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Chapter 6 Resources

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TEACHING TRANSPARENCIESTEACHING TRANSPARENCIESWhy It Matters ChapterTransparency 6

W hy It Matters 6The President’s Cabinet Chapter

APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTEnrichment Activity 6

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★ Enrichment Activity 6 ★★

A Farewell WarningGeorge Washington’s Farewell Address,

carefully prepared with the aid of AlexanderHamilton, was published in September1796, a few months before Washington left

office. In his address, he issued warnings to the American people, including severaldealing with the country’s relations withforeign powers.

★ ★

1. What is Washington’s message to the American people in this excerpt?

2. How does the excerpt show the influence of Alexander Hamilton?

3. How might foreign powers pose a threat to the United States if this warning is notheeded?

4. GO A STEP FURTHER ➤ George Washington was a leader. On a separate sheet of paper,describe the characteristics of strong leadership. Give specific examples of how Washingtondemonstrated these characteristics. Think of a person today that demonstrates these samecharacteristics and is considered a leader. Write a paragraph describing this person’s lead-ership abilities.

★ ★

Questions to Consider

DIRECTIONS: Read the following excerpt from Washington’s Farewell Address. Then answerthe questions that follow.

. . . [I]nveterate antipathies against particular nations and passionate attachments for others should beexcluded; and that in place of them just and amicable feelings towards all should be cultivated. . . .

So likewise a passionate attachment of one Nation for another produces a variety of evils.—Sympathyfor the favorite nation, facilitating the illusion of an imaginary common interest in cases where no realcommon interest exists, and infusing into one the enmities of the other, betrays the former into a partici-pation in the quarrels and wars of the latter, without adequate inducement or justification. . . .

The unity of Government which constitutes you one people, is also now dear to you.—It is justly so;—for it is a main Pillar in the edifice of your real independence; the support of your tranquility at home; yourpeace abroad; of your safety; of your prosperity; of that very Liberty, which you so highly prize.— But as it iseasy to foresee, that from different causes, and from different quarters, much pains will be taken, manyartifices employed, to weaken in your minds the conviction of this truth;— as this is the point in your politi-cal fortress against which the batteries of internal and external enemies will be most constantly andactively (though often covertly and insidiously) directed, it is of infinite moment, that you should properlyestimate the immense value of your national Union to your collective and individual happiness.

Linking Past and PresentActivity 6

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As plans for a new capitalcity proceeded, the governmentheld a competition to choose abuilder for the “President’s

House” at 1600 Pennsylvania Avenue. Nine architectssubmitted plans. The winner was Irish-born architectJames Hoban. He modeled the design on the meetingplace of the Irish Parliament in Dublin, Ireland.

Construction began in 1792, with the laying of thecornerstone. Although George Washington watchedthe construction, he never lived there. John Adamswas the first to occupy the White House. His familymoved in a few months before his term ended in1800. Only 6 rooms of the building were finished.Abigail Adams had to dry the family’s laundry in theEast Room, because the swampy land around thebuilding did not provide a good drying yard.

In 1814, during the War of 1812, the British burnedthe White House, gutting the interior. Hoban rebuilt itaccording to the original design. This time, the stonewalls were painted white.

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Linking Past and Present Activity 6

The President’s HouseThe year 2000 marked the

200th anniversary of the WhiteHouse. It has served as thehome of every president except

George Washington. The building has undergonemany renovations. By 1948 the building was badly inneed of repair. Through most of his term, HarryTruman lived across the street while the interior wasrebuilt. In the 1960s, Jacqueline Kennedy restored theinterior in the original styles of the 1800s. Through thebuilding’s many changes, however, the original exte-rior stone walls have remained the same.

Today the president’s home has 6 floors, 7 stair-cases, 132 rooms, 32 bathrooms, 28 fireplaces, 147windows, 412 doors, and 3 elevators. Five rooms onthe first floor are open for public tours. The StateDining Room can serve 140 dinner guests. TheodoreRoosevelt once hung a moose head over the fireplace.The Red Room, draped in red satin, was DollyMadison’s music room. The Blue Room, furnished byJames Monroe, holds the White House Christmas treeduring the holiday season. Thomas Jefferson had thewalls of the Green Room covered in green silk. TheEast Room is the largest room in the White House.Theodore Roosevelt held wrestling matches there.Before the terrorist attacks in September 2001 stoppedthe tours, an average of 6,000 people toured theserooms each day.

The president’s family lives on the second floor.The family can now enjoy a private bowling alley,swimming pool, and movie theater.

N O W

CRITICAL THINKING

Directions: Answer the questions below on a separate sheet of paper.

1. Making Judgments Do you think that allowing the public to tour the White House is agood practice? Explain.

2. Sequencing Events Using the dates in the reading, create a time line of the history of the“President’s House.”

3. Making Inferences What functions does the White House serve?

BlueRoom

Corridor

GreenRoom

1702Vestibule

FamilyDiningRoom

StateDiningRoom

RedRoom

1836East Room

First or main floor of the White House

Primary Source Reading 6

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Primary Source Reading 6-1 ★ ★ ★ ★ ★ ★

(continued)

Amendment ICongress shall make no law respecting an establishment of religion, or prohibiting

the free exercise thereof; or abridging the freedom of speech, or of the press; or theright of the people peaceably to assemble, and to petition the Government for aredress of grievances.

Amendment IIA well regulated Militia, being necessary to the security of a free State, the right of

the people to keep and bear Arms, shall not be infringed.

Amendment IIINo Soldier shall, in time of peace be quartered in any house, without the consent

of the Owner, nor in time of war, but in a manner to be prescribed by law.

Amendment IVThe right of the people to be secure in their persons, houses, papers, and effects,

against unreasonable searches and seizures, shall not be violated, and no Warrantsshall issue, but upon probable cause, supported by Oath or affirmation, and particu-larly describing the place to be searched, and the persons or things to be seized.

Amendment VNo person shall be held for a capital, or otherwise infamous crime, unless on a

presentment or indictment of a Grand Jury, except in cases arising in the land ornaval forces, or in the Militia, when in actual service in time of War or public danger;nor shall any person be subject for the same offense to be twice put in jeopardy of

A Federalist Promise FulfilledAbout the SelectionAs expressed in the Preamble to the

Constitution, the purposes of a federal gov-ernment are to “. . . form a more perfectUnion, establish Justice, insure domesticTranquility, provide for the commondefense, promote the general Welfare, andsecure the Blessings of Liberty to ourselvesand our Posterity. . . .” Despite these noblegoals, Antifederalists were afraid that a federal government would harm individ-ual, regional, and state liberties. One wayFederalists responded to this fear, and ulti-mately procured the necessary votes to ratify the Constitution, was to promise to

★

Reader’s Dictionary

abridging: limitingcompensation: paymentredress: correction

add amendments listing rights that wouldprotect individuals and states from federalpower—the Bill of Rights.

GUIDED READING As you read, think about what life would

be like without these protections. Thenanswer the questions that follow.

★ ★

The following standards are covered in Chapter 6:Section 1 I Culture: C, DSection 2 X Civic Ideals and Practices: C, E, F, G, HSection 3 VI Power, Authority, and Governance: B, C, E, ISection 4 IV Individual Development and Identity: C, D, H

Meeting NCSS Standards Local Standards

Time Line Activity 6

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The Lewis and Clark ExpeditionIn March 1804, Lewis and Clark attended ceremonies in St. Louis that formallytransferred the Louisiana Territory from France to the United States. Two months

later, Lewis and Clark, along with nearly four dozen other men, set off from St. Louis on theirexpedition to explore the western territory. They traveled in a large keelboat up the Missouri River.

In August, the first official council between representatives of the United States and westernNative Americans occurred north of present-day Omaha, Nebraska. In November, CaptainsLewis and Clark hired a French Canadian fur trader named Charbonneau and his wife,Sacagawea, as interpreters and guides. Sacagawea helped guide the expedition to her people,the Shoshones, who lived at the headwaters of the Missouri.

In April 1805, the captains dispatched a large keelboat and about a dozen men back down-river. The boat was filled with Indian artifacts, animal skins and skeletons, and live animals.These specimens were intended for Thomas Jefferson. The shipment reached Jefferson in Augustat the same time that Lewis was ascending the final ridge toward the Continental Divide. Whenhe reached the summit, he expected to find a vast plain, but instead saw only more mountains.

In September, the exhausted and starved expedition emerged from the mountains and wasbefriended by the Nez Percé, who fed them salmon and taught them how to make new canoes.In November, Lewis and Clark arrived at the Pacific coast. They had traveled over 4,000 miles.

After wintering in Oregon, the homesick group began the journey home in March 1806. InJuly, the group stopped near present-day Billings, Montana, where Clark inscribed his name andthe date on a rock. In September, the weary expedition arrived in St. Louis.

DIRECTIONS: Use the information to complete a time line about the Lewis and Clark expedition.

Time Line Activity 6★

1804 1805 1806 1807

Critical Thinking SkillsActivity 6

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LEARNING THE SKILLOriginal records of events made by people who saw or lived through what is

being described are called primary sources. Examples include legal documents, letters,autobiographies, diaries, and photos. Studying such sources can help you gain anaccurate understanding of an event, although you may not necessarily get a completepicture. Two eyewitnesses of an event, for example, might report the incident differ-ently. You must consider the reliability of primary sources.

Use the following guidelines to help you interpret a primary source:

• Examine the source’s origin to determine if it is a primary source.

• Analyze the data and summarize the main ideas.

• Consider the author’s personal beliefs and attitudes.

• Interpret the material in your own words.

PRACTICING THE SKILLDIRECTIONS: Read the introduction and excerpt below from the Treaty of Greenville (1795),in which twelve Native American nations agreed to cede to the United States large tracts ofland in the Northwest Territory. Then answer the questions that follow.

To prevent any misunderstanding about the Indian lands relinquished [released] by the UnitedStates in the fourth article, it is now explicitly declared, that the meaning of that relinquishment isthis: the Indian tribes who have a right to those lands, are quietly to enjoy them, hunting, planting,and dwelling thereon, so long as they please, without any molestation [disturbance] from theUnited States; but when those tribes, or any of them, shall be disposed to sell their lands, or anypart of them, they are to be sold only to the United States; and until such sale, the United Stateswill protect all the said Indian tribes in the quiet enjoyment of their lands against all citizens of theUnited States, and against all other white persons who intrude upon the same. And the said Indiantribes again acknowledge themselves to be under the protection of the said United States, and noother power whatever.

1. How do you know the Treaty of Greenville is a primary source?

2. What are the main ideas of the excerpt? Summarize them in your own words.

3. Do you think this excerpt gives an accurate picture of relations between the U.S. govern-ment and Native Americans in 1795? Explain.

Critical Thinking Skills Activity 6 Interpreting a Primary Source

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTReteaching Activity 6

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Reteaching Activity 6★

Federalists and Republicans, 1789–1816

The new U.S. government faced the challenge of organizing itself. National debate contin-ued over financial, judicial, diplomatic, and domestic policies.

DIRECTIONS: The following events or acts occurred during the terms of the first four presi-dents. Write the numbers under the appropriate president and identify the main Americanindividual(s) or group(s) directly involved in that event. An example is provided.

1. Enacted the unpopular Alien and Sedition Acts

2. British invaded the capital; burned the White House andCapitol.

3. Marbury v. Madison strengthened authority of SupremeCourt.

4. Federalists and Democratic-Republicans—the first politicalparties—formed, dividing the country regionally.

5. Declared war on Britain; goal was to conquer Canada

6. Judiciary Act of 1801; appointed “midnight judges”

7. Pinckney’s Treaty gained the right to navigate theMississippi.

8. “Corps of Discovery” extended U.S. claim to Oregon Territory.

9. National anthem penned from the deck of a British ship.

10. Bill of Rights amendments to the Constitution were ratified.

11. Louisiana Purchase doubled the size of the United States.

12. XYZ Affair ultimately led to the Quasi-War with France.

13. Assembled Native American confederacy, which collapsedafter his death at the battle of the Thames River

14. Proposed a national bank that could provide national cur-rency, collect taxes, and regulate trade

15. Promoted agrarianism as leader of the Democratic-Republicans

16. Created the Departments of State, Treasury, and War, andthe Office of the Attorney General; established federal courtsystem

17. Future president who emerged as a national hero at Battleof New Orleans

18. Tried to avoid war by passing Embargo Act of 1807, whichhalted trade with Europe

GEORGE WASHINGTON16. Congress, Jeffferson, Hamil-

ton, Knox, Randolph

JOHN ADAMS

THOMAS JEFFERSON

JAMES MADISON

Vocabulary Activity 6

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Federalists and Republicans, 1789–1816

DIRECTIONS: Unscramble the terms in the left column. Choose the term that best fits eachdescription in the right column. Write the letter of the correct term in the space provided.Then answer the questions at the bottom of the page.

Vocabulary Activity 6★

1. a person living in a country who is not yet a citizen

2. the Supreme Court’s power to decide whetherlaws passed by Congress are constitutional

3. government note that is repaid with interest

4. government ban on trade with other countries

5. loyalty and devotion to a nation

6. group of advisers to the president

7. policy between countries ensuring fair tradingpractices

8. forcing people into military service

9. person who risks money in hopes of a financialprofit

10. incitement to rebellion

11. members of Congress during Madison’s presi-dency who pressed for war with Britain

12. philosophy that agriculture and owning land isthe backbone of the economy

A. iimsaaarrgn

B. oauelsptrc

C. dobn

D. speemmisrtn

E. slaintmoani

F. leani

G. raw shwak

H. entidiso

I. bromgea

J. nactebi

K. clauidji wveeri

L. stmo-drvfaeo nnoiat

13. Explain the difference between enumerated powers and implied powers in theConstitution. What issue in the late 1700s sparked a heated debate about such powers?

14. What rights over the federal government did interposition and nullification give states?

Graphic Organizer 6

Graphic Organizer 6: Table or MatrixCopyright © by The McGraw-Hill Companies, Inc.

L2 L2 L2 L3 L2

L1 L1 L2 L2

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Chapter 6 Resources

The following videotape program is available from Glencoe as a supplement to Chapter 6:

• Lewis and Clark (ISBN 1-56-501592-4)

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

R

ASSESSMENT AND EVALUATION

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramAmerican History Primary Source Documents Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks™ CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2The American Vision Video ProgramAmerican Music: Hits Through HistoryAmerican Music: Cultural Traditions

MULTIMEDIAMULTIMEDIA

Chapter 6 Test Form B

Chapter 6 Test Form A

ExamView® Pro Testmaker CD-ROM

Standardized Test SkillsPractice Workbook Activity 6

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DIRECTIONS: Matching Match each department of government listed below to thepeople who first headed them as shown in the diagram. Write the correct letters fromthe diagram in the blanks. (4 points each)

1. Supreme Court

2. Department of State

3. Office of the Attorney General

4. Department of the Treasury

5. Department of War

DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

6. stood for the rights of states over the power of the federalgovernment

7. supporters tended to be in the South and West

8. supporters tended to be in the Northeast

9. led by Thomas Jefferson

10. led by Alexander Hamilton

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence oranswers each question. Write the letter in the blank. (4 points each)

11. The Bill of Rights that went into effect in 1791 had amendments.A. eight C. twelveB. ten D. fourteen

12. In 1789, to raise money to operate, the new federal governmentA. imposed a tariff. C. issued bonds.B. imposed an income tax. D. imposed a sales tax on all purchases.

13. The war between Britain and France put President Washington in adifficult position becauseA. he opposed going to war, but most Americans wanted to support Britain.B. he opposed going to war, but most Americans wanted to support France.C. a treaty required the United States to help defend France’s colonies in the

Caribbean.D. a treaty required the United States to help defend Britain’s colonies in the

Caribbean.

Name �� Date �� Class ��

Score★ ScoreChapter 6 Test, Form A

(continued)

Federalists and Republicans

Column B

A. Federalists

B. Democratic-Republicans

AThomas

Jefferson

BAlexanderHamilton C

HenryKnox

DEdmund

Randolph

EJohn Jay

FederalBureaucracy

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. Some items will be used more than once.(4 points each)

Column A

1. enabled American troops to recover Detroit

2. British and Canadian forces stopped an American attackfrom the east

3. made Andrew Jackson a national hero

4. the British set fire to both the White House and the Capital

5. ended the war

6. when word arrived of the American victory in this battle,the British and Americans agreed to end the war

7. helped to destroy the Federalist Party

8. Americans used cotton bales from nearby fields to absorbBritish bullets

9. the British bombarded Fort McHenry throughout the night

10. defeat that caused the British to retreat to Montreal

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence oranswers each question. Write the letter in the blank. (4 points each)

11. The last amendment in the Bill of Rights states thatA. the people have other rights that are not listed.B. the people have the right to bear arms.C. powers not given to the federal government are reserved for the states.D. the people have the right to life, liberty, and the pursuit of happiness.

12. Paper notes promising to repay money after a certain length of time withinterest are calledA. stocks. C. bank notes.B. tariffs. D. bonds.

13. Some leaders opposed the Bank of the United States because they believedA. the Constitution did not give the federal government the power to create a bank.B. the paper money issued by the bank would soon become worthless.C. Southern planters would own most of the stock because only they could afford it.D. the Constitution expressly forbade the federal government from creating a bank.


