American Republic

Unit 4 Resources

The New RepublicChapter 8 A New NationChapter 9 The Jefferson EraChapter 10 Growth and Expansion

BOOK ORGANIZATIONGlencoe offers resources that accompany The American Republic to 1877 to expand,enrich, review, and assess every lesson you teach and for every student you teach.Now Glencoe has organized its many resources for the way you teach.

How This Book is OrganizedEach unit resources book offers blackline masters at unit, chapter, and section

levels for each unit. Each book is divided into three partsunit-based resources,chapter-based resources and section-based resources. Glencoe has included tabsat the side of every activity page in this book to help you navigate through it.

Unit-Based ResourcesWe have organized this book so that all resources appear in the first part of the

unit resources books. Although you may choose to use the specific activities atany time during the course of unit study, Glencoe has placed these resources upfront so that you can review your options. For example, although AmericanLiterature and Reading 1 appears in the front part of this book, you may plan touse this activity in class during the study of Native Americans in Chapter 11.

Chapter-Based and Section-Based ResourcesChapter-based resources follow the unit materials. For example, Chapter 1

blackline masters appear in this book immediately following Unit 1 materials.The materials appear in the order you teachChapter 1 activities; Chapter 1,Section 1 activities; Chapter 1, Section 2 activities; and so on. Following the end ofthe last section activity for Chapter 1, the Chapter 2 resources appear.

A Complete Answer KeyA complete answer key appears at the back of this book. This answer key

includes answers for every activity in the book in the order in which the activitiesappear.

Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted toreproduce the material contained herein on the condition that such material be reproduced only forclassroom use; be provided to students, teachers, and families without charge; and be used solelyin conjunction with The American Republic to 1877. Any other reproduction, for use or sale, is pro-hibited without written permission from the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240

ISBN 0-07-829167-4

Printed in the United States of America

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TABLE OF CONTENTS

To the Teacher v

Unit 4 Resources viCitizenship Activity: The Power of Steam 4 1Economics and History Activity 4 3Cooperative Learning Activity 4 5American Literature Reading 4 7Interdisciplinary Connection 4 9Hands-On History Activity 4 11History Simulations and Problem Solving 4 13

Chapter 8 Resources 17Vocabulary Activity 8 18Chapter Skills Activity 8 19Critical Thinking Skills Activity 8 21Geography and History Activity 8 23Time Line Activity 8 25Linking Past and Present Activities 8 27Primary Source Reading 8 29

Chapter 8, Section Resources 31Guided Reading Activity 8-1 32Guided Reading Activity 8-2 33Guided Reading Activity 8-3 34

Reteaching Activity 8-1 35Reteaching Activity 8-2 36Reteaching Activity 8-3 37

Enrichment Activity 8-1 39Enrichment Activity 8-2 40Enrichment Activity 8-3 41


Chapter 9, Section Resources 56Guided Reading Activity 9-1 57Guided Reading Activity 9-2 58

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Guided Reading Activity 9-3 59Guided Reading Activity 9-4 60

Reteaching Activity 9-1 61Reteaching Activity 9-2 62Reteaching Activity 9-3 63Reteaching Activity 9-4 64

Enrichment Activity 9-1 65Enrichment Activity 9-2 66Enrichment Activity 9-3 67Enrichment Activity 9-4 68


Chapter 10, Section Resources 82Guided Reading Activity 10-1 83Guided Reading Activity 10-2 84Guided Reading Activity 10-3 85

Reteaching Activity 10-1 87Reteaching Activity 10-2 88Reteaching Activity 10-3 89

Enrichment Activity 10-1 91Enrichment Activity 10-2 92Enrichment Activity 10-3 93

Answer Key 95

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To The Teacher

The Total PackageThe American Republic to 1877 Unit ResourcesGlencoes Unit Resource books are packed with activities for the varied needs ofall of your students. They include the following activities.

Activities Found in Unit Resources Booklets Citizenship Activities: History and Your Community

These activities are designed to provide students with avariety of opportunities to participate in their communitiesat the grassroots level. These service-learning projects helpstudents understand how history affects their own lives ona daily basis.

Economics and History ActivitiesThese activities are designed to provide students with theopportunity to analyze and interpret historical conceptsand events in relation to economics. These assignmentsmake extensive use of maps, graphic organizers, and eco-nomic data to help students appreciate how history andeconomics are interrelated.

Cooperative Learning ActivitiesThese activities offer students management directions forworking together on a variety of activities that enrich priorlearning. These activities promote a shared learning experi-ence as well as encourage individual accountability amonggroup members.

American Literature ReadingsThese readings provide students with the opportunity toread literature by or about people who lived during differ-ent historical periods. Each selection is preceded by back-ground information and a guided reading suggestion, andfollowed by comprehension and critical thinking questions.

Interdisciplinary ConnectionsThese activities intersect history with other areas of study,such as art, geography, math, and economics. These activi-ties give students a well-rounded picture of the correlationbetween history and other subjects.

Hands-On History ActivitiesThese practical activities give students the chance to do astheir forebears did by making utensils and foods common-ly used in early history. Each activity gives the student lit-tle-known facts and insights about that particular historicalperiod.

History Simulations and Problem SolvingThese activities provide situations for students to use critical thinking and other American history skills in simu-lated historical settings. These reenactment activities givestudents the experience of participating in the democraticprocess through debates, mock trials, voting, and politicalcampaigns.

Vocabulary ActivitiesThese review and reinforcement activities help students to master unfamiliar terms used in the student text. Theworksheets emphasize identification of word meaningsand provide visual and kinesthetic reinforcement of language skills.

Chapter Skills ActivitiesThese activities allow students to practice their critical think-ing and social studies skills with the information learned inthe student text and apply it to real world situations. Thesechapter-based activities will help students develop the basicskills needed to adapt to new situations and content.

Critical Thinking Skills ActivitiesThese activities help students develop their ability to interpret, compare, contrast, and assess information anduse it to analyze, make predictions, and reach logical andvalid judgements and conclusions. These high level think-ing activities are vitally important to a students ability tofunction in an ever-changing world.

Geography and History ActivitiesThese activities help students become familiar with mapskills and the role geography plays in history. Students willinterpret and analyze maps in relation to historical events.

Time Line ActivitiesTime lines are used to help students become aware ofchronology in major historical events. Comparative timelines allow students to see relationships among events indifferent regions of the country, among events in differentcountries, or among events on different continents.

Linking Past and Present ActivitiesBy recognizing the link between the past and the present,students will better understand the relevancy of history totheir lives. For example, exploring the changes in informa-tion technology from the printing press to computerizeddesktop publishing will help students realize the past is aprologue to what is present in todays world.

Primary Resource ReadingsThis booklet allows students to see history through theeyes of those who witnessed historic events, lived in his-toric periods, and participated in historic cultures. Eachreading is preceded by an interpretive paragraph and con-cludes with an engaging activity related to the primaryresource reading.

Guided Reading ActivitiesThese activities provide help for students who are havingdifficulty organizing the information found in the sections.Students fill in missing information in outlines and sentencecompletion activities and respond to short-answer questions.

Reteaching ActivitiesThese are a variety of activities designed to enable studentsto visualize the connections among facts in their textbookand major review concepts. Graphs, charts, and tables areamong the many types of graphic organizers used.

Enrichment ActivitiesThese activities introduce students to content that is differ-ent from, but related to, the themes, ideas, and informationin the student textbook. Enrichment activities help studentsdevelop a broader and deeper understanding of the con-cepts and ideas presented in the sections.

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Citizenship Activity 4: Serving on a Jury: A Civic Duty 1

Economics and History Activity 4: The Power of Steam 3

Cooperative Learning Activity 4: Election Campaign of 1796 5

American Literature Reading 4: Of Ghosts and Sailing Ships 7

Interdisciplinary Connection 4: History and and Language Arts 9

Hands-On History Activity 4: Water Wheeling 11

History Simulations and Problem Solving 4: The Louisiana Purchase 13

Unit 4 Resources

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Serving on a Jury: A Civic DutyWHY ITS IMPORTANT

What role do citizens play in courts? What does a jury do? What is theresponsibility of a juror? Who can be on a jury?

