because most arrived in 1849. Small mining settlements suddenly grew into boomtowns as miners poured into the region, hoping to find gold. Most forty-niners did not strike it rich. The merchants in the boomtowns, however, made huge profits.

The Gold Rush led to new economic development in California and a rise in population. California was admitted to the Union in 1850.

Under the terms of the peace treaty:

• Mexico gave the United States more than 500,000 square miles of land, including the New Mexico Territory and California.

• Mexico accepted the Rio Grande as the Texas border.• the United States paid Mexico $15 million and assumed

$3.25 million in Mexico’s debts.

Determined to acquire the New Mexico and California territories, President James K. Polk sent a representative to Mexico to try to buy the lands. Mexico, however, refused to sell them. Soon after, U.S. and Mexican troops exchanged gunfire in a disputed border area between Texas and Mexico, and the United States declared war on Mexico on May 13, 1846.

President Polk’s plan for the war had three parts: drive Mexican forces out of Texas, take control of New Mexico and California, and capture the capital of Mexico City.

• General Zachary Taylor captured Texas.• General Stephen Kearney captured Santa Fe and headed to

California. General John C. Frémont led American settlers in a successful revolt in California, renaming it the Bear Flag Republic.

• General Winfield Scott fought his way to Mexico City, capturing it in 1847. Mexico finally surrendered.

THE CALIFORNIA GOLD RUSH

THE TREATY OF GUADALUPE HIDALGO

THE WAR WITH MEXICO



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American expansion into the western territories and Florida set off a crisis in Congress over the issue of slavery. The number of free states and slave states was equal. Admitting new states would upset this delicate balance.

The slavery issue affected the admission of many new states, including Florida, Texas, and California. These states were admitted to the Union only after compromises were reached that maintained equal representation in Congress between those states that supported slavery and those that did not.

Native Americans had lived in New Mexico for thousands of years. In the late 1500s, Spanish conquistadors claimed the region for Spain. Then, in 1821, the New Mexico Territory became part of Mexico.

Mexican settlers bought mission lands and built huge ranches called ranchos. Native Americans worked the land in return for food and shelter. The rancheros, or ranch owners, treated Native Americans very poorly.

The founder of the Mormon Church was Joseph Smith. Smith hoped to build an ideal society, but some of his ideas were unpopular. The Mormon practice of polygamy angered many people. Facing persecution, about 12,000 Mormons led by Brigham Young moved west in search of religious freedom and settled in present-day Utah.

Utah became a territory in 1850. It would not become a state, however, until 1896, after the Mormons ended the practice of polygamy.

THE SPREAD OF SLAVERY

NATIVE AMERICANS IN NEW MEXICO

THE MORMONS AND UTAH


SS.A.4.2 Describe the debate surrounding the spread of slavery into western territories and Florida.




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In 1844, James K. Polk was the Democratic candidate running for president. Polk strongly supported the goals of Manifest Destiny, as reflected in his campaign slogan advocating the takeover of the Oregon Country: “Fifty-Four Forty or Fight!” Polk won the election.

As president, Polk supported policies that led to the acquisition of the Oregon Country, Texas, the New Mexico Territory, and California. Under the terms of the Treaty of Guadalupe Hidalgo, Polk sent troops into disputed territory with Mexico, leading to the outbreak of the Mexican War.

Mexicans living in California were known as Californios. When the United States took control of California after the war with Mexico, the Californios:

• became citizens of the United States• retained rights to their lands

The Land Law of 1851, however, changed the way land claims were settled. If a new settler claimed land held by a Californio, the Californio had to go to court to prove ownership of the land. Some Californios were able to prove their claims. Many others lost their lands to newcomers.

Although most of the forty-niners who came to California during the Gold Rush were Americans, some came from other countries. About 300 men arrived from China and were the first large group of Asian immigrants to settle in America. Some of the immigrants eventually returned to China. Others stayed and established California’s Chinese American community.

JAMES K. POLK

THE CALIFORNIOS

CHINESE IMMIGRANTS





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With its population growing rapidly, Floridians voted to seek statehood. A constitution for the new state was approved on January 11, 1839. The constitution provided for:

• a governor elected for four years• an elected General Assembly• a system of public schools

The constitution also allowed slavery.

Florida’s plan to enter the Union as a slave state created a crisis in Congress. Admitting Florida would upset the balance of free and slave states, and Congress postponed taking action. After six years, Congress acted on Florida’s request to become a state when Iowa asked to be admitted as a free state. Florida became the twenty-seventh state on March 3, 1845.

Spain transferred control of Florida to the United States in 1821 under the terms of the Adams-Onís Treaty. Florida became a territory with

• an appointed territorial governor• a territorial legislature• a nonvoting delegate in Congress

Tallahassee became the capital of the new territory.

Southern planters played a key role in shaping the development of Florida during the Territorial Period.

• Most came from Virginia, Georgia, and the Carolinas, where the soil had been worn out from overuse.