Score★ ScoreChapter 6 Test, Form B

(continued)

Federalists and Republicans

Column B

A. Battle of New Orleans

B. Treaty of Ghent

C. battle on Lake Erie

D. Battle of theThames River

E. raid onWashington, D.C.

F. Battle of Stony Creek

G. Battle of LakeChamplain

H. raid on Baltimore

Name __________________________________ Date ____________________ Class ____________

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Social Studies Objective: The student will analyze information by making inferences.

Using diagrams, charts, and other data sources requires careful reasoning skills. Sometimes youhave to draw conclusions based on the evidence in a source. This is known as making an inference.Making an inference involves combining the limited facts at hand and your general knowledge toform a reasonable conclusion.

★ Practicing the SkillRead the paragraph below. Complete the activity that follows.

ACTIVITY 6Making Inferences

★ Learning to Make InferencesUse the following guidelines to help you make accurate inferences.

• Observe the key features and details of thesource.

• Decide what general topic is being presentedor illustrated.

• Review what you already know about thetopic.

• Use logic and common sense to form aconclusion about the topic.

• If possible, find specific information thatproves or disproves your inference.

Standardized Test Practice

Despite general distrust of political parties,toward the end of Washington’s second term aspresident, Americans began to divide intoopposing groups and formed factions, as politicalparties were then called.

One group, or party, came to be called theFederalists. They generally supported the policiesof Alexander Hamilton and stood for a vigorousfederal government. They admired Britain becauseof its stability and distrusted France because of theviolent changes following the French Revolution.Federalist policies tended to favor manufacturingand trade, and their strongest support came frommerchants, bankers, urban workers, and farmers inthe East who benefited from trade.

Opposition to the Federalists becameorganized in the early 1790s. Thomas Jeffersonand James Madison were the leaders of this anti-Federalist party, which came to be called theRepublicans, or the Democratic-Republicans.

The Republicans wanted to leave as much poweras possible to the state governments. They fearedthat a strong federal government would endangerpeople’s liberties. They supported the French and condemned what they regarded as theWashington administration’s pro-British policies.Republican policies appealed to the rural Southand West.

The Federalists also favored a looseinterpretation of the Constitution. In other words,they believed that the federal government hadimplied powers that were not specificallymentioned in the Constitution. Hamilton used theidea of implied powers to justify a national bank.The Republicans disagreed. They believed in astrict interpretation of the Constitution. In theirview, unless the Constitution specifically men-tioned government powers in a particular area, the government had no authority to act.

The Formation of Political Parties

Performance AssessmentActivities and Rubrics 6


Use with Chapter 6

The Lewis and Clark Expedition

BACKGROUNDAfter his election, Thomas Jefferson set a new style for the presidency. Jefferson

believed that George Washington and John Adams had acted too much like royalty,and he tried to create a less formal style. Jefferson rode horseback instead of travelingin carriages, and he preferred to entertain at intimate dinners around a circular tableinstead of having formal receptions. Jefferson, who was a strong supporter of states’rights, hoped to limit the scope of the federal government. He began paying off thegovernment debt, and he cut government spending. Jefferson did away with allexcise taxes and, instead of a standing army, he planned to rely on local militia. Oneof Jefferson’s strongest beliefs was that a republic could only survive if most of thepeople were farmers who owned their own land. This belief led him to support theidea of expanding the country farther west.

In 1803 the United States bought Louisiana from France. Even before Louisianabecame a part of the United States, though, Jefferson asked Congress to fund a secretexpedition into the Louisiana Territory to trace the Missouri River and find a route tothe Pacific Ocean. After Congress approved the expedition, Jefferson choseMeriwether Lewis and William Clark to lead it. In 1804 the expedition headed west.Along the way they met Sacagawea, a Shoshone woman who joined the expedition asa guide and interpreter. The expedition found a path through the Rocky Mountainsand eventually traced the Columbia River to the Pacific Ocean. The expedition notonly greatly increased American knowledge of the Louisiana Territory, but it alsogave the United States a claim to the Oregon Territory along the coast.

TASKYou are going to write a magazine article on the Lewis and Clark expedition. Your

article should discuss the purpose of the expedition, the members of the expedition,the route the expedition took, interesting facts concerning the expedition, and theresults of the expedition. Your article will be published in a history magazine.

AUDIENCEYour audience is readers of the magazine.

PURPOSEThe purpose of this activity is to inform readers about the Lewis and Clark expe-

dition and to create an article worthy of publication.

PROCEDURES

1. Gather information on the Lewis and Clark expedition. Consult as many differentresources as you can. You may look for personal accounts and other historicalinformation in the library. Include as much information as possible on Sacagaweaand her role in the expedition.

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★ Performance Assessment Activity 6

HISTORY

Use our Web site for additional resources. All essential content is cov-ered in the Student Edition.

You and your students can visit tav.glencoe.com, the Web site compan-ion to the American Vision. This innovative integration of electronicand print media offers your students a wealth of opportunities. Thestudent text directs students to the Web site for the following options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.

The following Spanish language materials are available:

• Spanish Reading Essentials and Study Guide• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

SPANISH RESOURCESSPANISH RESOURCES

L2 L2 L2 L1/ELL

http://tav.glencoe.com

http://www.aande.com

http://www.historychannel.com

208C

Chapter 6 Resources

SECTION 1Washington and Congress1. Explain Alexander Hamilton’s eco-

nomic initiatives.2. Discuss the growing tensions

between the nation’s political parties.

SECTION 2Partisan Politics1. Discuss the rising tensions between

Western settlers and NativeAmericans.

2. Explain the importance ofWashington’s Farewell Address.

SECTION 3Jefferson in Office1. Evaluate the changing role of the

Supreme Court.2. Discuss the events leading to the

Louisiana Purchase.

SECTION 4The War of 18121. Describe why the United States

declared war on Britain, and discussthe major campaigns of the war.

2. List the results of the Treaty of Ghent.

Assign the Chapter 6 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

*Also Available in Spanish

SECTION RESOURCES

Reproducible Lesson Plan 6–1Daily Lecture and Discussion Notes 6–1Guided Reading Activity 6–1*Section Quiz 6–1*Reading Essentials and Study Guide 6–1*Performance Assessment Activities andRubrics


Reproducible Lesson Plan 6–3Daily Lecture and Discussion Notes 6–3Guided Reading Activity 6–3*Section Quiz 6–3*Reading Essentials and Study Guide 6–3*Performance Assessment Activities andRubricsInterpreting Political CartoonsSupreme Court Case Studies


Daily Focus Skills Transparency 6–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

Daily Focus Skills Transparency 6–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

Daily Focus Skills Transparency 6–3American Art & ArchitectureInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

Daily Focus Skills Transparency 6–4Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROM*Presentation Plus! CD-ROMSkillbuilder Interactive Workbook, Level 2TeacherWorks™ CD-ROMVocabulary PuzzleMaker CD-ROMAudio Program

208D

Teacher’s Corner

The following articles relate to this chapter.

• “Ghost Ships from the War of 1812: Hamilton andScourge,” March 1983

• “L’Enfant’s Washington,” August 1991• “Lewis and Clark,” October 1998• “Old Ironsides,” June 1997

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

NATIONAL GEOGRAPHIC SOCIETYPRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• 1600 Pennsylvania Avenue: The White House (Book andVideo Set)

• Wall Maps: Laminated North America Political• Washington, D.C. (Video)

Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL

Chapter 6 Resources

Activities that are suited to use within the blockscheduling framework are identified by:

Vince PompoVernon-Verona-Sherrill High School Verona, NY

Influence of the American Revolution on the French Revolution: A SlideshowThis activity requires students to create aPowerPoint® slideshow that demonstrates the con-nection between the American and FrenchRevolutions. The students must draw upon informa-tion from several primary sources and insert imagestaken from clip art, the Internet, or scanned pictures.Students can also create and insert charts, graphs,and tables.

Give them the following outline as a guide:

• 1st slide: Title slide• 5–8 slides on causes of the French Revolution• 4–6 slides on influence of American Revolution• 2–4 slides on similarities and differences between

revolutions• Last slide: Summary

As a way to recognize exemplary work, award prizesfor Most Accurate Slide Show, Best Use of Images,and Most Original Design.

From the Classroom of…

• American Music: Cultural Traditions• American Art & Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the High School Social Studies Classroom

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)• Dinah Zike’s High School American History Reading and

Study Skills Foldables

ADDITIONAL RESOURCES FROM GLENCOE

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSIn addition to the Differentiated Instruction strategies foundin each section, the following resources are also suitable foryour special needs students:

• ExamView® Pro Testmaker CD-ROM allows teachers totailor tests by reducing answer choices.

• The Audio Program includes the entire narrative of thestudent edition so that less proficient readers can listen tothe words as they read them.

• The Reading Essentials and Study Guide provides thesame content as the student edition but is written twograde levels below the textbook.

http://www.nationalgeographic.com

▲

208

Federalists andRepublicans 1789–1816

1789• Washington

electedpresident 1794

• Jay’s Treaty signed

1793• Louis XVI guillotined

during FrenchRevolution

1794• Polish rebellion

suppressed byRussians 1800

• Beethoven’s Symphonyno. 1 written

1798• Alien and Sedition

Acts introduced

Why It MattersIn the first government under the Constitution, important new institutions included the cabinet, a

system of federal courts, and a national bank. Political parties gradually developed from thedifferent views of citizens in the Northeast, West, and South. The new government faced special

challenges in foreign affairs, including the War of 1812 with Great Britain.

The Impact TodayDuring this period, fundamental policies of American government came into being.

• Politicians set important precedents for the national government and for relations between thefederal and state governments. For example, the idea of a presidential cabinet originated with

George Washington and has been followed by every president since that time• President Washington’s caution against foreign involvement powerfully influenced American

foreign policy.

The American Vision Video The Chapter 6 video, “The Battle of New Orleans,” focuses on this important event of the War of 1812.

▲

▼

▲

▼1805• British navy wins

Battle of Trafalgar

▼▼

1790 1797 1804

Washington1789–1797

J. Adams1797–1801

Jefferson1801–1809

1803• Louisiana Purchase doubles

size of the nation

▲▲

1804• Lewis and Clark begin

to explore and mapLouisiana Territory

208

Why It Matters Activity

Have students look at the time line onpages 208 and 209 and choose the eventthat they think is most significant.Students should evaluate their answersafter they have completed the chapter.

IntroducingCHAPTER 6Introducing

CHAPTER 6

Refer to Activity 6 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

MJ

The American VisionVideo ProgramTo learn more about the War of 1812,have students view the Chapter 6video, “The Battle of New Orleans,”from the American Vision VideoProgram.

Available in DVD and VHS

MindJogger VideoquizUse the MindJogger Videoquiz topreview Chapter 6 content.

Available in VHS

PURPOSE FOR READING

Carousel brainstorming is a motivating activity to generate background knowledge on a topic. Italso works very well as a review. Divide the class into eight groups of three to four students. Giveeach group a sheet of paper and colored markers (one color per student). Assign the first fourpresidents to the groups, with two groups for each president. Instruct one student in each group towrite down with a marker a fact that they know about their president. Then, have the next studentin the group add another item, using a different colored marker. This process continues until eachstudent in the group has listed at least two or three items. Display the sheets in the classroom.After you have completed the chapter, have students add new information they learned, usingmarkers with additional colors. L1

209

1807• Embargo Act blocks

American trade withBritain and France

1812• Napoleon’s invasion

and retreat from Russia

1816• Argentina declares

independence

HISTORY

Chapter OverviewVisit the American VisionWeb site at tav.glencoe.comand click on ChapterOverviews—Chapter 6 topreview chapter information.

Painter and President by J.L.G. Ferris

▲

1811• Battle of Tippecanoe

fought against Tecumsehand his confederacy

▲

1812• United States declares

war on Britain

1814• Hartford Convention meets

• Treaty of Ghent signed▲ ▲

▼1808• Source of the Ganges

River discovered

▼ ▼

1811 1818

Madison1809–1817

IntroducingCHAPTER 6Introducing

CHAPTER 6

More About the Art

Images of George Washingtonabound. Early paintings and sculp-tures tended to make him a regal,unapproachable figure. As time pro-gressed, his image was used commer-cially and by the mid-1800s, artistshad made Washington a more humanfigure. Artists in the late 1800s andearly 1900s returned Washington to alofty pedestal during the ColonialRevival Movement. Artists included inthe Colonial Revival Movementinclude J.L.G. Ferris (1863–1930),Norman Rockwell, and N.C. Wyeth.

Have students select an event from thetime lines on pages 208–209, 210, 215,221, and 228. Ask students to read thecorresponding portion of the chapterto identify the cause(s) and effect(s) ofthe event. Call on volunteers to createa “human” time line in the front of theclass and present findings of theirevents.

HISTORY

Introduce students to chapter content and key terms by havingthem access the Chapter 6Overview at tav.glencoe.com.

Organizing Information Have students create a graphic organizer similar to the one shown belowto explain strategies employed by the United States and Britain during the War of 1812. (A. InvadeCanada. B. Raid coastal cities. C. Isolate New England. D. Seize New Orleans)

GRAPHIC ORGANIZER ACTIVITYGRAPHIC ORGANIZER ACTIVITY

U.S. StrategiesA British Strategies

B

C

D

Dinah Zike’s Foldables are three-dimensional, interactive graphicorganizers that help students practice basic writing skills, reviewkey vocabulary terms, and identifymain ideas. Have students completethe foldable activity in the DinahZike’s Reading and Study SkillsFoldables booklet.

209

AHSGE III-1A, III-3A; COS Gr.10:6



1789George Washingtonelected president

210 CHAPTER 6 Federalists and Republicans

✦1795

Washington andCongress

Main IdeaWith the adoption of the new Constitution,Americans and their leaders had to estab-lish a central government to deal effectivelywith the challenges facing the new nation.

Key Terms and Namescabinet, Tariff of 1789, bond, speculator,enumerated powers, implied powers,Bank of the United States, WhiskeyRebellion, agrarianism

Reading StrategyOrganizing As you read about how theleaders of the United States established acentral government, complete a graphicorganizer similar to the one below byindicating the tasks completed byCongress.

Reading Objectives• Explain Alexander Hamilton’s economic

initiatives.• Discuss the growing tensions between

the nation’s political parties.

Section ThemeCulture and Traditions GeorgeWashington helped define the office ofthe American presidency.

✦1793

1791First Bank of the UnitedStates chartered

1792Washington reelectedpresident

1794Whiskey Rebellion quelled inwestern Pennsylvania

Creating a New GovernmentThe Philadelphia Convention had given the nation a new Constitution. Washington’s

task, and the task facing the newly elected Congress, was to take the words of theConstitution and turn them into an effective government for the United States.

Tasks of Congress

✦1789 ✦1791

On April 6, 1789, the ballots of the presidential electors were officially counted in the new UnitedStates Senate. As expected, George Washington became the first president of the United States underthe new Constitution. Americans everywhere greeted the news with great joy, but Washingtonremained unexcited. Calling his election “the event which I have long dreaded,” Washingtondescribed his feelings as “not unlike those of a culprit who is going to the place of his execution.”

Although Washington had high hopes for the new Constitution, he did not know if it would work asintended. “I am . . . [bringing] the voice of the people and a good name of my own on this voyage; butwhat returns will be made of them, Heaven alone can foretell.” Despite his doubts and frustrationswith the “ten thousand embarrassments, perplexities and troubles of the presidency,” the newpresident retained his faith in the American people. He explained that “nothing but harmony,honesty, industry and frugality are necessary to make us a great and happy people. . . . We aresurrounded by the blessings of nature.”

—adapted from Washington: The Indispensable Man

210

1 FOCUSSection OverviewThis section focuses on establish-ing a central government for thenew nation.

CHAPTER 6Section 1, 210–214CHAPTER 6

Section 1, 210–214

Project transparency and havestudents answer the question.

Drawing Conclusions

DAILY FOCUS SKILLS TRANSPARENCY 6-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: CTeacher Tip: Students should consider why GeorgeWashington’s specific qualifications were especiallyimportant to Congress at that time.

UNIT

2Chapter 6

GEORGE WASHINGTON – FIRST PRESIDENT

On September 13, 1788, the Confederation Congress passed a resolution that set the dates for the presidential election and the first meeting of Congress. By April 6, 1789, enough Congressmen had assembled to begin preliminary business. George Washington was the only well-known public figure who was both uncontroversial and of sufficient stature to assume the presidency. The electors sent by the states chose Washington unanimously.

Directions: Read the text at leftand answer the following question.

Why was George Washingtonthe best choice for thenation’s first president?

A Washington asked for the job.

B Washington was the youngestcandidate.

C Washington was uncontrover-sial and well known.

D Washington was the best-educated candidate.

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 6–1

Guide to Reading

Answers to Graphic: Tasks ofCongress: organized government bycreating departments; organized judi-cial branch; adopted the Bill of Rights;financed government by imposingtariff and tonnage; created nationalbank; accepted debt of ConfederationCongress at face value to establishability to borrow money

Preteaching VocabularyHave students skim Section 1 to gleanthe meaning or significance of eachof the Key Terms and Names.

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 6–1• Daily Lecture and Discussion Notes 6–1• Guided Reading Activity 6–1• Section Quiz 6–1• Reading Essentials and Study Guide 6–1• Performance Assessment Activities and

Rubrics

Transparencies• Daily Focus Skills Transparency 6–1

MultimediaInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

AHSGE: pages 210–211: II-1A, II-1BCOS: pages 210–211: Gr.10:4, 4C

STUDENT EDITION STANDARDS

GOVERNMENT

Institutions of Power One of the first tasks of thenew government was to provide the president with abureaucracy to handle different responsibilities. In1789 Congress created the Department of State, theDepartment of the Treasury, the Department of War,and the Office of the Attorney General.