BACKGROUNDThe Seventh Amendment to the Constitution assures individuals the

right to a trial by jury. Juries in both federal and state courts are made up ofcitizens. Jurors are summoned, or called, for duty by mail. Jurors must bewilling to take time off from work and give up their free time. Jury duty isa citizens responsibility.

Juries are important because they give an individual accused of a crimean opportunity to be judged by several individuals with different view-points rather than by one person with one viewpoint. This process, guaran-teed by the United States Constitution, helps to keep trials fair and just.

QUESTIONS TO ASK

1. Why are juries important?

2. What qualities do you think a good juror should have?

3. Why is participating on a jury important?

4. Do you agree with this statement made by ChiefJustice John Jay in 1794: . . . juries are the bestjudges of facts. . . .? Why or why not?

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DID YOU KNOW?Today over 30 states use teen courts, or peercourts, to prosecuteteens for offenses suchas skipping school,underage drinking, andtraffic offenses. Teensserve as prosecution anddefense lawyers, thejury, and, in some cases,the judge. Verdicts fromthese courts are legallybinding, and sentencesusually involve commu-nity service.

Citizenship Activity 4

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YOUR TASKDesign a teen court for your school. Organize the court, deciding which

court roles teens will play, what types of cases will be heard, and how sen-tencing will be handled. Create a chart outlining your teen court.

Below are three models of teen courts.

HOW TO DO ITResearch teen courts. You can search the Internet or the library, write to

the judicial branch of a state that uses teen courts, or visit a teen court.Develop a model for your teen court. Use the diagram below of a court-

room to help you organize your court.

Prepare a mock trial. Use issues related to your school, such as vandal-ism, or disrespect of teachers or peers. After the trial, discuss what madethe trial fair, what problems occurred, and which model worked best.Then decide if teen courts are a good idea for your school.

FOLLOW-UP ACTIVITYInterview the clerk of courts or a judge. Discuss the civic responsibility

of jury duty. Here are some examples of questions you could ask: How is aperson chosen for jury duty? Are jurors paid for jury duty? How long domost juries spend on a trial?

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Citizenship Activity 4

Model A Model B Model Cdefense attorney judge judge

prosecution attorney defense attorney defense attorney

jury prosecution attorney prosecution attorney

jury

CLERK

Keeps record of proceedings

DEFENSE

Defends person

accused of committing a

crime

JURY

Hears and decides cases

PROSECUTION

Attempts to convince jury

that the person is guilty of the

crime

JUDGE

Assures that the trial is conducted fairly

Organization of a Courtroom

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The Power of SteamBACKGROUND

The American Revolution brought great changes to the lives of the peo-ple of the United States. The new government wrestled with the challeng-ing problems of a growing nation. Congress was forced to deal with newdemands in managing the economy of a large nation.

Along with the changes in government, another revolution was takingplace in the United Statesthe Industrial Revolution. The machines andinventions of the Industrial Revolution brought about new ways in howmany people worked and lived.

The Steam EngineThe early inventions required a mill to be located near a flowing river to

power the great gears that turned the machines. This all changed with theinvention of the steam engine, which was used to power machines. By1850 steam engines powered the textile and other industries. Steam loco-motives and steamships brought products from the farms to the peopleliving in the cities. Cities grew because people could live in the city, work,and buy their food and clothing.

The factories found in the cities looked toward a more efficient systemto produce goods. By the end of the1800s, the answer was foundtheassembly line. In an assembly line, goods move along a line while workersstay in one place doing the same job over and over. The product is fin-ished by the time it reaches the end of the assembly line. The assemblyline was a far more efficient system than the cottage industry previouslyused. In this system, one family would produce a product, working on thesame product from start to finish.

DIRECTIONS: Answer the following questions.1. Why did the steam engine eliminate the need for an industry to be

located near a water source?

2. How do you think the steam engine affected the growth of cities?

3. How did factories improve on the cottage industries used before?

Economics and History Activity 4

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The steam engine and the factoriesthat grew as the result of its powergave rise to a new labor force. Peopleworked long hours in dangerous situa-tions. Young children who might oth-erwise have labored in farm fields nowlabored at large machines. Movementfrom the farms to the city helped tomaintain an ever-growing labor force.The profits made from the labors ofcity workers were used to build newfactories. The number of United Statescities grew, and so did the economy.

DIRECTIONS: Use the graph to answerthe questions.4. Describe the pattern of cotton pro-

duction for the years 18001850.

5. How would you describe the pat-tern for the price of cotton for theyears 18001850?

6. What can be said about the price of cotton in relation to the amount of cotton produced?

CRITICAL THINKINGDrawing Conclusions How would you describe the impact of the invention of the steam engine on American society in the early 1800s?

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Economics and History Activity 4

2500

2000

1500

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BalesPrices

18001805181018151820182518301835184018451850

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Num

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Year

SOURCE: Historical Statistics of the United States,Department of Commerce.

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Cooperative Learning Activity 4

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Election Campaign of 1796

BACKGROUNDSince the early days of this country, candidates for political office have

expressed their opinions and tried to persuade others to adopt their view-points in political campaigns. In 1796 Thomas Jefferson and John Adams facedeach other in the presidential election. The issues they raised in that electioncampaign continue to be debated today.

GROUP DIRECTIONS1. Form two parties, Federalist and Republicans, and conduct the presidential

campaign of 1796 between Jefferson and Adams. 2. Use your textbook and the information in the shaded box below to help

you define the issues debated in the 1796 election.3. To spread your message

and persuade people tovote for your candidate,prepare campaignposters, buttons, slo-gans, speeches, banners,flyers, and debates.

4. Finish the campaignwith speeches for bothJefferson and Adams.Then hold a class voteto see who wins.

1796 Campaign Issues State government versus federal government National bank Interpretation of the United States Constitution Attitude toward Great Britain Attitude toward France

Cooperative Group Process1. Gather the members of your party to plot campaign strategy. Assign each group

member to find out your candidates position on one of the issues in this elec-tion. Select a campaign manager, a public relations or media director, speech-writers, and researchers.

2. Use information from Chapter 8 and other references to clarify your candidatesposition on the issue assigned to you. Write a short summary that can be usedin the campaign ahead.

3. From the information gathered individually, prepare a statement of your candi-dates views. Make sure each member of the group receives a copy of the state-ment. Use this statement to create campaign materials: buttons, slogans, songs,and so on.

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Cooperative Learning Activity 4

4. Work together as a group to write your candidates speech to close the campaign.

5. Conduct the presidential campaign, present the candidates speeches, and holdthe election.

Group Process Questions

What was the most important thing you learned about political campaigns dur-ing this activity?

What aspect of the campaign was the most difficult? How was it helpful for you to work together with other members of your party? What would you change next time to make this activity more successful?

1. Was the goal of the assignment clear at all times?

2. Was it easy to agree on campaign strategies?

3. Did all party members do their share of the work?

4. Were you pleased with your part in the campaign?

CHECKQuick

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American Literature Reading 4

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Of Ghosts and Sailing Ships

GUIDED READING As you read the selection, look for clues that tell youwhat is about to happen.

The Salem Ghost Shipretold by Frank Shay

We were all Salem men aboard the brig Neptune andwe were ending a sixteen months voyage on the short-est day of the year. Wed be home in Salem in time forChristmas. Salems a town that holds its peoplewherever they roam. . . . Theres an oldlegend that says no matter where hisbody dies, the spirit of a true Salem manalways returns.

Captain Abner Low had taken JackSomers and me along with him. . . .We had started out with the usualYankee cargo of rum, Lowell cottons,codfish, cheese, clocks, furniture, andshoes . . . and now we were return-ing, returning home to Salem, with a rich haul from Europe, Africa, and Asia. . . .

[The captain] instructed us inarithmetic and the simple problems ofnavigation. Our more practical education was in the hands of Sails, theelderly sailmaker. It was this character who taught us to knot, reeve[reduce the sail area to slow the ship], and splice, to hand, reef [to run arope through a hole in a block], and steer. . . . From old Sails we learnedthe lore of the sea, . . . Sails loved talking about the ghost ships. . . .

Even though we were sure Sails was pulling our legs, we loved hearingthe stories as much as he loved telling them. Before wed put the firstpatches on our sea breeches, we were sneaking peeks at the horizon, hoping to catch a glimpse of a phantom ship. We hadnt seen a one.