• They established new cotton and tobacco plantations in Florida.

• The planters played a major role in government and politics.

Many planters brought enslaved people with them to Florida. In 1837, some 48,000 people live in Florida. Half of them were enslaved.

FLORIDA STATEHOOD

FLORIDA BECOMES A U.S. TERRITORY

FLORIDA’S TERRITORIAL POPULATION

SS.8.A.4.17 Examine the key events and peoples in Florida history as each impacts this era of American history.



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Chapter 13

VISUAL SUMMARYDIRECTIONS: Complete the following graphic organizer.

OREGON TERRITORY

★ Under joint occupation by the

and

★ The subject of Polk’s campaign of “Fifty-Four Forty or Fight!”

★ Border finally set at

UTAH TERRITORY

★ Settled by seeking religious freedom

★ Became a U.S. territory in 1850

★ Became a state in

TEXAS

★ Controlled by Spain and then

★ American settlers declared independence, defeated Mexican forces, and established the Republic of Texas


FLORIDA

★ Acquired from Spain under the Treaty

★ Became a U.S. territory in 1821


CALIFORNIA AND THE NEW MEXICO TERRITORY

★ Controlled by Spain and then Mexico

★ Transferred to the

after the war with

Manifest Destiny

TEXASANNEXATION(formerly Texas

and Mexicanterritory)

1845

GADSDENPURCHASE

(from Mexico)1853

L.

Mic

hig

an

L . Superior

L. Ontario

L. Huro

n

L . Erie

Mis

siss

ippi

R.

Columbia R.

Ohio R.

Col

orad

o R

.

Rio Grande

Missouri R

.

IdahoOregon

Washington

Nevada

California

Utah

Arizona

NewMexico

Colorado

Wyoming

Montana NorthDakota

SouthDakota

Wisconsin

Illinois

Nebraska

Kansas

IowaPennsylvania

Ohio

Michigan

Indiana

Tennessee

Kentucky

New York

Missouri

Arkansas

AlabamaMiss. Georgia

SouthCarolina

NorthCarolina

VirginiaMaryland

Maine

New Hampshire

Rhode Island

Massachusetts

Connecticut

Delaware

New Jersey

Vermont

W. Va.

Minnesota

Okla.

Texas

Louisiana

Florida

LOUISIANAPURCHASE

1803

UNITED STATES(Treaty of Paris, 1783)

Ceded byGreat Britain

1842


1818


1842

OREGON COUNTRY(by treaty with

Great Britain, 1846)

MEXICANCESSION

1848

BRITISH TERRITORY

MEXICO

ATL ANTICOCEAN

PACIF ICOCEAN

90°W100°W120°W

60°W

110°W

30°N

40°N

30°N

40°N

80°W 70°WTROPIC OF CANCER

TEXASANNEXATION(formerly Texas

and Mexicanterritory)

1845

GADSDENPURCHASE

(from Mexico)1853

L.

Mic

hig

an

L . Superior

L. Ontario

L. Huro

n

L . Erie

Gulf of Mexico

Mis

siss

ippi

R.

Columbia R.

Ohio R.

Col

orad

o R

.

Rio Grande

Missouri R

.

IdahoOregon

Washington

Nevada

California

Utah

Arizona

NewMexico

Colorado

Wyoming

Montana NorthDakota

SouthDakota

Wisconsin

Illinois

Nebraska

Kansas

IowaPennsylvania

Ohio

Michigan

Indiana

Tennessee

Kentucky

New York

Missouri

Arkansas

AlabamaMiss. Georgia

SouthCarolina

NorthCarolina

VirginiaMaryland

Maine

New Hampshire

Rhode Island

Massachusetts

Connecticut

Delaware

New Jersey

Vermont

W. Va.

Minnesota

Okla.

Texas

Louisiana

Florida

LOUISIANAPURCHASE

1803

FLORIDACESSION

(Ceded by Spain,1819–1821)

UNITED STATES(Treaty of Paris, 1783)


1842


1818


1842

ORIGINALTHIRTEEN STATES

and ControlledTerritories)

OREGON COUNTRY(by treaty with

Great Britain, 1846)

MEXICANCESSION

1848

BRITISH TERRITORY

MEXICO

Lambert Azimuthal Equal-Area projection

0 200 km

200 miles0

N

S

EW

Present day state boundariesOriginal extent of theLouisiana Purchase 1803


Chapter 13Map Title: Territorial Growth of the United States, 1800 - 1853File Name: C13_11A_659703.aiMap Size: Chapter Opener - Spread

Date/Proof: Feb 3, 2011 - 2nd Proof 2016 Proxima Nova Font Update: December 1, 20142018 Grayscale EOCT Conversion: February 10, 2016


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LESSON 1 SUMMARY A New Party in Power · 2018. 2. 13. · Many pioneers set up farms along rivers that flowed into the Upper Mississippi River. Farmers needed access to the Mississippi