To manage these departments, Washingtonwanted individuals who were “disposed to meas-ure matters on a Continental Scale” instead ofthinking only of their own states. He chose ThomasJefferson as secretary of state, Alexander Hamiltonfor the Treasury Department, and General HenryKnox as secretary of war. For attorney general,Washington selected Edmund Randolph, the for-mer governor of Virginia. Washington regularlymet with these men to ask for their advice. Thedepartment heads came to be known as the cabinet,a group of advisers to the president.

Congress also organized the judicial branch. In theJudiciary Act of 1789, Congress established 13 districtcourts, 3 courts of appeal, and the Supreme Court.With the Senate’s consent, Washington chose the fed-eral judges, including John Jay as the first chief jus-tice of the United States.

The Bill of Rights One of the most important actsof Congress was the introduction of the Bill of Rights.During the campaign to ratify the Constitution, theFederalists had promised to add such a bill. JamesMadison, one of the leaders in Congress, made thepassage of a Bill of Rights top priority. He hoped itwould demonstrate the good faith of federal leadersand build support for the new government.

In drafting the Bill of Rights, Madison relied heav-ily on the Virginia Declaration of Rights that GeorgeMason had prepared in 1776 and the Virginia Statutefor Religious Freedom that Thomas Jefferson hadwritten in 1786. In late September 1789, after manydebates, Congress agreed on 12 constitutional amend-ments. They were then sent to the states for ratifica-tion, but only 10 were approved. These 10 went intoeffect in 1791. They are generally referred to as the Billof Rights, although only the first 8 protect the rights ofindividuals against actions of the federal government.The Ninth Amendment states that the people haveother rights not listed. The Tenth Amendment statesthat any powers not specifically given to the federalgovernment are reserved for the states.

Identifying What executive depart-ments did Congress establish?

Financing the GovernmentBy the end of 1789, the new federal government

was up and running. The government’s most pressingneed now was a source of revenue. Without money,the government could not operate. James Madisonand Alexander Hamilton responded to this need withdifferent plans for financing the government.

The Tariff of 1789 James Madison suggested thatthe federal government raise most of its money bytaxing imports from other countries. After much dis-cussion, Congress passed the Tariff of 1789. This lawrequired importers to pay a percentage of the valueof their cargo when they landed it in the UnitedStates. Shippers also had to pay tonnage—a tax basedon how much their ships carried.

The tariffs and tonnage rates angered manySouthern planters. High tonnage rates meant theywould be charged higher rates to ship their rice and

Reading Check First Cabinet Depicted with the president (far right) are, from left, HenryKnox, Thomas Jefferson, Edmund Randolph, and Alexander Hamilton. Whatdepartments did these four cabinet members head?

History Through Art

CHAPTER 6 Federalists and Republicans 211

211


Section 1, 210–214

2 TEACH

Discussing a Topic Organizethe class into 10 groups. Assigneach group one of the amend-ments that comprise the Bill ofRights. Have each group identifya current issue that relates totheir assigned amendment. Havethe group present the issue tothe class and lead a class discus-sion about it. L1

Daily Lecture and Discussion Notes 6–1

I. Creating a New Government (pages 210–211)

A. In 1789 Congress created the Department of State, the Department of the Treasury, theDepartment of War, and the Office of the Attorney General.

B. President George Washington chose Thomas Jefferson as secretary of state. AlexanderHamilton became head of the Treasury Department General Henry Knox served as

Daily Lecture and Discussion Notes

Chapter 6, Section 1

Did You Know? Political parties are important to democraticgovernments. Political parties nominate candidates for public officeand select issues for public debate. There are no strict requirementsfor membership in political parties in the United States. A person isconsidered a member of the political party in which they want tobelong.

Copyright © by The McGraw-Hill Companies, Inc.

Answer: Department of State,Department of the Treasury,Department of War, Office of theAttorney General

Answer: Thomas Jefferson, Secretaryof State; Alexander Hamilton,Secretary of the Treasury; GeneralHenry Knox, Secretary of War;Edmund Randolph, Attorney GeneralAsk: Why was Thomas Jefferson alogical choice for Secretary ofState? (He had represented thenation in France after the War forIndependence.)

History Through Art

READING THE TEXT

Using Word Maps A word map can be any kind of graphic organizer that is designed to showrelationships between words or concepts. A commonly used word map or concept-web map showsa central bubble containing a key word or idea. Bubbles surrounding the center bubble are used toshow semantic or structural relationships between the central idea and the supporting ideas in thebubbles. Choose a word or concept from the section, and create a word map on the board. Havestudents complete the surrounding bubbles to clarify the relationship between the central andsupporting ideas. L1

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR.

ELL

AHSGE II-2A; COS Gr.10:4

1 2

tobacco to Europe. The new duty meant higherprices for the many goods they imported. ManySoutherners began to suspect that the new federalgovernment was opposed to their region’s interests.

ECONOMICS

Hamilton’s Financial Program Hamilton sup-ported the Tariff of 1789, but he believed the govern-ment also needed the ability to borrow money. In1790, he asked Congress to accept the debts of theContinental Congress at their full value. To fund theRevolutionary War, the Confederation Congress hadissued bonds—paper notes promising to repaymoney after a certain length of time with interest. By1789, the United States owed roughly $40 million toAmerican citizens and another $11.7 million toFrance, Spain, and the Netherlands. Few believed thebonds would be repaid in full, and they had fallen invalue to as little as 10 cents on the dollar.

Hamilton believed that by accepting these debts attheir full value, the wealthy creditors, bankers, andmerchants who owned the bonds would have a stakein the federal government’s success and enough con-fidence in its financial stability to loan it money in thefuture. Hamilton had described the importance ofdebt several years earlier:

“A national debt, if it is not excessive, will be to usa national blessing; it will be a powerful cement ofour new union. It will also create a necessity for keep-ing up taxation . . . which without being oppressive,will be a spur to industry. . . .”

—quoted in America, A Narrative History

Opposition to Hamilton’s Plan Led by Madison,critics argued that Hamilton’s plan was unfair to theoriginal purchasers of the bonds, many of whomwere farmers and Revolutionary War veterans andtheir widows. These people, fearing they wouldnever be paid, had sold their bonds at a discount to speculators—people willing to take a risk in hopesof a future financial gain. Madison was outragedthat speculators who had paid as little as $10 for a$100 bond would now receive full value.

Madison and other Southerners were also upsetbecause Northerners owned most of the bonds, whilemuch of the tax money that would be used to pay offthe bonds would come from the South. Madison alsoworried that creditors would eventually dominateAmerican society and endanger liberty.

The congressional debate over Hamilton’s pro-posals raged for months. Finally, in July 1790,Hamilton, Madison, and Jefferson struck a deal.Madison and Jefferson would use their influence toconvince Southerners in Congress to vote forHamilton’s plan. In return, the capital of the UnitedStates would be moved from New York to a sectionof land along the Potomac River to be called theDistrict of Columbia. Southerners believed that hav-ing the capital in the South would help to offset thestrength of the Northern states in Congress.

The Bank of the United States With his system ofpublic credit finally in place, Hamilton askedCongress to create a national bank. He argued that thegovernment needed the bank to manage its debts andinterest payments. The bank would also issue banknotes—paper money. The notes also would provide anational currency that would promote trade, encour-age investment, and stimulate economic growth.

Southerners opposed the plan. They pointed outthat Northern merchants would own most of the

First Capital Washington took his oath of office on the balcony of Federal Hallin New York City, the nation’s first capital. This Amos Doolittle engraving wasmade from a famous painting. Why is Federal Hall identified as “the seat ofCongress”?

History Through Art


212


Section 1, 210–214

Guided Reading Activity 6–1

Name Date Class

DIRECTIONS: Outlining Read the section and complete the outline below. Refer to your text-book to fill in the blanks.

I. Creating a New Government

A. Washington and Congress’s task was to

.

B. was chosen as the first secretary of state.

C. The states that the people have other rights that are not listed in

the Bill of Rights.

II. Financing the Government

A. James Madison suggested that the federal government raise most of its money by

.

B. The required all importers to pay five percent of the value of

their cargo when they landed it in the United States.

Guided Reading Activity 6-1★

Writing a Job Description Havestudents write a job descriptionfor the position of President ofthe United States in 1789. The jobdescriptions should include a listof duties and qualifications.Encourage students to use helpwanted ads in local newspapersor on the Internet as references.L2

Use the rubric for a maga-zine/newspaper/Web site articleor help-wanted ad on pages85–86 in the PerformanceAssessment Activities andRubrics.

The founding of the Bank of the UnitedStates did not end the controversy sur-rounding the national bank issue. In 1811its 20-year charter was not renewed.

Answer: It served as the nation’s firstcapital.Ask: Why was the capital eventuallymoved to the District of Columbia?(It was part of a compromise to getHamilton’s financial program passedin Congress.)

History Through Art

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONVisual/Spatial Have students create a political cartoon that either supports or opposes the tariff of1789. Encourage students to look at styles of political cartoons from the era and to use the types oftools that a satirist of the era may have used. Have students display their cartoons around the class.L2


L1/ELL

AHSGE II-1B; COS Gr.10:4C


1AHSGE: pages 212–213: II-1BCOS: pages 212–213: Gr.10:4, 4C


bank’s stock. Madison argued that Congresscould not establish a bank because it was notamong the federal government’s enumeratedpowers, or powers specifically mentioned inthe Constitution.

Despite Madison’s objections, Congresspassed the bank bill. Washington realizedthat his decision to sign the bill or to veto itwould set an important precedent. AttorneyGeneral Randolph and Secretary of StateJefferson argued that the Constitution didnot give the federal government the powerto create a bank. Hamilton disagreed,pointing out that Article I, Section 8, of theConstitution gave the federal governmentthe power “to make all laws which shall benecessary and proper” to execute itsresponsibilities. The “necessary andproper” clause created implied powers—powers not explicitly listed in theConstitution but necessary for the gov-ernment to do its job.

A national bank, Hamilton argued, was necessaryto collect taxes, regulate trade, and provide for thecommon defense. Jefferson agreed that impliedpowers existed, but he believed “necessary andproper” meant absolutely necessary, not simplyconvenient. After studying Hamilton’s response,Washington agreed to sign the bill. In 1791 the Bankof the United States was established for a 20-yearperiod.

The Whiskey Rebellion Hamilton believed thefederal government also had to establish its rightto impose direct taxes on the people. In 1791, atHamilton’s urging, Congress imposed a tax on themanufacture of whiskey. The new tax enragedWestern farmers. In the Western regions of the UnitedStates, where bank notes and coins were not

available in large quanti-ties, whiskey was used asa medium of exchange.Because the Spanish hadclosed the Mississippi,distilling whiskey wasalso the easiest way forWestern farmers to movetheir grain to Easternmarkets.

Although complaintsagainst the whiskey taxbegan in 1791, it was notuntil the summer of

1794 that a rebellion erupted. In westernPennsylvania, farmers terrorized tax collectors,stopped court proceedings, robbed the mail, anddestroyed the whiskey-making stills of those whopaid the tax.

Hamilton wanted to establish firmly the authorityof the federal government. He urged PresidentWashington to put down the rebellion. In August1794 Washington sent nearly 15,000 troops to crushthe Whiskey Rebellion. The huge army caused therebels to disperse without a fight. The federal gov-ernment’s willingness to use troops against its owncitizens, however, worried many people.

Explaining Why did Madison objectto Hamilton’s plan for a national bank?

The Rise of Political PartiesDuring Washington’s first term in office, the

debate over Hamilton’s financial program splitCongress into factions. These factions became thenation’s first political parties. Hamilton’s supporterscalled themselves Federalists. Hamilton’s oppo-nents, led by Madison and Jefferson, took the nameDemocratic-Republicans, although most people atthe time referred to them as Republicans. In the1800s, the party became known as the Democrats.Today’s Republican Party is a different party.

Reading Check


Commander in chief reviewing the troops

Student WebActivity Visit theAmerican Vision Website at tav.glencoe.comand click on StudentWeb Activities—Chapter 6 for an activity on early politicalparties.

HISTORY

213


Section 1, 210–214

Answer: Madison argued thatCongress could not establish a bankbecause it was not among the federalgovernment’s enumerated powers.

HISTORY

Objectives and answers to the student activity can be found in the Web Activity Lesson Plan at tav.glencoe.com.

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity.

Have students use theInteractive Tutor Self-Assessment CD-ROM.

Reading Essentials and Study Guide 6–1

Study GuideChapter 6, Section 1

For use with textbook pages 210–214

WASHINGTON AND CONGRESS

KEY TERMS AND NAMES

cabinet a group of advisers to the president (page 211)

Tariff of 1789 a tax on imports to raise revenue for the federal government (page 211)

bonds paper notes promising to repay money after a certain length of time with interest (page 212)

speculators people willing to take a risk in hopes of a future financial gain (page 212)

enumerated powers powers specifically mentioned in the Constitution (page 213)

implied powers powers not explicitly listed in the Constitution but necessary for the govern-ment to do its job (page 213)

Bank of the United States a national bank (page 213)

Name Date Class

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYEconomics Have students use the Treasury Department’s Web site to research the national debtfor the years 1800, 1900, and 2000. Have students explain why it is not appropriate to comparethese numbers directly. Encourage students to use an inflation calculator to calculate the debt fig-ures in comparable dollars. Provide students with the Internet addresses shown below. L2

The Public Debt Online—http://www.publicdebt.treas.gov/opd/opd.htm

CJR Dollar Conversion Calculator—http://www.cjr.org/resources/inflater.asp

Section Quiz 6–1


Column A

1. a national bank created by Congress

2. when farmers revolted against a tax on the manufacture ofAmerican whiskey

3. powers not explicitly listed in the Constitution butnecessary for government to do its job

4. a group of advisors to the president

5. people willing to take a risk in hopes of a future financialgain

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatbest completes the statement or answers the question (10 points each)


Score★ ScoreChapter 6

Section Quiz 6-1

Column B

A. speculators

B. implied powers

C. WhiskeyRebellion

D. Bank of theUnited States

E. cabinet

L1/ELL

L2

1

http://www.publicdebt.treas.gov/opd/opd.htm

http://www.cir.org/resources/inflater.asp



Hamilton and the Federalists Hamilton favored astrong national government. He believed thatdemocracy was dangerous to liberty and stated that“the people are turbulent and changing; they seldomjudge or determine right.” This distrust led him tofavor putting government into the hands of the “rich,well born, and able.”

Hamilton also believed that manufacturing andtrade were the basis of national wealth and power.He favored policies that would support these areas ofthe economy. Supporters of the Federalist Party oftenincluded artisans, merchants, manufacturers, and

bankers. The party also attracted urban workers andEastern farmers who benefited from trade.

Jefferson and the Republicans Although JamesMadison led the opposition to Hamilton’s programin Congress, Thomas Jefferson emerged as the leaderof the Democratic-Republicans. Jefferson believedthat the strength of the United States was its inde-pendent farmers. His ideas are sometimes referred toas agrarianism. Jefferson argued that owning landenabled people to be independent. As long as mostpeople owned their own land, they would fight topreserve the Republic.

Jefferson feared that too much of an emphasis oncommerce would lead to a society divided betweenthe rich who owned everything and the poor whoworked for wages. He also believed that the wealthywould corrupt the government and threaten therights and liberties of ordinary people. In general,Democratic-Republicans supported agriculture overcommerce and trade. They also expressed concernthat Hamilton’s policies tended to favor the North.Over time, the Democratic-Republicans became theparty that stood for the rights of states against thepower of the federal government.

The development of America’s first two politicalparties divided the country regionally. The ruralSouth and West tended to support the Republicans,while the more urban Northeast tended to supportthe Federalists. Although these parties emerged dur-ing the dispute over Hamilton’s programs, events inEurope would deepen the divisions between themand create new crises for the young Republic.

Classifying What were the nation’sfirst two political parties, and what issues did they favor?

Reading Check

Writing About History

Checking for Understanding1. Define: cabinet, bond, speculator,

enumerated powers, implied powers,agrarianism.

2. Identify: Tariff of 1789, Bank of theUnited States, Whiskey Rebellion.

3. Describe the intended purpose of thenational bank.

Reviewing Themes4. Culture and Traditions What prece-

dent did George Washington set aspresident of the United States?

Critical Thinking 5. Synthesizing Why did Hamilton think it

was important to pay the national debt,the domestic debt, and the state debts?

6. Categorizing Use a graphic organizersimilar to the one below to list the firstpolitical parties, who their supporterswere, and what issues they supported.

Analyzing Visuals7. Studying Art Examine the painting on

page 211 of President Washington’sfirst cabinet. What was the function ofthis group, and who served as its firstmembers?


Hamilton and the Federalists

National governmentsupreme

Ruling power given towealthy, educated

Government should promote manufacturing

Loose interpretation of theConstitution

Protective tariffs protectdomestic industries

Jefferson and theDemocratic-Republicans

State governments supreme

Ruling power given to alllandowners

Government should promote agriculture

Strict interpretation of theConstitution

Protective tariffs burdenfarmers

Competing National Visions

Political Supporters Issues SupportedParty

1. Interpreting Charts Which party favored tariffs,and why?

2. Drawing Conclusions Which party do you thinkdistrusted national government more?

8. Expository Writing Imagine you areJames Madison. Write a speech explain-ing why you are against AlexanderHamilton’s financial program.