About the Selection Many sailors who left colonial ports to trade withother nations did not make the trip back home. Disease, storms, and faminewere just a few of the dangers that took sailors lives. Many of the legends thatarose about sea life helped people deal with their helplessness in the face oftragedies at sea. The following legend tells the story of a young sailors firstencounter with the Salem Ghost Ship on the last leg of the triangular trade.

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And now the trip was over. We were entering Salem Harbor. . . .Darkness had already fallen. Mr. Cates, the pilot, was beside me. Sailsstood with Jack just below. . . .

The pilot gave orders in his quiet voice, and I repeated them loud andstrong with the added sir. . . .

Ease her a bit to port, lad, said Mr. Cates.To port, sir! I snapped, and then two bells were struck. . . .I turned and looked aft. A great ship under full sail, four times the size

of the Neptune, was bearing down on us. For a moment I wondered whatmaniac was her master. Then, quickly, I threw the helm over hard to port,believing I could throw the brig over enough to ease a dead-on crash. Butthe wheel was taken roughly from my hands, and I was crowded off thegrating.

The wheel spun back to its old position, and Mr. Catess calm voicesaid, Steady, lad, steady!

I must have been cringing, waiting for the crash. Shell strike us star-board, I thought, and well find ourselves swimming for the Triangles, our ship at the bottom.

The crash didnt come. Lifting my head, I saw the giant vessel tackslightly and come along starboard, crowding us. . . . I thought I could seeher masts through her sails, as though they were cobwebs; I could see herstout frames through the hull. But she carried no cargo, there were no menin her focsle, and there was no one at her helm. And, as we all looked ather, she faded away, as though shed entered a dense fogbank.

Jack and I looked to each other and then to Sails. His jaw hung openand his eyes stared straight ahead, fixed on the now-vanished ship.

Its the Ghost Ship, Mr. Cates said in his quiet voice. A proper Salemman has died somewhere, and the ship is bringing his spirit home toSalem, home for Christmas.SOURCE: From Sea to Shining Sea. New York, Scholastic Inc., 1993.

DIRECTIONS: Recalling Facts Answer the following questions on a separate sheet of paper.1. What continents does the brig Neptune sail to in order to trade goods?2. How are boys trained to navigate?3. CRITICAL THINKING Why do you think the narrator refers to Sails as a character?4. How does the author foreshadow that the ship they will encounter is

a ghost ship?5. READER RESPONSE Think about ghost stories you have been told. How do

elements of this story compare to others that you have heard?

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American Literature Reading 4

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Interdisciplinary Connection 4

THE ENGLISH LANGUAGEThe English language is a blend of words

from many sources. Sometimes words comefrom another language. Tomato, potato,and chocolate, for example, originated asNative American words that became partof the English language. New technologyoften gives the language new words aswell. Words such as modem, byte, and soft-ware come from computer technology.

Sometimes a persons name becomes anew word, called an eponym. Creators ofnew inventions, for example, may find the invention named for them in either aflattering or critical way. Gerrymanderingis an example of a critical eponym.

THE GERRYMANDERThe word gerrymandering was formed

to name a practice first used in the UnitedStates by the Massachusetts legislature.According to the United States Constitution,a states population should determine thenumber of representatives in the House of

Representatives. The Constitution, how-ever, does not explain how districts are tobe divided within states.

Sometimes state legislators draw thedistrict lines with a self-serving purposein mind. In 1812 the Republican majorityin the Massachusetts legislature voted toredraw the lines between the states sena-torial districts. When they examined themap, they identified some areas withFederalist majorities. They then redrewthe lines so that most of the Federalistvoters would be concentrated within ahandful of districts. As a result, the Fed-eralist voters could not elect as manystate senators as before. Thus, the Rep-ublicans maintained a majority of seats in the state senate.

Newspaper editor Benjamin Russellnamed the practice. Russell noticed thatthe outline of one sprawling districtlooked like a salamander. Russellspaper showed the outline in a politicalcartoon, adding claws, wings, and ahead with fangs and a forked tongue.He called the district a Gerrymander. Theterm combined the word salamander withthe name of the Republican governor ofMassachusetts, Elbridge Gerry. Thoughthe legislature drew the districts, Gerrywas blamed.

GERRYMANDERS GO NATIONALOther states enthusiastically copied the

idea. They drew their own gerrymanders,or districts drawn to favor one party.

What happened to the man afterwhom this practice was named? In 1812,the same year the word gerrymander wascoined, James Madison was elected pres-ident of the United States. ElbridgeGerry became his vice president.

History and Language Arts

Gerrymander

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Interdisciplinary Connection 4

MAKING THE LANGUAGE ARTS CONNECTION

DIRECTIONS: Recalling Facts Use the reading to answer the questions.

1. Define gerrymandering.

2. Explain how the term gerrymandering came into use.

3. Divide State X below into three districts. Use three colors to divide it in a way thatmight cause more Democrats to be elected. Explain why more Democrats would

be elected to the State X senate based on your gerrymandering.

Voters in State X

x = 100 Republican Voters

= 100 Democratic Voters = 100 Independent Voters

4. Critical Thinking Requiring districts to have equal populations makes gerryman-dering more difficult. Suppose you wanted to write a law that would make it even

more difficult. What law could you suggest?

DIRECTIONS: Researching Conduct research to find other words, phrases, or terms made from peoples names.

Define each word or phrase you find. Identify the name from which it wasmade. Then explain the connection with the person whose name was used.Combine your words and their explanations with those of your classmates.List them in alphabetical order to create a Whats in a Name directory.

State X

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Hands-On History Activity 4

(continued)

Water WheelingWaterwheels change the energy of falling water into mechanical energy that

can be used for running machinery. Try to create a waterwheel to see howpeople harnessed the power of water.

BACKGROUNDWaterwheels once turned heavy millstones that ground grain into flour. The

turning mill wheel, through a series of gears, turned two large, flat stones thatcrushed the grain between them. The rotation pushed the flour to the edges.Waterwheels also provided power for blacksmiths, paper makers, andlumberyards.

In Europe water-wheels first appearedin early medieval times.In the mid-1800s, morethan 20,000 mills pow-ered by waterwheelsoperated in Englandalone.

FASCINATINGFACTS

MATERIALS 12 plastic cups,

3-oz size 2 plastic plates,

8 or 9 size 2 empty thread

spools masking tape,

1 wide scissors ruler dishpan 2 one-pound coffee

cans filled with stones

2 yardsticks 12 rubber bands water pitcher 18 piece of stiff

wire, a coat hanger will work

rubber cement pliers for wire

cutting one large, 3 nail 18 drill

21

Nail

Spool

Two platesglued bottomto bottom

Spools areglued to plates

3 oz plasticcups

Maskingtape

Plasticplates

12

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Hands-On History Activity 4

WHAT TO DOA. Nest the two plates together and

punch a hole through the center ofboth plates. Then use rubber cementto glue the plates together, bottom tobottom. Spread cement on one end ofeach spool, and glue one spool on eachplate, aligning the holes in the plateswith the holes in the spools. Push thelarge nail all the way through the holeswhile the cement dries (about 12 hour.)(See diagram 1) While you wait forthe cement to dry, build a stand forthe waterwheel. (See diagram 4)

B. Hold one of the yardsticks uprightagainst the outside of the rock-filledcoffee can and secure with 6 rubberbands. Repeat with the other yardstickand filled coffee can. Then place thecans on opposite sides of the dishpan.

C. Drill a 18 hole through each yardstick,about 7 above the top of the dishpan.

D. Straighten a wire coat hanger anduse the pliers to cut a length of wire 2 longer than the distance betweenthe two yardsticks.

E. When the cement has dried on theplates, tape each cup to the rim of thejoined plates with two 8 strips ofmasking tape, about 12 apart. Adjustslightly for even spacing. Remove thenail from the holes in the spools andplates. (See diagram 2)

F. Bend up 12 at one end of the the coathanger wire with the pliers. Insert thestraight end of the wire through theholes in the yardstick, the water-wheel, and then the other yardstick.Then bend up about 12 of the straightend to secure the waterwheel. (Seediagram 3)

G. Fill the pitcher with water. Slowly pourthe water over the waterwheel so thatwater fills each of the cups to make thewheel rotate. (See diagram 4)

A C T I V I T Y R E P O R T

Answer the following questions on a separate sheet of paper.1. Which part of the wheel should the water be pointed at? Why? 2. How could you make your waterwheel spin faster? Slower? 3. On a separate sheet of paper, draw a diagram with labels to explain how a

waterwheel works. Why do you think waterwheels are rarely used today?

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History Simulations and Problem Solving 4Teaching Strategy

The Louisiana Purchase

TopicThe purchase of the Louisiana Territory

from France and President ThomasJeffersons decision to go ahead with thepurchase

ObjectiveIn a group setting, the students will

explore the issues that decided Americaspurchase of the Louisiana Territory. Eachgroup will choose a member to act as anadviser to President Jefferson.

Materials

Reproduce the fact sheets on pages 15and 16 (one copy of each fact sheetper student).

Procedure1. Appoint one student to portray

Thomas Jefferson. This student will beresponsible for becoming familiar withthe issues on page 16.

2. Divide the class into six small groups.Each group will have to research oneof the issues on page 16.

3. Present the issues on the LouisianaPurchase. Tell students that they are togather as much information as possi-ble to guide President Jefferson in hisdecision making. Remind studentsthat the Constitution does not give thepresident the power to acquire newterritory for the United States.Students should come up with argu-ments for and against the presidentsassuming such power.

4. Give students one week to researchtheir topics. Then have them discusstheir findings in their groups in severalsessions, lasting about 15 minutes, inthe week before the simulation.

5. On the day of the simulation, have adesignated spokesperson from eachteam represent the team in a meetingwith the president. Remind each stu-dent that the goal is to present accu-rate information to support a point ofview with regard to the purchase. Thestudent playing President Jeffersonwill act as monitor. Display the mapof the Louisiana Territory for speakersto refer to during the discussion.

6. Allow a few minutes for the studentportraying President Jefferson to pres-ent a decision with regard to the pur-chase.

BackgroundThe Louisiana Purchase was met with

overwhelming popular enthusiasm. TheSenate agreed with President Jeffersonand ratified the treaty on October 20,1803. The Spanish gave up physicalpossession of Louisiana to France in aceremony at New Orleans on November30, 1803. In a second ceremony onDecember 20, 1803, the French turnedthe Louisiana Territory over to theUnited States. As a result of theLouisiana Purchase and other popularpolicies, Jefferson was overwhelminglyreelected in 1804.

(continued)

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History Simulations and Problem Solving 4Teaching Strategy

(continued)

Follow-UpOffering this simulation may open up

students understanding of how presidentsmake their decisions. Presidents holdregular cabinet meetings to discuss mattersthat require official actions such as nationalcrises, laws that must be made, andeconomic policy. Encourage discussion byasking students the following questions:

What were the principal issues the cab-inet had to consider when discussingthe North American Free TradeAgreement?

What positions might cabinet membershave taken with regard to sendingtroops to Bosnia?

What are some other current problemsthat will require presidential decisionmaking?

Critical ThinkingHave students think about the results of

their debate. Then have them answer thefollowing questions, either orally or in writing.

1. What do you think are the advantagesand disadvantages of a countrysadding new territory? Explain youranswer.

2. If the United States had an opportu-nity to purchase additional territorytoday, from Canada or Mexico, forexample, do you think most peoplewould favor or reject such an opportu-nity? Why do you think so?

Duplicate and distribute HistorySimulation 4 activity pages.

President Thomas Jefferson

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Hands-On History Lab ActivityHistory Simulations and Problem Solving 4


SITUATIONIn 1762 France surrendered Louisiana to Spain, but by the secret treaty of

San Ildefonso in 1800, the French regained the area. Napoleon Bonaparteenvisioned a great French empire in the New World, and he hoped to use the Mississippi River valley as a food and trade center to supply the island ofSaint Domingue, which was to be the heart of this empire. Recently there hasbeen a successful slave rebellion on Saint Domingue. Napoleon realizes thatthe island must be abandoned. Moreover, he needs funds to support his mili-tary ventures in Europe. He has offered to sell Louisiana to the United States.

President Thomas Jefferson is jubilant. At one stroke the United States candouble its size, an enormous tract of land can be opened to new settlement,and the free navigation of the Mississippi River can be assured.

PROBLEMThe United States Constitution does not specifically empower the federal

government to acquire new territory by treaty. President Jefferson has askedhis advisers to present arguments for and against the purchase of theLouisiana Territory.

Kentucky

SPANISH

SPANISH

BRITISH

Disputed betweenU.S. and Spain

1803-1819

Tennessee

LakeSuperior

PACIFIC OCEAN

Gulf of Mexico

Great Salt Lake

St. Louis

New Orleans

Santa Fe

MichiganTerritory

IndianaTerritory

MississippiTerritory

LouisianaTerritory

OregonCountry

Casc

ade

Rang

e

RockyM

ountains

Continental DivideSo

uthPlatte

R.Pla t te

R.

Arkansas R.

M issouri R.

Red R.

Colora

doR.

Yellowston

e R.

Sn a ke R .

RioGrande

Mississippi R.

Ohio R.

Colu m

bia

R.

LakeMichigan

NorthP latte R.

LakeHuron

0 250 500 miles

0 25 500 kilometers


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Hands-On History Lab ActivityHistory Simulations and Problem Solving 4

ISSUES

DIRECTIONS: As presidential advisers, you have been asked to consider the following questions related to the Louisiana Purchase. In order to givegood advice to the president, you need to understand the issues thor-oughly. Research the following issues, decide which position you willtake, and note your findings. Be sure you understand both sides of theargument so you may argue your side persuasively.

What is the importance of the Mississippi River as a transportation route for the

growing nation?

Why might the purchase be important for the future security of the United States?

Is it necessary to acquire land for United States settlers?

According to the United States Constitution, how might a president legally acquire

new territory?

What would need to be done in order to make the Louisiana Purchase permissible

within the framework of the Constitution?

What reasons might the Federalists have for opposing President Thomas

Jeffersons plan?

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Vocabulary Activity 8: A New Nation 18

Chapter Skills Activity 8: Reading a Flowchart 19

Critical Thinking Skills Activity 8: Determining Cause and Effect 21

Geography and History Activity 8: A New Nation 23

Time Line Activity 8: The Living Constitution (1789Present) 25

Linking Past and Present Activity 8: The City of Washington, D.C. 27

Primary Source Reading 8: Launching the New Government 29

Chapter 8 Resources

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Vocabulary Activity 8

DIRECTIONS: Understanding Definitions Select the term that answerseach question below. Write the correct term in the space provided.

national debt caucus speculator alienimpressment tariff nullify deportsedition bond cabinet partisan

1. What word was used to refer to President George Washingtons department

heads and the attorney general?

2. What is the amount of money a nations government owes? 3. What is a paper note that promises to repay money in a certain length of time?

4. Who is someone who risks money in order to make a larger profit?

5. What is a tax on imports? 6. What word refers to the British practice of forcing American sailors into the

service of the British navy?

7. What political term means favoring one side of an issue? 8. What is a meeting by members of a political party to choose candidates for

office?

9. What is someone called who lives in a country but is not a citizen? 10. What term refers to activities aimed at weakening established governments?

11. What term means to send out of the country?

12. What term means to overturn legally?

DIRECTIONS: Using Vocabulary Use each of the following termscorrectly in a complete sentence. Write the sentences on a separatesheet of paper.

inauguration precedent unconstitutionalneutrality implied powers states rights

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Chapter Skills Activity 8

Reading a FlowchartA flowchart can make a sequence of events or the steps in a process easy to

follow. To read a flowchart, look for numbers or arrows that indicate sequence.

DIRECTIONS: This flowchart shows the sequence of events in the conflict between the United States and France that led to undeclared war between the two nations.Analyze the information in the chart. Then answer the questions below.

1. What is the title of this flowchart? 2. What actions taken by the French eventually provoked armed conflict between

France and the United States?