214


Section 1, 210–214

Answer: Federalists favored a strongcentral government led by the richand an economy based on manufac-turing and trade. Democratic-Republicans favored people owningland, an economy based on agricul-ture, and the rights of states over thefederal government.

Answers:1. Federalists favored tariffs

because they protected domesticindustries.

2. Democratic-Republicans

Chart Skills PracticeAsk: Which party favored giving themost people a say in government?(Democratic-Republicans)

ReteachFor each of the major headingsin this section, have studentswrite and answer a questionsimilar to the “Reading Check”questions. Invite students to asktheir questions and call on vol-unteers to answer them.

EnrichHave students use library andInternet resources to research theorigins of current political par-ties. Ask students to write aparagraph about each of themajor parties.

4 CLOSEHave students explain GeorgeWashington’s role in each of theevents mentioned in this section.

1. Terms are in blue.2. Tariff of 1789 (p. 211), Bank of the

United States (p. 213), WhiskeyRebellion (p. 213)

3. It managed the government’sdebts and interest payments, made loans to the government and private individuals, and issuedcurrency.

4. Washington met regularly with hiscabinet.

5. Doing so would give creditors whoowned bonds a stake in the federalgovernment’s success.

6. Federalist supporters included arti-sans, merchants, manufacturers,and bankers; issues: strong nation-al government, manufacturing, and

trade; Democratic-Republican sup-porters included independentfarmers; issues: agriculture andstates’ rights

7. Students’ answers should matchinformation in the text.

8. Speeches should be based onMadison’s actual beliefs.

12

AHSGE: pages 214–215: II-1BCOS: pages 214–215: Gr.10:4, 4C


1794Jay’s Treaty signedwith Britain

✦1797

Partisan Politics

Main IdeaThe United States faced difficult foreignpolicy challenges during the presidenciesof Washington and Adams.

Key Terms and NamesJay’s Treaty, most-favored nation,Pinckney’s Treaty, Washington’s FarewellAddress, Quasi-War, Alien and SeditionActs, alien, sedition, interposition, nullification

Reading StrategyCategorizing As you read about the for-eign policy challenges of the Washingtonand Adams presidencies, complete agraphic organizer similar to the onebelow by filling in the provisions oftreaties made by the United States.

Reading Objectives• Discuss the rising tensions between

Western settlers and Native Americans.• Explain the importance of Washington’s

Farewell Address.

Section ThemeCivic Rights and ResponsibilitiesDisagreements between political partiesthreatened citizens’ rights.

✦1799

1795Pinckney’s Treaty signed with Spain; Treaty ofGreenville signed with 12 Native American nations

1798Alien and SeditionActs introduced

1801House of Representativeschooses Jefferson to be president


Washington’s Foreign PolicyShortly after George Washington was inaugurated in 1789, the French Revolution

began in Europe. At first, most Americans sympathized with the revolutionaries, whoseemed to be fighting for the same rights Americans had won a few years earlier. By the

Treaty Provisions

Jay’s Treaty

Pinckney’s Treaty

Convention of 1800

✦1795 ✦1801

In 1797 Americans John Marshall, Charles Pinckney, and Elbridge Gerry went to Paris to hold talkswith the French government about improving relations between the two countries. After weeks ofwaiting, three agents representing Charles Maurice de Talleyrand, the French minister of foreignaffairs, approached the Americans. They asked for a bribe of $250,000 just to initiate talks, and theyalso sought an American loan of $12 million. In his journal, Marshall recounts an exchange betweenPinckney and one of the agents (a “Mr. H.”):

“Mr. H. again returned to the subject of money. Said he Gentlemen you do not speak to the point—it is money—it is expected that you will offer money—Genl. Pinckney said we had spoken to thatpoint very explicitly. . . . No said he, you have not. What is your answer? Genl. Pinckney replied it isno, no, not a sixpence.”

When President John Adams informed Congress of the incident, he referred to the French agentsas X, Y, and Z, inspiring newspapers to refer to the incident as the XYZ Affair. Newspaper writersturned Pinckney’s response into the stirring Federalist slogan, “Millions for defense, but not one centfor tribute.”

—adapted from The Flavor of the Past

215


Section 2, 215–220

1 FOCUSSection OverviewThis section examines the chal-lenges of the Washington andAdams presidencies.


Understanding Cause and Effect


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: JTeacher Tip: Tell students that when two nations form analliance, they are agreeing to help defend each otheragainst the other’s enemies.

UNIT

2Chapter 6

THE TREATIES OF 1778

On February 6, 1778, the United States signed two agreements with France: a treaty of alliance and a treaty of commerce.

“The United States, therefore, will be for the ages the natural bulwark [strong supporter] of France against . . . England . . . and France is the natural defense of the United States against . . . Great Britain . . . .”

– John Adams, U.S. representative to France

Directions: Read the text at leftand answer the following question.

Why do you think thetreaties of 1778 put theUnited States in an awk-ward position when Francewent to war with GreatBritain in 1793?

F The United States promisednot to sell goods to France.

G The United States promisedto obey British laws.

H The United States promisednot to sail ships on theAtlantic Ocean.

J The United States promisedto come to the defense ofFrance, thus creating thepotential for war with GreatBritain.



Guide to Reading

Answers to Graphic: Jay’s Treaty:Britain had the right to seize cargoesbound for French ports, Britainagreed to submit the issue of com-pensation to American merchants forseized cargo to international arbitra-tion, and Britain gave U.S. most-favored nation status; Pinckney’sTreaty: U.S. given right to navigateMississippi and to deposit goods atNew Orleans; Convention of 1800:U.S. gave up claims against France fordamage to American shipping, Francereleased U.S. from Treaty of 1778

Preteaching VocabularyHave students choose one of theproper names from the list of KeyTerms and Names. Ask students toskim the text to find the name andwrite a brief explanation of it. Ask forvolunteers to share their explanations.



Rubrics



spring of 1793, however, a new group of French radi-cals had seized control. They stripped aristocrats oftheir property and executed thousands of people,including the king and queen.

The radicals soon executed the French king anddeclared war on Britain. Since both Britain andFrance traded with the United States, Americansquickly found themselves embroiled in the Europeanconflict.

The American Response Americans were dividedover the French Revolution. Many Federalists, horri-fied by the violence and chaos, opposed it. Despitethe bloodshed, many Republicans supported it,admiring the fight for liberty.

The war between Britain and France putWashington in a difficult position. The Treaty of 1778with France required the United States to helpdefend France’s colonies in the Caribbean. Fulfillingthis agreement might mean war with Great Britain.

On April 22, 1793, Washington issued a proclamationdeclaring the United States to be “friendly andimpartial” toward both warring powers.

Jay’s Treaty Despite Washington’s declaration, theBritish navy began intercepting all neutral ships car-rying goods to French ports, including hundreds ofAmerican ships. At the same time, reports appearedthat the British, operating out of forts they still occupied on American territory, were inciting NativeAmericans to attack western settlers. These reports,combined with British seizures of American ships,pushed Congress to the brink of war in 1794.

Desperately hoping to avoid war, Washington sentJohn Jay to Britain to seek a solution. The British werebusy fighting France. They did not want to fight theUnited States, but they also knew that the UnitedStates depended on trade with Britain. They agreedto sign Jay’s Treaty, but they drove a hard bargain.

Jay was forced to agree that Britain had the right toseize cargoes bound for French ports. He also failed toget compensation for American merchants whosegoods had been seized. The British did agree, how-ever, to submit the issue to international arbitration—a hearing by neutral third countries. In return, theBritish gave the United States most-favored nationstatus. This meant that American merchants wouldnot be discriminated against when they traded withBritain. Britain also allowed limited American tradewith its Caribbean colonies.

When Jay’s Treaty was sent to the Senate for ratifi-cation, the senators were shocked by its terms andtried to keep them secret. Although they eventuallyratified the treaty, news of its terms leaked to thepublic. The Republicans immediately attacked thetreaty, accusing the Federalists of being pro-British.Across much of the country, public meetings wereheld condemning the treaty. After prolonged deliber-ation, Washington agreed to implement the treaty.The decision prevented war with Great Britain andprotected the fragile American economy.

Pinckney’s Treaty Jay’s Treaty also helped theUnited States win concessions from Spain, whichstill controlled Florida and territory west of theMississippi River. In 1795 Spain joined France in itsstruggle against Britain. The signing of Jay’s Treatyraised fears in Spain that the British and Americansmight now join forces to seize Spain’s NorthAmerican holdings. Spain quickly offered to nego-tiate all outstanding issues with the United States.Washington sent Thomas Pinckney from SouthCarolina to negotiate with Spain.


A Fiery Protest Antifederalists burned at the stake a figure representing JohnJay after Jay’s Treaty with England was signed in 1794. What parts of the treatyangered people such as those shown here?

Analyzing Political Cartoons

216


Section 2, 215–220

2 TEACHDaily Lecture and Discussion Notes 6–2

I W hi t ’ F i P li



Did You Know? Before the Revolutionary War, John Adamsvehemently opposed British policies in the American colonies.Adams wrote resolutions against the Stamp Act that were adoptedby many Massachusetts towns. Adams, however, was enraged bythe treatment of the British soldiers who had taken part in theBoston Massacre. A lawyer, Adams defended them against thecharge of manslaughter. His defense stated that the soldiers had onlyobeyed the orders they were given. Adams feared that his actions is defending the British soldiers would cause his popularity to fall.Instead, his popularity increased. He was chosen by the people ofBoston as one of the representatives in the colonial legislature.


Answer: the British right to seizecargo bound for France and the lackof compensation for American goodsAsk: With so much anger about thetreaty, why did Washington imple-ment it? (to prevent a war with GreatBritain and to protect the Americaneconomy)


Writing a Report Have studentsuse library and Internetresources to research a currentissue related to most-favorednation clauses (now known asPermanent Normal TradeRelations). Then have them writea three- to five-page report onthe topic. L2

READING THE TEXT

Identifying Cause and Effect Identifying causes for events and evaluating their effects helpsstudents understand these events in their historical context. Students will read in this section thatGeorge Washington warned about the possible negative effects of political parties. Despite his con-cerns, parties began developing as soon as Washington stepped down as president. As studentsread this section, have them note on a piece of paper the reasons why parties developed in theUnited States. Students should outline the effects of these developments, including the importanceof the election of 1800. L1 ELL1

AHSGE: pages 216–217: II-1BCOS: pages 216–217: Gr.10:3D, 4, 4C


In 1795 the Spanish signed the Treaty of SanLorenzo—better known as Pinckney’s Treaty. Thetreaty granted the United States the right to navigatethe Mississippi and to deposit goods at the port ofNew Orleans. The treaty won broad acceptance,especially among western farmers who wanted touse the Mississippi to get crops to market.

Summarizing Why did PresidentWashington choose neutrality in the war between Britain andFrance?

GEOGRAPHY

Westward Expansion By 1790 the area between the Appalachian

Mountains and the Mississippi River had becomethe most rapidly growing region in the UnitedStates. Drawn by abundant land, fertile soil, widerivers, and a wide variety of fish and game,Americans flocked to the region. In less than adecade, Kentucky had grown from a few hundredsettlers to over 70,000, and in 1792, it became astate. Four years later, Tennessee became a state aswell. In the meantime, other settlers were movingsteadily west from Pennsylvania and Virginia intothe Northwest Territory. The rise in white settle-ment led to confrontations with Native Americansin the region.

In the Northwest Territory, a chiefof the Miami people named LittleTurtle had formed a confederacy ofthe Miami, Shawnee, Delaware, andother groups. The confederacysought to defend its land againstwhite settlement. In the fall of 1790,Little Turtle’s warriors defeatedAmerican troops led by GeneralJosiah Harmar. In November 1791,they ambushed another Americanforce led by General Arthur St. Clair,killing nearly half his men.

After these disasters,Washington sent GeneralAnthony Wayne to put downNative American resistance.In August 1794, a large forcemade up of Shawnee,Ottawa, Chippewa, andPotawatomi warriors, led bythe Shawnee chief BlueJacket, attacked Wayne’stroops at the Battle of

Fallen Timbers, near where Toledo, Ohio, is locatedtoday. This time the American troops inflicted heavylosses on the Native Americans.

Wayne’s victory dealt a decisive blow to NativeAmerican resistance in the Northwest Territory. InAugust 1795, 12 Native American nations signed theTreaty of Greenville. (See map on page 235.) Theyagreed to give up part of what is today southern Ohioand Indiana in exchange for a yearly payment of$10,000 from the federal government. They also gaveup land near where Chicago, Detroit, and Vincennes,Indiana, are located today. After the treaty signing, theflow of Americans into the region rapidly increased.By 1803 Ohio had enough settlers to become a state.

Examining Why did Little Turtleform a confederacy?

Washington Leaves Office By the end of his second term in office, George

Washington had grown exasperated by party politicsand the attacks on his character. He decided to retire.

The Farewell Address Before leaving office, thepresident wrote a letter to the American people.Widely reprinted, Washington’s Farewell Addresswarned Americans against sectionalism—to avoid

Reading Check

Reading Check


Battle of Fallen Timbers Thismonument commemorates the vic-tory of General Anthony Wayne (left)over Blue Jacket. The Treaty ofGreenville in 1795 opened the Ohioterritory to American settlers. Whatamount did the government paythe Native Americans?

History

217


Section 2, 215–220


Name Date Class

DIRECTIONS: Recording Who, What, When, Where, Why, and How Read the section andanswer the questions below. Refer to your textbook to write the answers.

1. Why did Republicans support the French Revolution?

2. Where were the colonies the United States was required to defend through the Treaty of

1778?

3. How did President Washington attempt to avoid war with Great Britain in 1793?

4. Why did the Republicans attack Jay’s Treaty?

5. What benefit for the Americans came out of Pinckney’s Treaty?

6. Where was the most rapidly growing region in the United States by 1790?


Answer: to avoid both war withBritain and breaking the treaty withFrance

Answer: to defend land againstwhite settlers

Some historians believe that the Shawneechief Blue Jacket was Marmaduke VanSwearingen, a white teenager who wascaptured by the Shawnee. There is littlehard evidence to substantiate this claimand DNA samples from the descendantsof Blue Jacket and the Van Swearingenfamily indicate that the families are notrelated. The controversy continuesbecause there is some dispute overwhether the DNA samples were frombona fide descendants.

History

Answer: $10,000 annuallyAsk: How did the treaty affect theregion? (It allowed for a rapidincrease in the number of Americanswho moved to the region and allowedOhio to become a state in 1803.)DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTION

At-Risk Students Have interested students research the patriotic songs that were popular in thelate 1700s. Ask students to select one of the songs and either perform it for the class or find arecording of the song to play to the class. After students have heard the song, have the presenterexplain the significance of the song and any symbolism used in the song. L1


L1/ELL

12

dividing the country into North against South or Eastagainst West. Washington also cautioned Americansabout political parties:

“Let me now . . . warn you in the most solemnmanner against the baneful effects of the spirit ofparty. . . . The disorders and miseries, which result,gradually incline the minds of men to seek securityand repose in the absolute power of an individual.”

Washington also warned against Americans be-coming too attached to any foreign nation:

“The great rule of conduct for us, in regard to for-eign nations is in extending our commercial relationsto have with them as little political connection as possi-ble. . . . ‘Tis our true policy to steer clear of permanentalliances with any portion of the foreign world.”

—from Washington’s Farewell Address

; (See page 1068 for a longer excerpt from Washington’sFarewell Address.)

The Election of 1796 With Washington steppingdown, the United States held its first openly contestedelection. The Federalists rallied around John Adamsfor president, while the Republicans nominatedThomas Jefferson. Anger over Jay’s Treaty made theelection close, but when the electoral votes were tal-lied, John Adams edged out Jefferson 71 to 68 andbecame the second president of the United States.

Describing What advice didWashington give about political parties and alliances?

The Quasi-War With FrancePresident Adams faced troubled times at home and

abroad. Enraged by Jay’s Treaty, the French had begunstopping American ships and seizing their goods ifthey were going to Britain. France’s actions led manyFederalists to call for war against France. Althoughcritical of the French, Adams, like Washington, wasreluctant to involve the United States in a major war.Instead he sent Charles Pinckney, Elbridge Gerry, andJohn Marshall to negotiate with France. Americanscalled the French effort to get bribes before beginningnegotiations the XYZ Affair (described on page 215).

Irate Americans, who had been angry with Britaina few years earlier, now called for war against France.Resolutions, mass meetings, and patriotic songs fur-ther aroused the public. In June 1798, Congress sus-pended trade with France and directed the navy tocapture armed French ships. The two nations weresoon fighting an undeclared war at sea that came tobe known as the Quasi-War.

In the fall of 1798, France proposed new negotia-tions. In September 1800, the two countries signedthe Convention of 1800. In this agreement, theUnited State gave up all claims against France fordamages to American shipping. In return, Francereleased the United States from the treaty of 1778.With the signing of the Convention of 1800, theQuasi-War came to an end.

Explaining What caused theQuasi-War?

Reading Check

Reading Check

French Bribes Americans took a dim view of theFrench after the XYZ Affair. Here French leadersharass a woman who stands for the United States.On a hill in the distance, the British watch whileother nations gossip over the affair. What nationwas France at war with at this time?