3. What evidence is there that President Adams wanted to avoid war with France?

4. What did the United States do after its efforts to negotiate with France failed?

CRITICAL THINKING5. Analyzing Information What information from the chapter could you add to the

beginning of the flowchart?

Conflict Between the United States and France

French begin seizing American ships.

President John Adams sends negotiators to France.

French agents demand loan and bribe.

United States strengthens military forces.

United States and France engage in undeclared war.

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SOCIAL STUDIES OBJECTIVE: Analyze information by identifying cause-and-effect relationships

LEARNING THE SKILLWhen determining cause and effect, look for an event (the cause) that

makes something else happen (the effect). For example, when theAmerican colonists won the Revolutionary War, the British lost a largepart of their landholdings in North America. The loss of the war was thecause that resulted in the effect of the loss of large British landholdings onthe continent.

APPLYING THE SKILLDIRECTIONS: Read each passage and fill in both the cause and the effect onthe lines below it.1. Americans had long feared strong governments. They had fought a revolution to

throw off one and did not want to replace it with another. Some people thoughtthe new Constitution needed to include specific statements guaranteeing personalliberties. In December 1791, ten amendments protecting essential rights wereadded to the Constitution. They became known as the Bill of Rights.

Cause Effect

______________________________ ______________________________

______________________________ ______________________________

2. In 1790 Secretary of the Treasury Alexander Hamilton proposed that the new gov-ernment pay off the millions of dollars of debt owed by the states to other nationsand individuals. Southern states opposed this plan because they owed much lessmoney than Northern states did. To win support for this plan with Southernstates, Hamilton agreed to support a proposal from Virginia and Maryland tolocate the new national capital in the South.

Cause Effect

______________________________ ______________________________

______________________________ ______________________________

3. Britain and France went to war in 1793. President Washington hoped that theUnited States would remain neutral and issued the Proclamation of Neutrality.But several hundred Americans volunteered to serve on French ships thatseized British vessels and stole their cargoes. The outraged British then seizedAmerican merchant ships trading with the French and forced their crews intothe British navy.

Cause Effect

______________________________ ______________________________

______________________________ ______________________________

Critical Thinking Skills Activity 8 Determining Cause and Effect

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PRACTICING THE SKILLDIRECTIONS: Each statement below is a cause. In the blank at the left, writethe letter that best describes the effect.

1. President Washington did not seek a third term as president.A. John Adams sought a third term.B. Most later presidents served no more than two terms as well.C. Washington then became vice president.D. Congress amended the Constitution after Washington left office to

prevent a president from serving more than two terms.

2. There were opposing ideas about how the government should function in the new nation.A. The United States Constitution was ratified.B. George Washington fired his cabinet.C. The United States went to war with Britain.D. Political parties formed in the United States.

3. There were increasing questions about the loyalty of aliens andimmigrants in the United States during the late 1790s.A. The Alien and Sedition Acts were passed.B. The United States added more states.C. The United States made immigrants leave the country.D. President John Adams resigned.

4. There was a split in the Federalist Party of John Adams before the election of 1800.A. John Adams easily won reelection.B. The prospects improved for the Republican Party to win

the presidency.C. The Federalists were stronger than ever.D. The Federalist Party was outlawed.

Critical Thinking Skills Activity 8 Determining Cause and Effect

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GEOGRAPHY AND HISTORY ACTIVITY 8

DIRECTIONS: Write your answers to questions 16 on the map. You mayabbreviate if you wish.1. Location In the early years of the republic, the United States had con-

flicts with two northern European countries. Color each country a dif-ferent color and write the countrys name in the correct location.

2. Label the capital cities of the two countries you identified on the map.

What is the approximate distance between these two cities? 3. Write the names of the two other important European capital cities

whose locations are shown by dots on the map. Identify the countriesin which they are found.

4. Draw a line between New York and the capital of the European islandcountry you labeled earlier. Use the map scale to estimate the distancebetween the two cities. If a sailing ship traveled 100 miles (160 kilome-ters) a day, about how many days would it have taken to travelbetween the two cities?

distance = ; travel time = 5. Another European country made important settlements in and around

New York City in the early colonial years. Draw a circle around thiscountry and write the letters AC (for American colonies) within the circle.

6. Circle the southern European country that also established earlycolonies in what is now the southern part of the United States.

ATLANTICOCEAN

AFRICA

N

E

S

W

0

0 1,000 2,000 kilometers

1,000 2,000 miles

The United States and Europe

Mediterranean Sea

New York City

ICELAND

GREENLAND

UNITEDSTATES

CANADA EUROPE

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Time Line Activity 8

The Living Constitution (1789Present)

DIRECTIONS: Read the following background information. Then examine thetime line. Use what you learn to answer the questions.

AM

END

ING

THE

CON

STIT

UTIO

NBa

ckgr

ound

His

tori

ans

refe

r to

the

Uni

ted

Sta

tes

Con

stit

utio

n as

a

livin

g d

ocum

ent

beca

use

the

Fram

ers

of th

eC

onst

itut

ion

incl

uded

prov

isio

ns f

or a

men

dm

ents

.A

men

dm

ents

mak

e sl

ight

chan

ges

in o

r ad

dit

ions

to th

eC

onst

itut

ion.

The

Fra

mer

sho

ped

that

am

end

men

tsw

ould

allo

w th

e pe

ople

toim

prov

e th

e C

onst

itut

ion

whi

le k

eepi

ng it

s ba

sic

idea

sin

tact

.

1.In

wha

t yea

r w

as th

e B

illof

Rig

hts

add

ed to

the

Con

stit

utio

n?

2.W

hat t

hree

am

end

men

ts,

rati

fied

aft

er th

e C

ivil

War

,gu

aran

teed

equ

al r

ight

sfo

r A

fric

an A

mer

ican

s?

3.H

ow m

any

year

s pa

ssed

betw

een

guar

ante

eing

Afr

ican

Am

eric

an m

ales

the

righ

t to

vote

and

gran

ting

wom

an s

uffr

age?

4.W

hat i

s th

e on

ly a

men

d-

men

t des

igne

d to

rep

eal

an e

arlie

r am

end

men

t?

5.W

hat d

id th

e Tw

enty

-se

cond

Am

end

men

t mak

eco

nsti

tuti

onal

law

?

6.W

hat d

id th

e m

ost r

ecen

tam

end

men

t on

this

tim

elin

e ch

ange

?

AM

END

MEN

TS I

X, X

IV, X

IX, X

XII,

XXVI

AM

END

MEN

TS X

III,

XV, X

VIII

, XXI

1865

Thirt

eent

h A

men

dmen

tpr

ohib

its sl

aver

y

1868

Four

teen

thA

men

dmen

t gu

aran

tees

all

citiz

ens

equa

l pro

tect

ion

1951

Twen

ty-s

econ

d A

men

dmen

tlim

its p

resid

ent t

o tw

o te

rms i

n of

fice

1971

Twen

ty-s

ixth

am

endm

ent

chan

ges v

otin

g ag

e fro

m 2

1 to

18

1920

Nin

etee

nth

Am

endm

ent e

xten

ds th

erig

ht to

vot

e to

wom

en

1933

Twen

ty-fi

rst A

men

dmen

tre

peal

s Pro

hibi

tion

Am

endm

ent

1870

Fifte

enth

Am

endm

ent g

uara

ntee

sal

l mal

es th

e rig

ht to

vot

e19

19Ei

ghte

enth

Am

endm

ent p

rohi

bits

man

ufac

ture

, sal

e, an

d tra

nspo

rtatio

n of

liqu

or

1791

Firs

t 10

amen

dmen

tsgu

aran

tee

basi

crig

hts

179

018

3018

7019

10P

rese

nt19

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Linking Pastand Present Activity 8

The City of Washington, D.C.

Major Pierre-CharlesLEnfant was a well-known French engineer

and architect when President GeorgeWashington appointed him to designthe United States capital in 1791. Hesurged ahead with an ambitious planthat included grand plazas, publicsquares, and parks connected by wideboulevards. LEnfant, aided by AfricanAmerican Benjamin Banneker and oth-ers, did much of this work withoutauthorization from hissuperiors. By 1792President Washingtondismissed him.LEnfants planswere set aside.

In 1901 theMcMillan ParkCommissionrevivedLEnfants plans.Washingtonsstreets are laid outlike the spokes ofwheels. The WhiteHouse is at the center ofone wheel; the Capitol isat the center of the other.

Life has changed sinceLEnfant designed a cityin the wilderness more

than 200 years ago. Hundreds of thou-sands of people live in the area. In 1800about 3,000 people lived in Washington,D.C.; today it is home to more than600,000 people. Every year thousands ofpeople visit the capital. To many, the cityis a monument to the ability ofAmericans to govern themselves.

Instead ofhorses, peoplenow ride intrains, cars,planes, and sub-ways. With thedevelopment ofthe automobile,

highways andexpresswayswere built to

handle themassive

amount of trafficto, from, and through

the nations capital. In 1976the capitals subway system

began service. One of the Metrostations is LEnfant Plaza.

T H E N N O W

DIRECTIONS: Recalling Facts Answer the questions below on a separate sheet of paper.1. Why did President Washington hire Pierre-Charles LEnfant?2. Why was LEnfant dismissed from his job?3. Drawing Conclusions How have changes in transportation affected city planning?4. Determining Cause and Effect Why do people place so much importance on

Washington, D.C.?5. Making Inferences Why do you think the founders of the United States wanted

the capital to be so grand?

CapitolLatitude . . . . . . . . . 39Longitude . . . . . . . . 77

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Primary Source Reading 8

Launching the New GovernmentInterpreting the Source This song may have first been sung during the

presidential election of 1796 to the tune of Yankee Doodle. As you read, think about how the singers may have sounded as they expressed their beliefs in song.

DOCUMENT-BASED QUESTIONSDIRECTIONS: Answer the following questions on a separate sheet of paper.1. What is the main idea expressed in this song?2. What are some words to describe the mood of this song?3. What song today reminds you most of this one? Explain why you think

they are similar.

DIRECTIONS: Creating a Poster Create a poster to encour-age American voters to exercise their right to vote or to reg-ister to vote if they have not done so. Include catchy

slogans, appropriate drawings, and patriotic symbols. Display yourposter in the classroom.

SOURCE: The Right of Free Elections. In Songs, Odes, and Other Poems on National Subjects, compiled by Wm. McCarty,Philadelphia, 1842. Reprinted in The Annals of America, Vol. 3, Encyclopdia Britannica, 1968.

While some on rights, and some on wrongs,Prefer their own reflections,

The peoples right demands our songsThe right of free elections.

For government and orders sake,And laws important sections,

We should support, and pleasure takeIn frequent free elections.

Our agricultural interest, marts,And mercantile connections,

With manufactures, science, arts,Must thrive by free elections.

To thwart the schemes of factious bands,Who for us plan subjections,

The cause of liberty demandsOur votes at all elections.

Should enemies beset us round,Of foreign, fierce complexions;

Undaunted we will stand our ground,Upheld by free elections.

Well never from our duty swerve,Let who will make objections;

But while we live, unchanged preserveThe freedom of elections.

The Right of Free Elections

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Guided Reading Activity 8-1: The First President 32

Guided Reading Activity 8-2: Early Challenges 33

Guided Reading Activity 8-3: The First Political Parties 34

Reteaching Activity 8-1: The First President 35

Reteaching Activity 8-2: Early Challenges 36

Reteaching Activity 8-3: The First Political Parties 37

Enrichment Activity 8-1: What is an American? 39

Enrichment Activity 8-2: Give Me Liberty! 40

Enrichment Activity 8-3: Monticello 41

Chapter 8 Section Resources

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Guided Reading Activity 8-1

DIRECTIONS: Recalling the Facts Use the information in your textbook toanswer the questions. Use another sheet of paper if necessary.1. When and where was George Washington inaugurated as president?

2. Who was the first vice president? 3. Why were people willing to trust Washington as president?

4. What executive departments were set up by Congress in 1789?

5. Who was the first head of the department described below?

a) handled relations with other nations

b) dealt with financial matters

c) provided for the nations defense6. How was the presidents authority over the executive branch established?

7. What did Congress establish with the Judiciary Act of 1789?

8. Who was the first chief justice of the United States?

9. What was the Bill of Rights?

10. When was the Bill of Rights added to the Constitution?

11. What are bonds?12. Why did the South object to Alexander Hamiltons plan to repay the bonds?

13. How did Hamilton win the support of the South?

14. Between which two states was the new capital district located? 15. What were three other proposals Hamilton made to build a strong economy?

16. Why did Thomas Jefferson and James Madison oppose Hamiltons economicprogram?

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DIRECTIONS: Filling in the Blanks Use your textbook to fill in the blanksusing the words in the box. Use another sheet of paper if necessary.

Battle of Fallen Timbers Wabash River South farmers

Proclamation of Neutrality Appalachians British Spanish

manufacturers and merchants political parties Jays Treaty whiskey

President George Washington foreign affairs impressment

Treaty of Greenville Whiskey Rebellion

The Whiskey Rebellion

The (1) in western Pennsylvania objected to paying a special tax on

(2) . An armed protest called the (3) was crushed by an army led

by (4) .

Struggle Over the West

George Washington hoped that treaties with Native Americans would lessen the

influence of the (5) and the (6) , but American settlers ignored the

treaties. Fighting broke out and more than 600 American troops died in a battle by

the (7) . In 1794 the British governor of Canada urged Native Americans to

destroy American settlements west of the (8) . In August 1794, General

Anthony Wayne defeated Shawnee leader Blue Jacket and his warriors at the

(9) . Native American nations agreed to sign the (10) , which opened

most of Ohio to white settlement.

Problems With Europe

Americans in the (11) tended to side with France, while (12) who

traded with Great Britain, favored Great Britain. On April 22, 1793, Washington issued

a (13) that prohibited American citizens from fighting in the war between

Great Britain and France. Few Americans supported (14) with the British

because it did not deal with (15) or British interference with American trade.

Washingtons Farewell

Washington considered the growth of (16) a danger to the country. In his

Farewell Address, he attacked entanglements in (17) .

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DIRECTIONS: Outlining Locate the heading in your textbook. Then use theinformation under the heading to help you write each answer. Useanother sheet of paper if necessary.I. Opposing Views

A. IntroductionWhich two cabinet members often took opposing sides of issues?

B. Political Parties Emerge1. By the 1790s to whom was the word Federalist applied?

2. Which two leaders organized people into the Republican Party?C. Views of the ConstitutionWhich party believed in a strict interpretation

of the Constitution? D. The Peoples RoleWho did the Federalists think should hold public office?

E. Washingtons DilemmaWhat did Washington hope would happen betweenJefferson and Hamilton?

F. The Election of 1796What were the results of the presidential election of 1796?

II. President John Adams

A. The XYZ Affair1. How did the French punish the United States for signing Jays Treaty with

Great Britain?2. How did John Adams respond to the story about three French agents who

demanded a bribe and a loan for France?

3. How did Congress prepare for war with France?

B. Alien and Sedition ActsIn what year were the Alien and Sedition Acts passed?

C. Domestic and Foreign Affairs1. According to the Kentucky and Virginia Resolutions, what rights did the

states have? 2. What were the political results of Adamss decision to seek peace

with France?

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Reteaching Activity 8-1

1. New York City

2. John Adams

3. Thomas Jefferson

4. Alexander Hamilton

5. Henry Knox

6. Edmund Randolph

7. cabinet

8. JudiciaryAct of 1789

9. John Jay

10. Bill of Rights

11. national debt

12. bonds

13. speculators

14. Washington, D.C.

15. tariffs

COLUMN BCOLUMN A

DIRECTIONS: Matching Match each item in Column A with its correspondingitem in Column B. Write the correct letters in the blanks.

DIRECTIONS: Essay Answer the following questions on a separate sheet of paper.16. What three departments of the executive branch were set up by Congress

in 1789 and what responsibility was given to each department?17. What happened to the bonds issued to American citizens by the American

government during the Revolutionary War? Why did people opposeAlexander Hamiltons plan to pay off the bonds?