B French leaders

C European leaders

D England

A United States


218


Section 2, 215–220

Discussing a Topic Ask stu-dents if they know of any otherarmed confrontations that couldbe labeled quasi wars. Ask stu-dents how such conflicts com-pare to the Quasi-War withFrance. L2

Answer: Washington advisedAmericans to be cautious of politicalparties and to avoid permanentalliances with foreign nations.

Answer: The French were stoppingAmerican ships and seizing theircargo if they were going to Britain.

Answer: BritainAsk: Who was president during theQuasi-War with France? (JohnAdams)


American Standard English NoahWebster published a work in 1789 thatsought to create a noticeable differencebetween English spoken in Great Britainand what he termed American standardEnglish. Some of his ideas were readilyaccepted, such as deleting the “u” fromwords like neighbor (neighbour is theBritish spelling).

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYGovernment Have students research theories of interposition and nullification. Ask students todiscover what each theory proposed and how the states used these theories throughout Americanhistory to press their grievances against the federal government. Have students write a reportbased on their research. Then ask students to summarize their findings in a one-paragraph execu-tive summary. L2

COS Gr.10:6

COS Gr.10:4C

1 2AHSGE: pages 218–219: II-1BCOS: pages 218–219: Gr.10:4, 4C


The War Between the PartiesThe Quasi-War also affected domestic politics in

the United States. Many Federalists resented theharsh criticisms printed in Republican newspapers.They remembered the angry Republican crowds thathad protested Jay’s Treaty. Now, the Quasi-War hadreversed the situation, and Federalists in Congressdecided to strike back at the Republicans.

The Alien and Sedition Acts At the height of pub-lic anger at France in 1798, the Federalists pushedfour laws through Congress. These laws becameknown as the Alien and Sedition Acts.

The first three laws were aimed at aliens—peopleliving in the country who were not citizens. TheFederalists knew that many recent immigrants hadcome from France and Ireland. These immigrantswere often anti-British and tended to vote for theRepublican Party once they became citizens. The firstlaw required immigrants to wait 14 years beforebecoming citizens, thus weakening Republican sup-port. The next two laws gave the president the powerto deport without trial any alien deemed dangerousto the United States.

The fourth law was aimed at preventing sedition,or incitement to rebellion. This law made it a federalcrime to utter or print anything “false, scandalous,and malicious” against the federal government orany officer of the government. In short, the actdeprived citizens of their right to criticize public offi-cials. The government indicted 15 people under thisact, including several Republican newspaper editorsand politicians.

The Virginia and Kentucky Resolutions In 1798and 1799, the Republican-controlled legislatures ofKentucky and Virginia passed resolutions, secretlywritten by Jefferson and Madison, criticizing theAlien and Sedition Acts. Both resolutions argued thatsince the states had created the Constitution, theycould declare federal laws unconstitutional.

The Virginia Resolutions introduced the theory ofinterposition. They argued that if the federal govern-ment did something unconstitutional, the state couldinterpose between the federal government and thepeople and stop the illegal action. The KentuckyResolutions advanced the theory of nullification.According to this theory, if the federal governmentpassed an unconstitutional law, the states had theright to nullify the law, or declare it invalid. Althoughthese resolutions had little effect in 1800, states usedthese ideas in later decades to defend their regionalinterests.

TURNING POINT

The Election of 1800 Although John Adams hopedto win reelection in 1800, he faced an uphill battle.The Alien and Sedition Acts had angered many people, as had a new tax the Federalists had intro-duced on houses, land, and enslaved Africans. TheRepublican nominees, Thomas Jefferson for presi-dent and Aaron Burr for vice president, campaignedagainst the new taxes and the national bank. Theyaccused the Federalists of favoring monarchy and ofdiscouraging political participation.

The election was closely contested and had an unex-pected outcome, one that revealed a flaw in the systemfor selecting the president. The Constitution does notlet citizens vote directly for the chief executive. Insteadeach state chooses electors—the same number as it hassenators and representatives. This group, known as theElectoral College, then votes for the president.

The Constitution called for each elector in theElectoral College to vote for two people. The normalpractice was for an elector to cast one vote for hisparty’s presidential candidate and another for thevice presidential candidate. To avoid a tie betweenJefferson and Burr, the Republicans had intended forone elector to refrain from voting for Burr, but theplan went awry. When the votes were counted,Jefferson and Burr each had 73. Since no candidatehad a majority, the Federalist-controlled House ofRepresentatives had to choose a president.

Many Federalists despised Jefferson and wantedto select Burr, but Alexander Hamilton preferredJefferson. Hamilton urged his followers to supportJefferson, leading to a tie in the House ofRepresentatives.


War Between the Parties This cartoon reveals the emotions of Americanpolitics in the 1790s. Republican Matthew Lyon and Federalist Roger Griswoldare shown fighting in the House of Representatives. How did Federalistsrespond to Republican attacks?


219


Section 2, 215–220

Answer: pushed the Alien andSedition Acts through CongressAsk: How would the Alien Actsharm the Republicans? (They tar-geted recent immigrants, who tendedto vote Republican.)







PARTISAN POLITICS

KEY TERMS AND NAMES

Jay’s Treaty a treaty signed in 1794 between the United States and Great Britain that preventedwar between the two countries (page 216)

most-favored nation status given to a nation that guarantees no discrimination in trade withthat nation (page 216)

Pinckney’s Treaty a treaty signed in 1795 that granted the United States the right to navigatethe Mississippi (page 217)

Washington’s Farewell Address President Washington’s letter to the American people in whichhe warned them against sectionalism (page 217)

Quasi-War an undeclared war at sea fought in 1798 between France and the United States(page 218)

Name Date Class

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYComparing Ask students to compare the election of 1800 with the election of 2000 by asking thefollowing questions: What issues were similar in the two elections? What issues were differ-ent? How were the outcomes similar? Encourage students to discover more about the ElectoralCollege, and its role in electing the president. If necessary, have students research the election of2000. L2

Section Quiz 6–2


Column A

1. undeclared war at sea between the United States andFrance

2. people living in the country who are not citizens

3. granted the United States the right to navigate theMississippi and deposit goods at New Orleans

4. incitement to rebellion

5. theory that the state could interpose between the federalgovernment and the people to stop an illegal action

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatbest completes the statement or answers the question (10 points each)


★ ScoreChapter 6

Section Quiz 6-2

Column B

A. Quasi-War

B. Pinckney’s Treaty

C. interposition

D. aliens

E. sedition

L1/ELL

L2


1


Checking for Understanding1. Define: most-favored nation, alien,

sedition, interposition, nullification.2. Identify: Jay’s Treaty, Pinckney’s

Treaty, Washington’s Farewell Address,Quasi-War, Alien and Sedition Acts.

Reviewing Themes3. Civic Rights and Responsibilities

How did the Alien and Sedition Actsinterfere with the lives of people livingin the United States?

Critical Thinking 4. Synthesizing How did France and

Great Britain test American neutrality?5. Organizing Use a graphic organizer

similar to the one below to list the for-eign policy challenges that Washingtonand Adams faced during theirpresidencies.

Analyzing Visuals6. Analyzing Political Cartoons Study

the cartoon pictured on page 219. Whydo you think the political situation ofthe 1790s led to fights among membersof Congress?


ChallengesFacing

Washington

ChallengesFacingAdams

The Election of 1800

Presidential Election, 1800

Jefferson Democratic Republican

Candidate Political Party

Adams Federalist

Burr Democratic Republican

Pinckney

73

ElectoralVote

65

73

64

Unknown

PopularVote

Unknown

Unknown

Unknown Federalist

Jay Federalist1Unknown

4

8 7

21

8 43

84

12

64

16

4

9

7

3

55

KY.

PA.

VA.

N.C.TENN.

S.C.GA.

N.Y.

N.H.VT.

MASS.

R.I.

CONN.N.J.

DEL.

MD.MD.

INDIANATERR.

MISS. TERR.

TERR.SOUTH OFOHIO R.

TERR. N.W.OF OHIO R.

*According to the Constitution, each elector in the Electoral College voted for two people in a presidential election. The person receiving the most votes became president, and the person receiving the second-highest number of votes became vice president. Under this system a tie was possible, as happened in the case of the tie between Thomas Jefferson and Aaron Burr in 1800. The House of Representatives then elected Jefferson after 35 rounds of voting in which there was no clear winner. To prevent such confusion in the future, the Twelfth Amendment was added to the Constitution in 1804. The amendment stipulates that electoral votes for president and vice president are counted and listed separately.

1. Interpreting Maps Which states split their electoralvotes between Jefferson and Adams?

2. Applying Geography Skills Where were the Federalistsstrong? What policies did they favor that would accountfor their strength there?

Finally, in February 1801, Jefferson let FederalistJames Bayard know that if elected, Jefferson wouldnot fire all the Federalists in the government, nor dis-mantle Hamilton’s financial system. These assur-ances convinced Bayard to cast a blank ballot,ensuring that Jefferson would receive more votesthan Burr. Jefferson became the new president.

The election of 1800 was an important turningpoint in American history. At the time, theFederalists controlled the army, the presidency, and

the Congress. They could have refused to stepdown and overthrown the Constitution. Instead,they respected the people’s right to choose the pres-ident. The election of 1800 demonstrated thatpower in the United States could be peacefullytransferred despite strong disagreements betweenthe parties.

Analyzing What was the purposeof the Alien and Sedition Acts?

Reading Check

7. Expository Writing Write an editorialthat responds to George Washington’sFarewell Address. Explain whether or notyou think Washington was correct inwarning Americans against politicalparties and alliances.

220


Section 2, 215–220

Answers:1. Pennsylvania, Maryland, North

Carolina

2. Northern states because of their support for trade and manufacturing

Geography Skills PracticeAsk: Which candidate did the western states favor? Why?(Jefferson; he supported agricultureand states’ rights)

Answer: limit the rights of immi-grants and prevent people from criti-cizing the government

ReteachAsk students to explain the dif-ference between state sover-eignty and states’ rights.

EnrichHave students use library andInternet resources to learn moreabout life in the new states ofKentucky, Tennessee, and Ohio.Encourage students to presenttheir findings in a written report.

4 CLOSEAsk students to explain the rela-tionships between the followingpairs: Jay’s Treaty and Caribbeantrade; Pinckney’s Treaty andNew Orleans; Little Turtle andOhio statehood; Alien andSedition Acts and the election of1800.

1. Terms are in blue.2. Jay’s Treaty (p. 216), Pinckney’s

Treaty (p. 217), Washington’sFarewell Address (p. 217), Quasi-War (p. 218), Alien and SeditionActs (p. 219)

3. required immigrants to wait14 years before becoming citizens,allowed the president to deport

aliens without a trial, deprived citi-zens of the right to criticize thegovernment

4. Both interfered with shipping; theBritish incited Native Americansagainst settlers; the French askedfor bribes before negotiating.

5. Washington: British interferencewith shipping, French Revolution,

Spain’s control of the Mississippi;Adams: XYZ Affair, Quasi-War,French interference with shipping

6. There was significant disagreementbetween the parties and tensionsrose to the boiling point.

7. Editorials should support an opin-ion based on the issues.

COS Gr.10:4C

AHSGE III-2A; COS Gr.10:4C

1 2AHSGE: page 220: II-1BCOS: page 220: Gr.10:4, 4C


✦1809

Jefferson in Office

Main IdeaAs president, Jefferson worked to limitthe scope of the federal government,obtain the Louisiana Territory, and keepthe United States out of European wars.

Key Terms and NamesJohn Marshall, judicial review, LouisianaPurchase, Meriwether Lewis, WilliamClark, Sacagawea, Zebulon Pike, impressment, embargo

Reading StrategySequencing As you read about ThomasJefferson’s administration, complete atime line similar to the one below torecord the major events of Jefferson’spresidency.

Reading Objectives• Evaluate the changing role of the

Supreme Court.• Discuss the events leading to the

Louisiana Purchase.

Section ThemeGovernment and Democracy An im-portant Supreme Court decision assertedthat the Court had the power to decidewhether laws passed by Congress wereconstitutional.

✦1800 ✦1806

1803Marbury v. Madison case decided;Louisiana Purchase expands nation

1801Thomas Jeffersontakes office

1807Embargo Actpassed


1804Lewis and Clarkhead west

18171801

Thomas Jefferson Takes OfficeThomas Jefferson privately referred to his election as the “Revolution of 1800.” He

believed that Washington and Adams had acted too much like royalty, and he tried tocreate a less formal style for the presidency. He rode horseback rather than traveling incarriages. In place of formal receptions, he entertained at more intimate dinners around

✦1803

March 4, 1801, was Inauguration Day in Washington, D.C. The still unfinished capital of the UnitedStates was only a tiny village. Stumps and mud holes filled Pennsylvania Avenue, and a swampywilderness separated Capitol Hill from the president’s mansion. A Washington resident described themodest inauguration ceremony:

“The sun shone bright on that morning. . . . Mr. Jefferson had not yet arrived. He was seen walkingfrom his lodgings, which were not far distant, attended by five or six gentlemen who were his fellowlodgers. Soon afterwards he entered . . . and bowing to the Senate, who arose to receive him, heapproached a table on which the Bible lay and took the oath which was administered to him by theChief Justice. . . . The new President walked home with two or three of the gentlemen who lodged inthe same house. At dinner . . . a gentleman from Baltimore, . . . asked permission to wish him joy.‘I would advise you,’ answered Mr. Jefferson smiling, ‘to follow my example on nuptial occasions whenI always tell the bridegroom I will wait till the end of the year before offering my congratulations.’ Andthis was the only and solitary instance of any notice taken of the event of the morning.”

—quoted in The Life of Thomas Jefferson

221


Section 3, 221–225

1 FOCUSSection OverviewThis section examines Jefferson’sattempts to limit the scope of thefederal government.


Comparing and Contrasting


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: DTeacher Tip: Students must use both observation andmathematical skills to answer the question. The land areaof the United States was almost doubled by the LouisianaPurchase.

UNIT

2Chapter 6

LOUISIANA PURCHASE–1803

Non-U.S. LandsU.S.

LOUISIANAPURCHASE

Directions: Answer the followingquestion based on the map.

By what approximatepercentage did the UnitedStates increase its landarea after it purchasedLouisiana from France?

A 25

B 50

C 75

D 100



Guide to Reading

Answers to Graphic: 1801: Jeffersonelected President, Judiciary Act of1801 repealed; 1803: Ohio becomes astate, Marbury v. Madison casedecided, Louisiana Purchase expandsnation; 1804: Supreme Court JusticeSamuel Chase impeached, Lewis andClark begin expedition, Burr killsHamilton during duel; 1805: Pikemaps upper Mississippi; 1806: Piketravels to Colorado, Britain issuesOrders in Council; 1807: Embargo Actpassed; 1809: Embargo Act repealed

Preteaching VocabularyHave students skim Section 3 to findtime references for each of the KeyTerms and Names.SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 6–3• Daily Lecture and Discussion Notes 6–3• Guided Reading Activity 6–3• Section Quiz 6–3• Reading Essentials and Study Guide 6–3• Interpreting Political Cartoons• Supreme Court Case Studies



a circular table so that, as he said, “When broughttogether in society, all are perfectly equal.” AlthoughJefferson set a new style for the presidency, he did notoverturn all of the Federalists’ policies. Instead hesought to integrate Republican ideas into the policiesthat the Federalists had already put in place.

A strong believer in small government, Jeffersonhoped to limit the scope of federal power. He beganpaying off the federal debt, cut government spending,and did away with the hated whiskey tax. Instead of astanding army, he planned to rely on local militia.

Jefferson’s economic ideas had worried manyFederalists, who expected the new president to dis-mantle the national bank. Jefferson’s choice of AlbertGallatin as secretary of the treasury reassured them.Gallatin was a skilled financier who supportedHamilton’s system.

Summarizing What was new aboutJefferson’s approach to the presidency?

The Rise of the Supreme CourtBefore their term expired, the Federalist majority

in Congress passed the Judiciary Act of 1801. This actcreated 16 new federal judges. Before leaving office,

President Adams appointed Federalists to these posi-tions. These judges were nicknamed “midnightjudges” because Adams supposedly signed appoint-ments until midnight on his last day in office.

Impeaching Judges Neither Jefferson nor theRepublicans in Congress were pleased that theFederalists controlled the courts. One of the first actsof Congress after Jefferson took office was to repealthe Judiciary Act of 1801, thereby doing away withthe “midnight judges” by abolishing their offices.

The Republicans then tried to remove otherFederalists from the judiciary by impeachment.Republican leaders believed that the impeachmentpower was one of the checks and balances in theConstitution. Congress could impeach and removejudges for arbitrary or unfair decisions, not just forcriminal behavior.

In 1804, the House impeached Supreme CourtJustice Samuel Chase. During one trial, Chase hadordered “any of those persons or creatures calleddemocrats” removed from the jury. He had alsodenounced Jefferson while addressing another jury.Although these actions may have been unfair, theSenate did not convict Chase. Many senators did notthink he was guilty of “treason, bribery, or other high

Reading Check

Birth of a Capital

The clothes President Jefferson wore athis inauguration in the new capital

To plan the new national capital, President Washington chosePierre Charles L’Enfant. One of L’Enfant’s first decisions was toplace the future “Congress House” (what would become theCapitol) on high ground with a commanding view of the PotomacRiver. Congress House was to be the central point in a squaregrid of streets slashed by avenues that radiated from Capitol Hilllike spokes on a wheel. L’Enfant’s plan called for circular intersec-tions to join three or more avenues at strategic spots.