A. first secretary of war B. executive branch department heads

and the attorney generalC. first 10 amendments to the Constitution

guaranteeing personal liberties D. people who risk money to make a

larger profit E. the temporary capital of the United

States in 1789 F. the amount the nations government

owesG. first secretary of state H. special district designated to be the

new nations capitalI. first attorney generalJ. first vice president of the United States K. taxes on importsL. first secretary of the treasury M. established federal court system N. paper notes promising to repay money

in a certain length of time O. first chief justice of the United States

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DIRECTIONS: Organizing Facts Complete the diagram bywriting the letters of the words from the Fact Bank in thecorrect boxes.

FACT BANK

A. Edmond GentB. influenced American foreign policyC. Battle of Fallen TimbersD. Treaty of GreenvilleE. Jays TreatyF. attacks on tax collectorsG. avoid permanent alliances

H. impressment of American citizensI. General Arthur St. ClairJ. government responds with show

of forceK. observe good faith and justice

toward all nationsL. Proclamation of NeutralityM. Shawnee chief Blue Jacket

DIRECTIONS: Essay Answer the following questions on a separate sheet of paper.1. Why was Pinckneys Treaty significant to the United States?2. Why were some Americans unhappy with Jays Treaty?

The New Nation Faces Early ChallengesWestern French and

Whiskey Rebellion United States British Relations Washingtons Farewell

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DIRECTIONS: Organizing Facts The numbered items are related to the first political parties. Write the number of each item in the appropriate section of the chart.

FACT BANK

1. small Southern farmers2. Alexander Hamilton3. strict interpretation of the

Constitution4. British alliance5. French alliance6. New Englanders7. Thomas Jefferson8. implied powers of the federal

government9. rule by educated property

owners

10. strong state governments11. rule by ordinary citizens12. favored banking and shipping

interests13. James Madison14. wealthy Southern plantation

owners15. strong central government16. urban workers in Mid-Atlantic

states17. Alien and Sedition Acts18. Kentucky and Virginia Resolutions

The First Political PartiesFederalist Republican

Political Leaders

Policies/Laws

Public Supporters

DIRECTIONS: Essay Answer the following question on a separate sheet of paper.Explain why the administration that took office on March 4, 1797, had a Federalist president and a Republican vice president.

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Enrichment Activity 8-1

What is an American?In the late 1700s St. Jean de Crvecoeur, a Frenchman who had lived for

many years in the United States, published essays about being an American.Read these excerpts from his essay What Is an American?

DIRECTIONS: Analyzing Primary Sources Write one or more sentences toexplain what St. Jean de Crvecoeur states or suggests about each topiclisted below.

1. Government in the United States

2. Land in the United States

3. Work in the United States

4. Ethnic Backgrounds of Americans

5. The Injustices Left Behind in Europe

6. The Duration of Freedom in the United States

DIRECTIONS: Writing a Speech Pick one of the topics thatCrvecoeur discusses in his essay. Think about how todays

Americans are similar to or different from those that Crvecoeur described inthe 1700s. Then prepare a short speech for your class in which you define whatan American is today.

. . . We have no princes, for whom we toil, starve, and bleed: we are the most perfectsociety now existing in the world. Here man is free as he ought to be; nor is this pleasingequality so transitory as many others are. Many ages will not see the shores of our greatlakes replenished with inland nations, nor the unknown bounds of North America entirelypeopled. Who can tell how far it extends? Who can tell the millions of men whom it willfeed and contain? . . .

. . . I could point out to you a family whose grandfather was an Englishman, whosewife was Dutch, whose son married a French woman, and whose present four sons havenow four wives of different nations. He is an American, who, leaving behind him all hisancient prejudices and manners, receives new ones from the new mode of life he hasembraced. . . . The American is a new man, who acts upon new principles; he must there-fore entertain new ideas, and form new opinions. From involuntary idleness, servile [lowly]dependence, penury [poverty], and useless labour, he has passed to toils of a very differ-ent nature, rewarded by ample subsistencethis is an American.

SOURCE: The American Tradition in Literature, Sculley Bradley, Richard Coom Beatty, and E. Hudson Long, ed.W. W. Norton & Co., Inc. New York.

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Give Me Liberty!Since liberty is an abstract noun, it can mean different things to people.

As shown by the American Revolution and the French Revolution, theway to gain liberty can vary, too.

DIRECTIONS: Making Inferences Study the two political cartoons. List allthe items and actions used as symbols in each cartoon and what you thinkeach one stands for. Use another sheet of paper if necessary.

DIRECTIONS: Drawing a Flag Think about what liberty meansto you. Then create a flag that symbolizes liberty. Include a

key with a brief explanation to help others understand the symbols on your flag.

Interpreting Symbols

American Liberty French Liberty

Symbol What it stands for Symbol What it stands for

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Enrichment Activity 8-3

MonticelloThomas Jefferson

spent more than 50years designing and re-designing Monticello,which had three stories,Greek columns and thefirst dome in an Ameri-can home. The drawingto the right showsJeffersons original first-floor plan and the addi-tions to the first floormade over the years.

DIRECTIONS: Inter-preting a Floor PlanStudy the floor planand answer thefollowing questions.

1. From what direction would you enter to reach the entrance hall?

2. What was unique about the room sizes, shapes, and functions?

3. What exterior, or outside, design features are suggested? 4. In what ways is the design of the first floor symmetrical (balanced)? Describe one

design feature that is not symmetrical.

5. What features were added to the design after 1771? 6. Jeffersons bed was placed between his bedroom and his cabinet. What does that

suggest about the use of Jeffersons cabinet? 7. Why do the west and east porticos show large stairways, but the north and south

entrances do not?

DIRECTIONS: Designing a Floor Plan Imagine that you and apartner are able to design and build a home that is similar in size

to Monticello. Think about how houses and their uses have changed since ThomasJefferson designed Monticellothe need for a garage or a television viewing area, for example. Then draw a design for your modern-day Monticello.

Monticello

Stairs

Stairs

Stairs

original homeadditions

Stairs

Stairs

Stairs

NorthTerrace

SouthTerrace

Parlor

West Portico

East Portico

SouthSquareRoom N

orth

Squa

reRo

om

Nor

thO

ctag

onal

Room

Tea

Room

Libr

ary

SouthPiazza

orGreen-house

Entrance Hall

Jeffe

rson

sC

abin

et DiningRoom

Jeffe

rson

sB

edro

om

NorthPiazza

Columns

Columns

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Vocabulary Activity 9: The Jefferson Era 43

Chapter Skills Activity 9: Writing a Journal 45

Critical Thinking Skills Activity 9: Analyzing Primary Sources 47

Geography and History Activity 9: The Jefferson Era 49

Time Line Activity 9:Exploring the Louisiana Territory and Other Developments 51

Linking Past and Present Activity 9: The Mississippi River 53

Primary Source Reading 9:Building a Native American Confederation 55

Chapter 9 Resources

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Vocabulary Activity 9

DIRECTIONS: Crossword Puzzle Complete the crossword puzzle byspelling out the term defined by each clue.

laissez-faire impressment secede privateerneutral rights embargo customs duties frigatejudicial review nationalism tribute

ACROSS3. taxes on foreign

imported goods4. the practice of forcing

people into service5. warship7. French term that means

let people do as theychoose

8. prohibits trade withanother country

9. armed private ship11. withdraw from a group

DOWN1. the right of the Supreme

Court to rule on acts byother branches ofgovernment

2. the right to sail the seasand not take sides

6. pride in ones country10. protection money

1

4

5

7

6

8

9

11

10

2

3

DIRECTIONS:Writing ExplanationsExplain the meaning of the proper nouns by answering the questions. Write your answers on a separate sheet of paper.12. What were Conestoga wagons? Why were they important to settlers?13. The War Hawks were not fighting birds. What were the War Hawks?

How did they get their name?

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Chapter Skills Activity 9

Writing a JournalIn a history journal, you can record your reactions to events taking place

around you or to people and events that you have read about. Sometimes,asking yourself questions and exploring your own reactions can help youunderstand historical events or situations better.

DIRECTIONS: The first verse of The Star-Spangled Banner appears below.Review the section in your textbook that explains the circumstances that ledFrancis Scott Key to write this poem. Then explore your response to the poemby completing the chart.