After a series of disputes with the local landowners,L’Enfant was removed from the project, and he took his plans with him. Fortunately one of the surveyors,an African American named Benjamin Banneker,was able to draw the plans from memory, thusenabling the project to continue. ModernWashington, D.C., still retains many of the elements of this plan.

222


Section 3, 221–225

2 TEACH

Preparing an Oral PresentationHave students use library andInternet resources to learn moreabout one of the people orevents mentioned in this section.Ask students to prepare a one-minute presentation about theperson or event. L1

Use the rubric for an oralpresentation, monologue, song,or skit on pages 75–76 in thePerformance AssessmentActivities and Rubrics.


I. Thomas Jefferson Takes Office (page 221–222)

A. Thomas Jefferson had a less formal style of presidency. Instead of overturning all ofthe Federalist’s policies, he tried to integrate Republican ideas into policies that theFederalists had already put in place.



Did You Know? Zebulon Pike, the famous explorer of the GreatPlains and the Rocky Mountains, left school at the age of 15 in orderto join his father’s army unit. By the age of 20, Pike had become alieutenant. In July 1806, he was ordered to explore the Spanish terri-tories southwest of St. Louis to the Arkansas River. On his way tothe Spanish territory, Pike tried but failed to climb Pike’s Peak, nownamed after him.


Answer: Jefferson was more infor-mal. For example, he rode on horse-back rather than riding in a carriageand he invited people to dinner at around table rather than holding for-mal receptions.

American Art & Architecture:University of Virginia,Charlottesville

History and theHumanities

READING THE TEXT

Previewing Students can quickly gain an understanding of what the text will be about by lookingover features such as headings and subheadings, charted information, illustrations, captions, andgraphics. Students should preview the section by looking at these elements before they beginreading so that they know what they will be reading about. L1


ELL

21

AHSGE: pages 222–223: II-1B, III-1A,III-2A, III-3A

COS: page 222: Gr.10:5;page 223: Gr.10:5, 6, 8B


crimes and misdemeanors” that the Constitutionrequired for his removal. The impeachment of JusticeChase established that judges could only be removedfor criminal behavior, not simply because Congressdisagreed with their decisions.

Marbury v. Madison The most important judicialappointment President Adams made before leavingoffice was to choose John Marshall as Chief Justice ofthe United States. Marshall served as Chief Justice for34 years. He was more responsible than any otherjustice for making the Supreme Court into a power-ful, independent branch of the federal government.

Initially, the Supreme Court was a very minorbody, but its role began to change in 1803 with thecase of Marbury v. Madison. William Marbury was aFederalist who had been appointed justice of thepeace in Washington, D.C., shortly before Adams leftoffice. Although Adams had signed Marbury’sappointment, the documents were not deliveredbefore Adams left office. The new Secretary of State,James Madison, was supposed to deliver the docu-ments, but Jefferson told him to hold them, hopingMarbury would quit and allow Jefferson to appointa Republican to the job.

Instead, Marbury asked the Supreme Court toissue a court order telling Madison to deliver the doc-uments. Marbury based this request on the JudiciaryAct of 1789, which stipulated that requests for federalcourt orders go directly to the Supreme Court. InMarbury v. Madison, the Supreme Court unanimouslyagreed with Chief Justice Marshall that the Courtcould not issue the order.

Marshall explained that the Court could not issuethe order because it had no jurisdiction. The Consti-tution, Marshall pointed out, was very specific aboutthe kind of cases that could be taken directly to theSupreme Court. A request for a court order was notone of those cases, making that section of the JudiciaryAct of 1789 unconstitutional and invalid. The decisionstrengthened the Supreme Court because it assertedthe Court’s right of judicial review, the power todecide whether laws passed by Congress were consti-tutional and to strike down those laws that were not.; (See page 1081 for more information on Marbury v. Madison.)

Explaining Why did Congressrepeal the Judiciary Act of 1801?

The United States Expands WestOne of Jefferson’s strongest beliefs was that a

republic could only survive if most of the peopleowned land. This belief led him to support the idea ofexpanding the country farther west.

The Louisiana Purchase In 1800 French leaderNapoleon Bonaparte convinced Spain to giveLouisiana back to France in exchange for helping Spaintake control of part of Italy. Napoleon’s deal worriedJefferson, because it gave France control of the lowerMississippi. Jefferson believed that having France backin North America would force the United States into analliance with the British, whom Jefferson despised.

Jefferson ordered his ambassador to France,Robert Livingston, to try to block the deal or gainconcessions for the United States. Livingston arrivedin Paris in the spring of 1801, but his negotiationsaccomplished little until 1803.

By 1803 Napoleon had begun making plans toconquer Europe. If France resumed its war againstBritain, the last thing the French wanted was analliance between the United States and GreatBritain. Furthermore, France’s government wasshort on funds. In 1803, therefore, Napoleon offeredto sell all of the Louisiana Territory, as well as NewOrleans, to the United States. Livingston immedi-ately accepted.

Reading Check


Souvenir handkerchief showing thelayout of Washington, D.C.

Medallion honoringPierre L’Enfant

223


Section 3, 221–225


Name Date Class

DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook tosupply the details that support or explain each main idea.

Main Idea: Thomas Jefferson, believing that Washington and Adams had acted too muchlike royalty, tried to create a less formal style for the presidency.

1. Detail: Instead of overturning all of the policies, Jefferson sought

to integrate them with his own ideas.

2. Detail: A strong believer in , Jefferson hoped to limit the scope of

federal power.

Main Idea: The Supreme Court’s power was strengthened during Jefferson’sadministration.

3. Detail: One of the first acts of Congress after Jefferson took office was to repeal the

, doing away with President Adams’s new judges.

4 Detail: The impeachment of Justice Chase established that judges could only be

★

★


Creating a Map Have studentsuse library and Internetresources to learn about the sizeand location of the LouisianaPurchase. Starting with a mapshowing the outline of the 48contiguous states, have studentsidentify the states that made upthe United States at the time ofthe Louisiana Purchase and indi-cate the approximate boundariesof the Louisiana Territory.Remind students that areas thatare now Maine and WestVirginia were parts of otherstates in 1803. L2

Use the rubric for creatinga map, display, or chart on pages77–78 in the PerformanceAssessment Activities andRubrics.

Answer: to shift control of the judici-ary away from the Federalists

The boundaries of the Louisiana Territorywere not clearly defined when the UnitedStates and France signed the treaty inMay of 1803. Although the eastern andwestern borders were defined by thegeography of the Mississippi River andthe Rocky Mountains, the northern andsouthern borders had to be negotiatedwith Great Britain and Spain. The north-ern and southern boundaries were estab-lished in 1818 and 1819, respectively.

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONReading Support Have interested students learn more about one of the expeditions mentioned inthis section. After conducting the research, have students write a brief summary of one of theevents of the expedition as though they were participants in the expedition. Encourage students todescribe how they felt about the event and how they reacted to others in the expedition party. L1


L1/ELL

AHSGE III-2A; COS Gr.10:8B

AHSGE III-2A; COS Gr.10:6

On April 30, 1803, the United States boughtLouisiana from France for $11.25 million. It alsoagreed to take on French debts owed to American cit-izens. These debts were worth about $3.75 million,making the total cost about $15 million. The Senateoverwhelmingly ratified the Louisiana Purchase. Asa result of the deal, the United States more than dou-bled its size and gained control of the entireMississippi River.

The Lewis and Clark Expedition Even beforeLouisiana became a part of the United States,Jefferson asked Congress to fund a secret expeditioninto the Louisiana Territory to trace the MissouriRiver and find a route to the Pacific Ocean. AfterCongress approved the expedition, Jefferson choseMeriwether Lewis, his private secretary, and WilliamClark, the younger brother of Revolutionary Warhero George Rogers Clark, to lead the expedition.

In May 1804 the “Corps of Discovery,” as theexpedition was called, headed west up the Missouri

River. Along the way they met Sacagawea, aShoshone woman who joined the expedition as aguide and interpreter. The expedition found a paththrough the Rocky Mountains and eventually tracedthe Columbia River to the Pacific Ocean. The expedi-tion greatly increased American knowledge of theLouisiana Territory and also gave the United States aclaim to the Oregon territory along the coast.

The Pike Expedition Lewis and Clark’s expeditionwas not the only one exploring the LouisianaPurchase. In 1805 Zebulon Pike mapped much ofthe upper Mississippi, and in 1806 he headed westto find the headwaters of the Arkansas River. Piketraveled to Colorado, where he charted the moun-tain now known as Pikes Peak. He later mappedpart of the Rio Grande and traveled across northernMexico and what is now southern Texas. Pike’saccount of this trip gave Americans their firstdetailed description of the Great Plains and theRocky Mountains.

The Essex Junto The Louisiana Purchase alarmedNew England Federalists. It meant that eventuallytheir region would lose its influence in nationalaffairs while the South and West gained politicalstrength through new states. In Massachusetts, asmall group of Federalists known as the Essex Juntodrafted a plan to take New England out of the Union.

Hoping to expand their movement, they per-suaded Vice President Aaron Burr to run for gover-nor of New York in 1804. During the campaign,Alexander Hamilton called Burr “a dangerous man,and one who ought not be trusted with the reins ofgovernment.” An offended Burr challenged Hamiltonto a duel. When the two met on July 11, 1804, though,Hamilton refused to fire. Burr shot and killed his foe.In 1807 Burr was accused of plotting to create a newcountry in the western United States. He was chargedwith treason but found not guilty.

Describing Why did ThomasJefferson want to purchase the Louisiana Territory?

Rising International TensionsBurr’s schemes were only a minor annoyance to

President Jefferson. During his second term in office,the president was much more concerned with keepingthe United States out of the war between Britain andFrance. A fragile peace between France and Englandhad fallen apart in mid-1803, when Napoleon’s armiessurged out of France and headed east.

Reading Check


Mountain Explorer Besides giving his name to Colorado’s Pikes Peak, armyofficer Zebulon Pike led an expedition to find the Mississippi’s headwaters. Whatskills might army officers have that would aid them in such an assignment?

History

224


Section 3, 221–225

History

Answer: possible answers: leadershipand organizational skills, horsebackriding, trail blazing, and mapmakingAsk: Why did the New EnglandFederalists object to the LouisianaPurchase? (They believed they couldeventually lose their power as otherstates joined the union.)

Answer: With France controlling thelower Mississippi, Jefferson was con-cerned that the United States wouldhave to form an alliance with Britain.Purchasing the Louisiana Territoryeliminated that concern and gave theUnited States control of theMississippi.






JEFFERSON IN OFFICE

KEY TERMS AND NAMES

John Marshall Chief Justice of the Supreme Court, responsible for making the Supreme Court apowerful independent branch of the government (page 223)

judicial review the power of the Supreme Court to decide whether laws passed by Congresswere constitutional and to strike down those laws that were not (page 223)

Louisiana Purchase land purchased from France in 1803 that more than doubled the size of theUnited States and gained U.S. control of the entire Mississippi River (page 224)

Meriwether Lewis Jefferson’s private secretary and leader of the Corps of Discovery (page 224)

William Clark leader of the Corps of Discovery (page 224)

Sacagawea a Shoshone woman who joined the Lewis and Clark expedition of the Louisiana

Name Date Class

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYGeography Using a map of the 48 contiguous states, have students identify the locations men-tioned in the passages about the Lewis and Clark expedition and the Pike expedition. Also, havethem trace the route that Lewis and Clark took and label all the current states through which theexpedition passed. Have them mount the map and display it with an appropriate title. L2

Use Interpreting PoliticalCartoons, Cartoon 5.

Use Supreme Court CaseStudy 1, Marbury v. Madison.

L1/ELL

AHSGE III-2A

1


Economic Warfare At first, the war actually bene-fited American merchants. As the British seizedFrench ships, American merchants began tradingwith French colonies in the Caribbean. The Britishleft the American ships alone because the UnitedStates had proclaimed neutrality.

In 1806 Britain issued regulations known as theOrders in Council. These declared that all ships goingto Europe needed British licenses and would besearched for contraband. In response, Napoleondeclared that merchants who obeyed the British sys-tem would have their goods confiscated when theyreached Europe. Americans were caught in the mid-dle. No matter whom they obeyed, they were goingto lose their goods.

Impressment Although British and French traderestrictions upset Americans, the British practice ofstopping American ships to seize sailors angeredthem even more. The British navy was short ofrecruits because of its low pay and terrible shipboardconditions. British sailors often deserted forAmerican vessels. Britain solved this problem byimpressment, a legalized form of kidnapping thatforced people into military service. Britain claimedthe right to stop American ships and search fordeserters. On many occasions they impressedAmerican citizens into service as well.

In June 1807, these tensions reached the boilingpoint when the British warship Leopard stopped theAmerican warship Chesapeake to search for Britishdeserters. When the captain of the Chesapeake refusedto comply, the Leopard opened fire, killing threeAmericans. After the Americans surrendered, theBritish went aboard and seized four sailors.

Economic Diplomacy Fails The attack on theChesapeake enraged the public, and American news-papers clamored for war. Like Washington andAdams before him, however, President Jefferson didnot want to entangle the United States in the affairsof Europe. Instead of going to war, he askedCongress to pass the Embargo Act of 1807, halting alltrade between the United States and Europe.

The embargo, a government ban on trade withother countries, wound up hurting the United Statesmore than France or Britain. In the Northeast, once-lucrative shipping businesses came to a standstill,while farmers in the South and West saw the demandfor their crops plummet. In Congress, Maryland’sPhilip Barton Key railed against the embargo:

“It has paralyzed industry. . . . Our most fertilelands are reduced to sterility. It will drive our seameninto foreign employ, and our fishermen to foreignsandbanks. . . . It has dried up our revenue.”

—quoted in The American Spirit

Realizing that the embargo was not working and thatit was costing the Republican Party political support,Congress repealed it in March 1809, shortly beforeJefferson left office.

After his second term, President Jefferson gladlyretired to his estate, Monticello, in Virginia. While theembargo made Jefferson unpopular, his administra-tion had reversed the Federalist course by limitingthe power of the federal government. It had alsoacquired a vast new territory in the West.

Examining Why did Jefferson haveCongress pass the Embargo Act of 1807?

Reading Check


Checking for Understanding1. Define: judicial review, impressment,

embargo.2. Identify: John Marshall, Louisiana

Purchase, Meriwether Lewis, WilliamClark, Sacagawea, Zebulon Pike.

Reviewing Themes3. Government and Democracy How did

the Supreme Court decision in Marburyv. Madison strengthen the federaljudiciary?

Critical Thinking 4. Comparing and Contrasting How was

Jefferson’s presidency similar to anddifferent from those of Washington andAdams in political style, goals, and for-eign policy?

5. Organizing Use a graphic organizersimilar to the one below to list thecauses and effects of the Embargo Actof 1807.

Analyzing Visuals6. Examining Maps Study the sketch of

Washington, D.C., on page 223. Why doyou think Pierre L’Enfant designed thecity with wide avenues and circularintersections?

Embargo Actof 1807

Causes Effects7. Descriptive Writing Imagine you are a

member of the Zebulon Pike expeditionin the Colorado territory. Write a jour-nal entry describing what you haveseen on the trip.

225


Section 3, 221–225

Section Quiz 6–3


Column A

1. Chief Justice of the United States appointed by PresidentAdams

2. legalized form of kidnapping

3. Supreme Court’s power to decide whether Congressionallaws were constitutional and strike down those that were not

4. a government ban on trade with other countries

5. land the United States bought from France that gave itcontrol of the Mississippi River

DIRECTIONS: Multiple Choice In the blank at the left write the letter of the choice that


Score★ ScoreChapter 6

Section Quiz 6-3

Column B

A. impressment

B. judicial review

C. LouisianaPurchase

D. embargo

E. John Marshall

ReteachHave students review the read-ing objectives on page 221.

EnrichHave students use library andInternet resources to learn moreabout Thomas Jefferson’s lifeafter his presidency and write ashort report on their findings.

Answer: Jefferson thought that if theUnited States halted all trade withEurope the United States would notbecome entangled in Europeanaffairs.

4 CLOSEAsk students to identify twomajor accomplishments of theJefferson administration.

1. Terms are in blue.2. John Marshall (p. 223), Louisiana

Purchase (p. 224), MeriwetherLewis (p. 224), William Clark (p. 224), Sacagawea (p. 224),Zebulon Pike (p. 224)

3. It strengthened the SupremeCourt’s right to judicial review.

4. Washington and Adams: formal

styles; Washington: set up govern-ment; Adams: strengthened gov-ernment; Jefferson: informal styleand wanted to limit government;all three had foreign policies ofneutrality

5. Causes: blockades and impress-ments; effects: halted tradebetween United States and Europe,

harmed U.S. shipping and farming6. possible answer: to give the city

character and make it easy for car-riage travel

7. Students’ journal entries will vary.Journal entries should focus onwhat a member of the expeditionmight have seen.

L2

31 2

AHSGE: pages 224–225: II-1B, III-1A,III-2A, III-3A

COS: page 224: Gr.10:6, 8B;page 225: Gr.10:6


Lemhi PassLemhi Pass7,373 ft. (2247 m)7,373 ft. (2247 m)

Baldy Mt.Baldy Mt.10,568 ft. (3221 m)10,568 ft. (3221 m)

BI T T E R R O O T R A N G E

7,373 ft. (2247 m)

10,568 ft. (3221 m)

7,014 ft. (2138 m)10,030 ft. (3057 m)

10,640 ft. (3243 m)

9,413 ft. (2869 m)

9,409 ft. (2868 m)

9,504 ft. (2897 m)

5,233 ft. (1595 m)

Beaverh

eadRiver

Smith River

Misso

uriRiv

er

Madison River

Clark

Fork

River

Bitterroot Rive r

Jeff

e

rson

Riv

er

Flint CreekRange

Lost Trail Pass

Lemhi PassMt. EvansBaldy Mt.

Ajax Peak

Mt. Edith

Crow Peak

Red Mt.

GATES OF THEROCKY MOUNTAINS

BI G

BE

LT

MO

UN

TA

I NS

Lolo Pass

BI T T E R R O O T R A N G E

SAPPHIRE MOUNTAINS

AnacondaRan

ge

BEAVERHEAD MOUNTAINS

CAMP FORTUNATEAugust 17, 1805

ROUTE OF THEROUTE OF THE

CORPS OF DISCOVERCORPS OF DISCOVERYROUTE OF THE

CORPS OF DISCOVERY

TRAVELER'S RESTSeptember 9, 1805

THREE FORKSJuly 27, 1805

Geography&History

Scale of map varies inthis perspective

Route west

Continental Divide

Camp

The Journey West

This locator map shows Lewis and Clark’s route from St.Louis to the Pacific Ocean. The expedition collectedvaluable information about the people, plants, animals,and geography of the West. Americans soon followed inthe footsteps of the intrepid explorers to open up theAmerican West.

St. Louis

SpanishTerritory

PacificOcean

Gulf of Mexico

AtlanticOcean

Claimed byBritain, Spain,

and Russia

British Territory

UNITED STATESand Territories

LOUISIANAPURCHASE

1803

Areaenlarged


226

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTScience and Nature Since many of the plants and animals that Lewis and Clark encounteredwere unknown to them, they collected and preserved many specimens including prairie dog,jackrabbit, black-tailed deer, pronghorn, and mountain sheep. Huge grizzly bears were a commonthreat to the expedition. They also found some huge bones that may have been from a dinosaur.As an avid collector of mastodon bones (the word dinosaur was not coined until 1840), ThomasJefferson sent William Clark in search of more bones to add to his collection in 1807.

1 FOCUSTell students that the expeditiontraveled more than 7,600 miles tothe Pacific. During the tripWilliam Clark constructed 60maps depicting the expedition’sroute. Have students identify thevarious landforms shown on themap, including rivers, moun-tains, and passes.

2 TEACHAnalyzing Information Havestudents study the map and readthe feature. Have students createquestions for a trivia game basedon the information they haveread. Have students pose theirquestions and see which studentcan answer them most quickly. Ifyou choose, you can keep scoreand provide a small prize to thewinners. L1

Mental Mapping Tell studentsto create a mental map of theroute they take to school. Havestudents draw the map on apiece of paper. Encourage themto add appropriate details andinclude a legend. L2

Geography&History

Travelers’ Rest is located southwest ofpresent-day Lolo, Montana. The Lewisand Clark expedition camped there in1805 and 1806. Native Americans alsocamped there while traveling to the buf-falo hunting grounds of Montana.Although the name of the camp soundsinviting, the cold weather conditionsmade Lewis and Clark’s rest quiteunpleasant.

AHSGE: pages 226–227: III-2ACOS: pages 226–227: Gr.10:8B


AHSGE III-2A

AHSGE III-2A

Sun R

iver

Sun

Riv

er

rCamp above

the falls

Camp belowthe falls

GREAT FALLSJune 13, 1805

Area of Clark'sArea of Clark'smap in log bookmap in log book

shown aboveshown above

NS

W

E

LEARNING FROM GEOGRAPHY

1. Why were Lewis and Clark unableto complete their mission?

2. Imagine that you are a member ofthe expedition. Write a letter homedetailing some of the sights youhave seen.

ging their boats behind them. Soonthey would have to abandon theboats altogether; but first they neededhorses to carry their supplies over the mountains.

Lewis and three men went onahead. On August 12 they crossed theContinental Divide at Lemhi Pass,becoming the first explorers from theUnited States to do so.As Lewis andhis party descended the steep moun-tains, they encountered a band ofShoshone. Lewis convincedCameahwait, their leader, to go backto meet the others.To everyone’sastonishment, the Shoshone recog-nized their Native American guide,Sacagawea, as a member of their bandwho had been kidnapped long ago.Sacagawea suddenly realized ChiefCameahwait was her brother, and shejoyfully embraced him.

With Sacagawea’s help, Lewis con-vinced the Shoshone to sell themhorses and provide a guide.The Corpscrossed into the Bitterroot Rangearound Lost Trail Pass.After a pause atTraveler’s Rest, the expedition headedover the massive peaks.They climbedthe snow-covered slopes and strug-gled around the fallen trees, watchingin horror as their horses slipped androlled down. Game was so scarce thatthe famished explorers were forcedto kill and eat three of their colts.Despite the hardships, the wearyparty trudged on until they arrived ata village of the Nez Perce, who pro-vided food and water.The explorersfinally reached a tributary of theColumbia River, built dugout boats,abandoned their horses, and floatedwest all the way to the Pacific Ocean.

Westward to the Pacific

In May 1804, the Corps ofDiscovery—Meriwether Lewis,William Clark, and about 40 others—set sail up the MissouriRiver from their camp outside of

St. Louis.Their mission was to find theso-called Northwest Passage—a waterroute across the continent to thePacific Ocean. However, after crossingthe Great Plains, they discovered theenormous obstacle between themand the Pacific: the Rocky Mountains.Tackling those “terrible mountains,”wrote Lewis, proved “the most per-ilous and difficult part of our voyage”(see map at left).

One of their first challenges wasto get beyond the Great Falls of theMissouri. It took them nearly a monthto move their boats and suppliesalmost 18 miles (29 km) around thefalls to a more navigable part of theriver. Clear of the falls, they pressedon, up through a deep canyon knownas the Gates of the Rocky Mountains—“the most remarkable cliffs that wehave yet seen,” recalled Lewis. Fromhere, the Missouri River ran fast, andits current was strong. In late July1805, the expedition arrived at ThreeForks.After trekking up each fork ofthe river, Lewis and Clark opted forthe western branch, which theynamed for President ThomasJefferson. From here, progress slowed.The men often had to wade throughthe increasingly shallow water, drag-

On May 26, 1805, from a bluff above theMissouri River, Meriwether Lewis “beheldthe Rocky Mountains for the first time.”

An accomplished geographer and cartogra-pher, William Clark compiled this detailedmap of the expedition’s route around theGreat Falls of the Missouri River.

227

227

Creating a Drawing Tell stu-dents that accurate descriptionsand drawings made Lewis andClark’s observations valuable.Have students look out a win-dow in the classroom or go out-side and choose an example offlora (plants) or fauna (animals).Have students draw anddescribe it so exactly that some-one who had never seen itwould be able to recognize it. L2

Access National Geographic’sWeb site for current events, atlasupdates, activities, links, interac-tive features, and archives atwww.nationalgeographic.com.ANSWERS TO LEARNING FROM GEOGRAPHY

1. There was no navigable water route to thePacific Ocean. They encountered rapids, shal-lows, and the Rocky Mountains.

2. Students’ letters will vary. Encourage studentsto be as descriptive and specific as possible.

Remind them that one of the reasons the jour-ney of Lewis and Clark is so well-known isthat they kept detailed records.

Geography&History

Geography and History Activity 2

Name Date Class

RIVER HIGHWAYSWhen traveling across the country today,

Americans use four-lane highways or air-planes. During the early explorations of ourcountry, however, the “transportation sys-tems” used most often were rivers. Therivers that carried explorers such asMeriwether Lewis, William Clark, ZebulonPike, and Stephen Long to the West playedan important role in their experiences andthe development of the young UnitedStates. (See Map 1.)

river. If they arrived at this section of theriver much earlier, the entire party couldhave been buried by the falling cliffs.Dangerous situations continued along mostof the Missouri to the headwaters, or source,of the river. The Missouri’s source is wherethe Gallatin, Madison, and Jefferson Riverscome together near present-day ThreeForks, Montana. (See Map 1 inset.)

A RIVER IN MOTIONA river on a wide floodplain like the

Missouri does not flow in a straight line.Fast moving channels of deep water sedi

GEOGRAPHY AND HISTORY ACTIVITY 2★

The Missouri: A Powerful River

3 ASSESSHave students answer theLearning from Geography questions.

4 CLOSEAsk students to list the chal-lenges that faced the Lewis andClark expedition.

L2

AHSGE III-2A

http://www.nationalgeographic.com

1809Embargo Actrepealed


The War of 1812

Main IdeaWhile the War of 1812 produced no clearwinner, it gave Americans a strong senseof national pride.

Key Terms and NamesNon-Intercourse Act, War Hawks,Tecumseh, William Henry Harrison,Oliver Perry, Hartford Convention, nationalism, Treaty of Ghent

Reading StrategyOrganizing As you read about the Warof 1812, complete a graphic organizersimilar to the one below by listing thecauses of the war.

Reading Objectives• Describe why the United States

declared war on Britain, and discuss themajor campaigns of the war.

• List the results of the Treaty of Ghent.

Section ThemeIndividual Action Military leaders,including William Henry Harrison,Tecumseh, Oliver Perry, and AndrewJackson, helped decide the outcome ofthe War of 1812.

✦1813

1811Battle ofTippecanoe

1812United States declareswar on Britain

1814British troops burnWashington, D.C.

1815Battle of NewOrleans

War of 1812

Causes

The Decision for War After Thomas Jefferson announced that he would not run again for president in 1808, the

Republican Party nominated James Madison. The Federalists nominated Charles Pinckney.Despite some lingering anger about the Embargo of 1807, Madison won the election easily.

✦1809 ✦1815✦1811

On the night of September 13, 1814, Francis Scott Key, a young Maryland lawyer, stood on thedeck of a British ship in Baltimore Harbor and watched the British bombard Fort McHenry. Theshelling continued into the morning hours. Explosions lit up the night, and shells with trailing fusesstreaked towards the fort. Rockets arced across the sky, as a huge American flag waved over the fort.

As the sun rose, Key strained to see if the flag still waved. To his great joy, it did. He took a letterfrom his pocket and began scribbling these words for a poem on the back:

“Oh, say can you see, by the dawn’s early light,What so proudly we hailed at the twilight’s last gleaming?Whose broad stripes and bright stars, through the perilous fight,O’er the ramparts we watched, were so gallantly streaming?And the rockets’ red glare, the bombs bursting in air,Gave proof through the night that our flag was still there.Oh, say does that star spangled banner yet wave,O’er the land of the free and the home of the brave?”

—from “The Star-Spangled Banner”

228

1 FOCUSSection OverviewThis section explores the causesand effects of the War of 1812.


Section 4, 228–232


Recognizing Propaganda


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: GTeacher Tip: Define propaganda as ideas, facts, orallegations spread deliberately to further one’s cause.UNIT

2Chapter 6

WAR OF 1812

Strike wherever we can reach the enemy, at sea and on land. But if we fail, let us fail like men, lash ourselves to our gallant tars [sailors], and expire together in one common struggle, fighting for free trade and seamen’s rights.” – Henry Clay, during the War of 1812

“

Directions: Answer the following question based on the quote.

What did Henry Clay hopeto accomplish with hiswords?

F to end hostilities

G to sway opinion in favor ofthe war effort

H to inspire enlistment in theBritish navy

J to open new markets for traded goods



Guide to Reading

Answers to Graphic: Causes of theWar of 1812: British impressment ofAmerican sailors, British seizure ofAmerican cargo, British trade restric-tions angered Southern planters andfrontier farmers, failure of U.S. nego-tiations to lift British trade restrictions,British role in Native Americanattacks on settlers on the frontier

Preteaching VocabularyHave students write a brief descrip-tion of the relationship of the War of1812 to each of the Key Terms andNames.



Rubrics



AHSGE: pages 228–229: III-1A, III-3ACOS: pages 228–229: Gr.10:6


Madison assumed office in the midst of an interna-tional crisis. Tensions between the United States andBritain were rising, and it would fall to Madison todecide whether or not to lead the United States intoits first full-scale war since the Revolution.

Economic Pressures Like Jefferson, Madisonwanted to avoid war. To force the British to stop seiz-ing American ships, he asked Congress to pass theNon-Intercourse Act. This act forbade trade withFrance and Britain while authorizing the president toreopen trade with whichever country removed itstrade restrictions first. The idea was to play Franceand Britain against each other, but the plan failed.

In May 1810, Congress took a different approachwith a plan drafted by Nathaniel Macon of NorthCarolina. The plan, called Macon’s Bill NumberTwo, reopened trade with both Britain and France,but it stated that if either nation agreed to drop itsrestrictions on trade, the United States would stopimporting goods from the other nation.

Soon afterward, Napoleon announced thatFrance would no longer restrict American trade,although his statement still allowed for the seizureof American ships. Madison accepted Napoleon’sstatement, despite its conditions, hoping to pressurethe British into dropping their trade restrictions.When the British refused, Congress passed a non-importation act against Britain in early 1811.

Madison’s strategy eventually worked. By early1812 the refusal of the United States to buy Britishgoods had begun to hurt the British economy.British merchants and manufacturers began to pres-sure their government to repeal its restrictions ontrade. Finally, in June 1812, Britain ended all restric-tions on American trade, but it was too late. Twodays later, the British learned that the United StatesCongress had declared war on Great Britain.

The War Hawks Although it appeared that Britain’sactions against the United States had hurt mainlyEastern merchants, most members of Congress whovoted for war came from the South and West. Theywere led by Henry Clay of Kentucky, John C. Calhounof South Carolina, and Felix Grundy of Tennessee.Their opponents nicknamed them the War Hawks.

Americans in the South and West wanted war fortwo reasons. British trade restrictions hurt Southernplanters and Western farmers, who earned much oftheir income by shipping tobacco, rice, wheat, andcotton overseas. Eastern merchants could make aprofit despite British restrictions because they passedthe cost of losing ships and goods onto the farmers.

Western farmers also blamed the British for clasheswith Native Americans along the frontier. In the early1800s, settlers had begun moving past the line estab-lished by the Treaty of Greenville. As clashes withNative Americans increased, many settlers accusedthe British in Canada of arming the Native Americansand encouraging them to attack American settlements.

Tecumseh and Tippecanoe Although Western set-tlers blamed the British for their problems with theNative Americans, it was the increasing demands ofspeculators and settlers that sparked NativeAmerican resistance. Tecumseh, a Shawnee leader,believed that Native Americans needed to unite toprotect their lands.

While Tecumseh worked for political union, hisbrother Tenskwatawa (known as “the Prophet”)called for a spiritual rebirth of Native American cul-tures. His followers lived in Prophetstown on theTippecanoe River in Indiana, where they tried topractice traditional Native American ways of living.

Aware that Tecumseh’s movement was becomingmore militant, William Henry Harrison, governor ofthe Indiana territory, prepared to stamp it out. InNovember 1811, Harrison gathered a force andmarched towards Prophetstown. Tenskwatawadecided to strike first, sending fighters to attackHarrison and his troops near the Tippecanoe River.The bloody Battle of Tippecanoe left about one-fourth of Harrison’s troops dead or wounded, but itsimpact on the Native Americans was far greater. Theclash shattered Native American confidence in theProphet’s leadership. Many, including Tecumseh,fled to Canada.

The Star-Spangled Banner, 1779–1818 The Starsand Stripes flag gained two more stars and two morestripes in 1795, after Kentucky and Vermont joinedthe Union. This flag flew over Fort McHenry duringthe War of 1812 and inspiredFrancis Scott Key to write “TheStar-Spangled Banner.”

Congress realized that the flagwould become too large if astripe were added for every newstate. It decided to keep thestripes at 13—for the 13 originalcolonies—and to add a star foreach new state.


229


Section 4, 228–232

2 TEACH

Creating a Flag Have studentscreate a new flag for the UnitedStates and explain the signifi-cance of the elements theychoose to include. L1 ELL


I. The Decision for War (pages 228–230)

A. In 1808 James Madison easily defeated Charles Pinckney to become the next president.He took office in the midst of an international crisis that threatened the United States.

B. Madison hoped to avoid war. To get the British to stop seizing American ships,Madison asked Congress to pass the Non-Intercourse Act, which banned trade withFrance and England while authorizing the president to reopen trade with whichever



Did You Know? The American flag that inspired Francis ScottKey to write the country’s national anthem, “The Star-SpangledBanner,” hangs in the Smithsonian Institution’s National Museumof American History in Washington, D.C. The flag is 50 feet longand covers an entire wall.


Congress approved the first officialflag of the United States on June 14,1777. It included 13 alternating redand white stripes and a blue fieldwith 13 white stars. In 1818 Congressdecided that there would always be13 stripes, one for each of the origi-nal 13 colonies. Stars would beadded on July 4 in the year follow-ing a state’s admission to the Union.The exact shades of red and whitewere standardized in 1934.