The Star-Spangled BannerUnfamiliar words and their meanings Important images in poem

Why you think the poem became the national anthem Your feelings and thoughts about poem

Oh! say, can you see, by the dawns early light,What so proudly we hailed at the twilights last gleaming?Whose broad stripes and bright stars thro the perilous fight,Oer the ramparts we watched were so gallantly streaming?And the rockets red glare, the bombs bursting in air,Gave proof thro the night that our flag was still there.Oh! say, does that star-spangled banner yet waveOer the land of the free and the home of the brave?

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SOCIAL STUDIES OBJECTIVE: Locate and use primary and secondary sources to acquire information about the United States

LEARNING THE SKILLA primary source is a document, such as a letter, newspaper, book,

or pamphlet, which was written during a certain period in the past.Historians use primary sources to learn about the past. When you look ata primary source, think about who is writing the document and what itspurpose is. This can help you better understand the meaning of the text.

The object of your mission is to explore the Missouri River, & such principal streamsof it, as, by its course & communication with the waters of the Pacific Ocean . . . mayoffer the most direct and practicable water communication across the continent forthe purposes of commerce. . . . Other objects worthy of notice will be the soil & faceof the country, its growth & vegetable productions . . . the animals of the countrygenerally, & especially those not known in the U.S. . . . You will also endeavor tomake yourself acquainted . . . with the names of the [Native American] nations andtheir numbers; the extent & limits of their possessions; their relations with othertribes. . . . If a few of their influential chiefs . . . wish to visit with us, arrange such a visit with them, and furnish them with authority to call on our officers.

SOURCE: From a letter from President Thomas Jefferson to Meriwether Lewis and William Clark before their expedition to explore the Louisiana Territory between 1804 and 1806.

APPLYING THE SKILLDIRECTIONS: Use the passage to answer the following questions.1. Why did Jefferson write this letter to Lewis and Clark?

2. What seems to be Jeffersons main concern in exploring the new territory? Why would this be a concern?

3. Does the passage suggest that Jefferson and others in the United Statesgovernment already had some knowledge of the new LouisianaTerritory? Explain your answer.

Critical Thinking Skills Activity 9 Analyzing Primary Sources

(continued)

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4. Does Jefferson think the Louisiana Territory is already inhabited? How do you know?

5. What is Jeffersons attitude toward Native Americans in the letter?Explain your answer.

PRACTICING THE SKILLDIRECTIONS: In the blank at the left, write the letter of the choice that bestanswers the question.

1. In his letter, which of the following does Jefferson tell Lewis and Clark to report on?A. railroads C. plants and animalsB. art D. climate

2. Why did Jefferson tell Lewis and Clark to explore the Missouri River? A. It flows westward and might link to the Pacific.B. No one had ever seen it before.C. It was not included in the Louisiana Purchase.D. Jefferson wanted to live on the river.

3. Why would Jefferson want Lewis and Clark to report on plant life andsoil in Louisiana?A. Jefferson thought Lewis and Clark needed a list of things

to keep them busy.B. Jefferson wanted to obtain soil from Louisiana to grow his plants.C. Jefferson thought the area might not have plant life or soil.D. Jefferson wanted to know if the land was fertile and what types

of crops might grow there.

4. Which of the following sources would give you additional firsthandinformation about Lewis and Clarks journey?A. Lewiss letter accepting Jeffersons appointment to make the journey.B. Jeffersons memoirs on writing the Declaration of Independence.C. Newspaper articles announcing the start of the Lewis and

Clark expedition.D. Journals kept by others traveling with the Lewis and Clark expedition.

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Critical Thinking Skills Activity 9 Analyzing Primary Sources

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GEOGRAPHY AND HISTORY ACTIVITY 9

DIRECTIONS: Write your answers to questions 16 on the map. You mayabbreviate if you wish.1. Label the Louisiana Purchase and Spanish Territory on the map.2. Label the route of Meriwether Lewis and William Clark. Then label the

river they followed to the Rocky Mountains.3. Location Use the map scale to estimate the distance between Fort

Clatsop near the Pacific Ocean and St. Louis. Draw a line betweenthese two points and write the distance along the line.

4. Explain why Lewis and Clark traveled a route that was longer than the

straight-line distance.

5. Write Zebulon Pikes name along each of the two routes of his expeditions.6. Label the two states that bordered the Louisiana Territory on the east.

yyyy

yyyy

yyyy

yyyy

QQQ

QQQ

QQQ

Spanish FloridaSpanish FloridaSpanish Florida

CANADALake

Superior

PACIFIC OCEAN

Gulf of Mexico

St. Louis

MichiganTerritory

IndianaTerritory

MississippiTerritory

OregonCountry

ROC

KYM

OUNTAINS

LakeMichigan

PIKES PEAK

LakeHuron

Ohio

Georgia

Va.

S.C.

0

0 300 kilometers

300 miles

N

E

S

W

The Louisiana Purchase, 18031807

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Time Line Activity 9

Exploring the Louisiana Territory and Other Developments

DIRECTIONS: Complete the time line by entering the events occurringbetween 1804 and 1806 in the appropriate spaces.

Back

grou

ndT

he U

nite

d S

tate

s pu

rcha

sed

Lou

isia

na f

rom

Fra

nce

in18

03. T

he f

ollo

win

g ye

ar,

Mer

iwet

her

Lew

is a

ndW

illia

m C

lark

led

an

expe

dit

ion

from

St.

Lou

is,

Mis

sour

i, to

the

Paci

fic

Oce

an, t

o pr

ovid

e Pr

esid

ent

Tho

mas

Jeff

erso

n w

ith

info

r-m

atio

n ab

out t

hese

land

s.M

eanw

hile

oth

er e

vent

s w

ere

occu

rrin

g el

sew

here

and

arou

nd th

e w

orld

.

EXPL

ORI

NG

In

May

180

4 L

ewis

and

Cla

rk le

ave

from

St.

Lou

is.

L

ewis

and

Cla

rk c

ross

the

Roc

ky M

ount

ains

inO

ctob

er 1

805.

T

he f

ollo

win

g m

onth

,L

ewis

and

Cla

rk r

each

th

e Pa

cifi

c O

cean

.

Lew

is a

nd C

lark

ret

urn

toSt

. Lou

is, S

epte

mbe

r 18

06.

In

Nov

embe

r 18

06 Z

ebul

onPi

ke f

irst

see

s Pi

kes

Peak

.

EVEN

TS E

LSEW

HER

E

The

isla

nd o

f H

aiti

isd

ecla

red

ind

epen

den

t in

Janu

ary

1804

.

Nap

oleo

n na

mes

him

self

empe

ror

of F

ranc

e in

may

1804

.

In J

une

1805

a tr

eaty

end

sth

e w

ar b

etw

een

the

Uni

ted

Sta

tes

and

Tri

poli.

N

apol

eon

s br

othe

r, Jo

seph

Bon

apar

te, i

s pr

ocla

imed

king

of

Nap

les

in M

arch

1806

.

EXP

LOR

ING

WES

T O

F TH

E M

ISSI

SSIP

PI

EVEN

TS O

CCU

RR

ING

ELS

EWH

ERE

Jan.

180

4Ju

ne 1

804

Jan.

180

5Ju

ne 1

805

Jan.

180

6Ju

ne 1

806

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Linking Pastand Present Activity 9

DIRECTIONS: Completing a Chart The commerce of riverscan create important cities. Using the chart below, list

rivers that flow through your part of the country. What are some of the citiesthat can be found along the rivers? Do research to discover the type of com-merce that contributes to each citys economic stability and growth. How doesthe river affect this economic activity?

DIRECTIONS: Making a Map Using the data you collected in the chart,trace a map that shows one or more of the rivers you have listed. Markthe locations of the cities. How important are those cities to your area?How essential are the rivers to your area?

The Mississippi River

The Mississippi River,the longest river in theUnited States, is 2,340

miles (3,766 km) long. It runs from north-western Minnesota south into the Gulfof Mexico. No wonder Native Americanscalled it Mississippibig river.

Long before the Louisiana Territorycame under French control, Native Amer-icans navigated the Mississippi River incanoes. French traders also used canoes.

Before the Louisiana Purchase, theMississippi River formed the westernborder of the United States. The rivermoved crops and materials to the Gulfof Mexico.

As trade flourished, towns grew upalong

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American Republic