READING THE TEXT

Outlining Outlining allows students to list the main ideas of the section. As they read, have studentsidentify the main events that occurred during the War of 1812, including important dates, people,and locations. Students should also include the causes of the war and the results of the peacenegotiations. L1


ELL AHSGE III-1A, III-3A; COS Gr.10:6

1 2

Tecumseh’s flight to British-heldCanada seemed to prove that theBritish were supporting and arm-ing the Native Americans. ManyWestern farmers argued that warwith Britain would enable theUnited States to seize Canada andend Native American attacks.

In early June 1812, PresidentMadison gave in to the pressureand asked Congress to declarewar. His war message spoke aboutnational honor and emphasizedthe abuse Americans had sufferedat the hands of the British:

“Thousands of American citi-zens, under the safeguard ofpublic law and of their nationalflag, have been torn from . . .everything dear to them; havebeen dragged on board ships ofa foreign nation . . . to be exiledto the most distant and deadlyclimes to risk their lives in bat-tles of their oppressors.”

—from Madison’s War Message to Congress

In Congress, the vote split alongregional lines. The South and Westgenerally voted for war, while theNortheast did not.

Examining Why did Americans inthe South and West favor war with Great Britain?

The Invasion of CanadaAlthough the Republican-led Congress had called

for war, the nation was not ready to fight. The armyhad fewer than 7,000 troops and little equipment. Thenavy had only 16 ships. Also, Americans were deeplydivided over the war. Many people in New York andNew England called it “Mr. Madison’s War,” imply-ing that it was a private fight that did not deserve thenation’s support.

Paying for the war also posed a problem. The yearbefore the war, Republicans had shut down the Bankof the United States by refusing to renew its charter.This made it difficult for the government to borrowmoney because most private bankers were located inthe Northeast. They opposed the war and would not

loan money to the government. Despite the nation’smilitary and financial weakness, President Madisonordered the military to invade Canada.

Three Strikes Against Canada American militaryleaders planned to attack Canada from three direc-tions—from Detroit, from Niagara Falls, and up theHudson River valley toward Montreal. All threeattacks failed. The British navy on Lake Erie rapidlyshuttled troops to Detroit and forced the Americancommander, General William Hull, to surrender.

Next, the British shifted their troops to NiagaraFalls, where they took up positions on QueenstonHeights. From there, they easily drove off some 600American troops who had landed on the Canadianside of the Niagara River. The American force wouldhave been larger, except that the New York militia,many of whom opposed the war, refused to cross theriver. They argued that the terms of their militaryservice did not require them to leave the country.

Reading Check

i n H i s t o r yTecumseh c. 1768–1813

Tecumseh was a Shawnee chief bornnear present-day Springfield, Ohio. TheShawnee had taken part in many warsin the Northwest Territory. After theTreaty of Greenville in 1795, Tecumsehand many other Shawnee moved to theIndiana territory to escape American settlers.

Tecumseh urged all NativeAmericans to unite. They were all onepeople, he said, and should cooperatein a confederacy to control their des-tiny. He was furious when the Delawareand Potawatomi agreed to cede about3 million acres (1.2 million ha) to theUnited States. The land belonged to allNative Americans, Tecumseh argued.How could one group give it up?

In the end, Tecumseh saw no choicebut to fight: “The hunting grounds arefast disappearing and they are drivingthe red man farther and farther to thewest.” Ominously, he warned, “Surely[this] will be the fate of all tribes if thepower of the whites is not forevercrushed. . . .”

During the War of 1812, Tecumsehallied himself with the British. A superb

commander, he met his end at theBattle of the Thames River, fought nearChatham, Ontario, in October 1813.There, 400 British troops commandedby General Henry Proctor and about1,000 Native Americans led byTecumseh fought some 3,000 Americantroops led by General William HenryHarrison. During the battle, the Britishbroke ranks and fled, leavingTecumseh’s men to face the Americanforces alone. After Tecumseh’s death,his confederacy collapsed, leaving theUnited States in firm control of theNorthwest Territory.


230


Section 4, 228–232


Name Date Class

DIRECTIONS: Using Headings and Subheadings Locate each heading below in your text-book. Then use the information under the correct subheading to help you write each answer.

I. The Decision for War

A. What was the leading concern incoming President Madison inherited from President

Jefferson?

B. Why was Britain’s agreement to end all restrictions on American trade too late?

C. Why did Americans in the South and West want war?

D. What sparked Native American resistance in the West?

E. How did Congress vote when President Madison asked for a declaration of war in


in HistoryBackground: When William HenryHarrison was serving as governor ofIndiana, he told Tecumseh that onlythe President had the authority toreturn the disputed lands to the NativeAmericans. Tecumseh replied: “Well,as the great chief is to decide the mat-ter, I hope the Great Spirit will putsense enough into his head to inducehim to give up this land. It is true, he isso far off he will not be injured by thewar; he may sit still in his town anddrink his wine, while you and I willhave to fight it out.” Tecumseh’s pre-diction came true.Ask: What was Tecumseh’s fearabout the future of all NativeAmericans? (that they would losetheir hunting grounds and be pushedfarther west)

Answer: British trade restrictionshurt Southern planters and frontierfarmers because they earned muchof their income from shipping cropsoverseas. Western farmers alsoblamed the British for clashes withNative Americans along the frontier.

DIFFERENTIATED INSTRUCTIONDIFFERENTIATED INSTRUCTIONAt-Risk Students Have students research the types of uniforms worn by the various participants inthe War of 1812. Based on their research have students create a drawing accurately portraying themilitary dress of the era. Have students create a legend for the drawing that explains important fea-tures of the uniforms. L1


L1/ELL

AHSGE: pages 230–231: III-1A, III-3ACOS: pages 230–231: Gr.10:6


1

The third American attack fared no better than thefirst two. General Henry Dearborn, marching up theHudson River toward Montreal, called off the attackafter the militia accompanying his troops refused tocross the border.

Perry’s Victory on Lake Erie The following year, theUnited States had more success after CommodoreOliver Perry secretly arranged for the construction of afleet on the coast of Lake Erie in Ohio. On September10, 1813, Perry’s fleet attacked the British fleet on LakeErie near Put-in-Bay. When his own ship was no longerable to fight, Perry rowed to another vessel. After agrueling four-hour battle, the British surrendered.

Perry’s victory gave the Americans control of LakeErie. It also enabled General Harrison to recoverDetroit and march into Canada, where he defeated acombined force of British troops and Native Americansat the Battle of the Thames River.

Harrison’s attack from thewest was supposed to meetup with American troopsfrom Niagara Falls in the east.British troops and Canadianmilitia, however, stopped theAmerican attack from the eastat the Battle of Stony Creek.When Harrison learned of thedefeat, he retreated to Detroit.By the end of 1813, the UnitedStates still had not conqueredany territory in Canada.

Explaining Why was conqueringCanada an important Americangoal in the War of 1812?

The War Ends In 1814, Napoleon’s empire

collapsed. With the waragainst France over, the Britishwere able to send much oftheir navy and many moretroops to deal with the UnitedStates. The British strategy forthe war had three parts. First,the British navy would raidAmerican cities along thecoast. Second, they wouldmarch south into New Yorkfrom Montreal, cutting New

England off from the rest of the country. Third, theywould seize New Orleans and close the MississippiRiver to western farmers. The British believed thisstrategy would force the United States to make peace.

Raids on Washington, D.C., and Baltimore Withattention focused on Canada, in August 1814 a Britishfleet sailed into Chesapeake Bay and landed troopswithin marching distance of Washington, D.C. TheBritish easily dispersed the poorly trained militiadefending the capital and entered the city unopposed.Madison and other government officials hastily fled.The British set fire to both the White House and theCapitol. They then prepared to attack Baltimore.

Unlike Washington, D.C., Baltimore was ready forthe British. The city militia inflicted heavy casualtieson the British troops that went ashore. After bombard-ing Fort McHenry throughout the night of September13, the British abandoned their attack on the city.

Reading Check

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o R.

MississippiR.

ATlanticOCEaN

40°N

70°W

30°N

80°W

VT.N.H.

MAINE

N.Y.MASS.

CONN.R.I.

N.J.PA.

DEL.MD.

VA.

N.C.

S.C.

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TENN.

KY.

OHIO

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IND.TERR.

MICH.TERR.ILL.

TERR.

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SPANISHFLORIDA

IND.TERR.

(Part of MASS.)

MO.TERR.

BRITISH N. AMERICA

The ThamesOct. 5, 1813

YorkApril 27, 1813

Put-in-BaySept. 10, 1813

Ft. DetroitAug. 16, 1812

Stoney CreekJune 6, 1813

QueenstonHeights

Oct. 13, 1812

Ft. MichilimackinacJuly 12, 1812

BaltimoreSept. 13, 1814

LakeChamplain Sept. 11, 1814

BladensburgAug. 24, 1814

HorseshoeBend (U.S. vs. Creek)March 27, 1814

NewOrleans

Battle ofChateauguayOct. 25, 1813

Battle ofChrysler's Farm

Nov. 11, 1813

Jan. 8, 1815

Fort Niagara

Fort Meigs

Pensacola

Mobile

Washington, D.C.

Montreal

Plattsburgh

N

S

EW

300 kilometers0

Albers Conic Equal-Area projection

300 miles0

�

The War of 1812

British victory

American victory

British blockade

Fort

1. Interpreting Maps What British victory took place thefarthest north?

2. Applying Geography Skills Why was control of LakeErie so important to the American forces?

231


Section 4, 228–232

Answer: Western farmers thoughtseizing Canada would end NativeAmerican attacks.






THE WAR OF 1812

KEY TERMS AND NAMES

Non-Intercourse Act a law passed to force the British to stop seizing American ships (page 229)

War Hawks those who supported war with Britain (page 229)

Tecumseh a Shawnee leader who worked for Native American resistance against encroachmenton Native American lands (page 229)

William Henry Harrison governor of the Indiana Territory (page 229)

Oliver Perry commodore whose ships attacked the British fleet on Lake Erie (page 231)

Hartford Convention a meeting that called for constitutional amendments to increase NewEngland’s political power (page 232)

nationalism feelings of strong patriotism (page 232)

Name Date Class

Answers:1. Ft. Michilimackinac

2. It crippled the ability of theBritish to quickly move troops tomeet American attacks.

Geography Skills PracticeAsk: How did Andrew Jacksondefend New Orleans? (He built abarricade of cotton bales thatabsorbed the British bullets.)

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYMusic Have students work in small groups to write a fifth verse for “The Star-Spangled Banner.”The verse should be written following the same meter and rhyming pattern as the other verses.Encourage students to locate the words to all four current verses of the national anthem and listento recordings of the song to help them understand the rhythm. Invite groups to perform theirverses for the class. L2

L1/ELL

Section Quiz 6–4


Column A

1. nickname given to members of Congress who voted forwar

2. an effort to force the British to stop seizing American ships

3. signed by negotiators to end the War of 1812

4. Shawnee leader who believed Native Americans mustunite to protect their lands

5. feelings of strong patriotism

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatbest completes the statement or answers the question. (10 points each)


★ ScoreChapter 6

Section Quiz 6-4

Column B

A. Treaty of Ghent

B. War Hawks

C. Tecumseh

D. Non-IntercourseAct

E. nationalism

L2

The Battle of Lake Champlain That same month,about 15,000 well-trained British soldiers advancedsouthward from Montreal into New York. The key tothe British advance was control of Lake Champlain.On September 11, 1814, the American naval force onthe lake decisively defeated the British fleet. Whenthe British realized that the Americans could usetheir control of the lake to surround the British, theyabandoned the attack and retreated to Montreal.

The Hartford Convention The British offensiveincreased New England’s opposition to the war. InDecember 1814, Federalists from the region met inHartford, Connecticut, to discuss what they could doindependently of the United States. Although mem-bers of the Essex Junto at the convention urged NewEngland to secede, moderate delegates refused tosupport such extreme action. Instead, the HartfordConvention called for several constitutional amend-ments to increase the region’s political power.

The Battle of New Orleans Less than a month afterthe Hartford Convention began, an American victoryin the South put a stop to Federalist complaints. InJanuary 1815, a British fleet with some 7,500 menlanded near New Orleans. The American commander,General Andrew Jackson, quickly improvised adefense using cotton bales. The thick bales absorbedthe British bullets, while the British advancing in theopen provided easy targets for the American troops.The fighting ended in a decisive American victory.

The Battle of New Orleans made Andrew Jacksona national hero. It also helped to destroy theFederalist Party. As nationalism, or feelings of strongpatriotism, surged, the Federalists at the HartfordConvention appeared divisive and unpatriotic. Theynever recovered politically, and within a few yearsthe party ceased to exist.

The Treaty of Ghent Peace negotiations began inthe European city of Ghent even before the majorbattles of 1814. On December 24, 1814, the negotiatorssigned the Treaty of Ghent, ending the War of 1812.The treaty restored prewar boundaries but did notmention neutral rights or impressment, and no terri-tory changed hands. Still, the War of 1812 increasedthe nation’s prestige overseas and generated a newspirit of patriotism and national unity.

Four years later in the Convention of 1818, theUnited States and Great Britain set the U.S.-Canadianborder from what is now Minnesota to the RockyMountains at 49° north latitude. The countries alsoagreed to claim jointly for the next ten years a regionfarther west known as the Oregon Country.

Examining What were the effects ofthe Battle of New Orleans?

Reading Check


Checking for Understanding1. Define: War Hawks, nationalism.2. Identify: Non-Intercourse Act,

Tecumseh, William Henry Harrison,Oliver Perry, Hartford Convention,Treaty of Ghent.

3. Analyze why Perry’s victory on LakeErie was important for the Americans.

Reviewing Themes4. Individual Action What did

Tecumseh’s death signify for NativeAmericans of the Northwest Territory?

Critical Thinking5. Synthesizing How did the War of 1812

affect the United States?6. Classifying Use a graphic organizer

similar to the one below to list howAmericans in different sections of thecountry felt about war with GreatBritain and why.

Analyzing Visuals7. Studying Art Look carefully at the

painting of the Battle of New Orleanspictured above. What advantage did theAmerican forces have that helped themwin the battle?

8. Descriptive Writing Think of an eventthat made you feel patriotic about theUnited States. Write a paragraphexplaining why the event made you feelthis way.


Battle of New Orleans This John Landis engraving depicts the triumph ofAndrew Jackson (on horseback at right) over the British during the War of 1812.What was unusual about the timing of the battle?

History Through Art

Section Position Reason forof U.S. on War War Position

West

South

North

232


Section 4, 228–232

Answer: It took place two weeks afterthe war had officially ended.Ask: What positive effects did theWar of 1812 have? (It increased thenation’s prestige overseas and gener-ated a new spirit of patriotism andnational unity.)

History Through Art

Answer: The American victory atNew Orleans made Andrew Jacksona national hero, caused nationalismto surge, and weakened theFederalist Party.

ReteachHave students create a sentenceoutline using the headings in thetextbook.

Enrich Have students write an editorialin opposition to or support ofthe War of 1812.

4 CLOSEHave students use a map toexplain the military strategiesthe United States and Britainused at the beginning of the Warof 1812.

1. Terms are in blue.2. Non-Intercourse Act (p. 229),

Tecumseh (p. 229), William HenryHarrison (p. 229), Oliver Perry (p. 231), Hartford Convention (p. 232), Treaty of Ghent (p. 232)

3. Perry’s victory led to theAmericans controlling Lake Erie,recovering Detroit, and winning

the Battle of the Thames River.4. the collapse of the confederacy

and loss of the Northwest Territory5. It increased prestige and generated

a new spirit of patriotism andnational unity.

6. West: favored war; wanted to lifttrade barriers and stop NativeAmerican attacks; South: favored

war; wanted to lift trade barriers;Northeast: against war; still mademoney despite British restrictions

7. They were in a defensive position,protected by the bales of cotton.

8. Paragraphs should focus on feel-ings about the event.



21AHSGE: page 232: III-1A, III-3A

COS: page 232: Gr.10:6


208-235 TAVTWE C06 NAT-AL-FL 4/6/04 8:19 AM Page 232

233

Social Studies

Why Learn This Skill?Sometimes, determining a sequence of events can

be confusing, particularly when many events areoccurring at the same time. Reading a flowchartcan help you understand how events are relatedand how one event leads to others.

Learning the SkillFlowcharts show the steps in a process or a

sequence of events. A flowchart could be used toshow the movement of goods through a factory, of people through a training program, or of a billthrough Congress. The following steps explainhow to read a flowchart:

• Read the title or caption of the flowchart to findout what you are studying.

• Read all of the labels or sentences on theflowchart.

• Look for numbers indicating sequence or arrowsshowing the direction of movement.

• Evaluate the information in the flowchart.

Practicing the SkillThe flowchart on this page shows a sequence of

events that led to the expansion of territory withinthe United States. Analyze the information in theflowchart and then answer the questions.

1 What does the flowchart show?

2 How do you know in what sequence the eventstook place?

3 What inspired Napoleon to acquire theLouisiana Territory from Spain?

4 How did the United States react to France’sacquisition of the Louisiana Territory?

5 What additional information from the chaptercould you add to the flowchart to show a further sequence of events?

Skills AssessmentComplete the Practicing Skills questions on

page 235 and the Chapter 6 Skill ReinforcementActivity to assess your mastery of this skill.

Reading a Flowchart

Applying the SkillMaking a Flowchart Gather information about thesteps necessary to apply to college. Then make up aflowchart outlining the steps. Present your flowchart to the class.

Glencoe’s Skillbuilder Interactive WorkbookCD-ROM, Level 2, provides instruction andpractice in key social studies skills.

French leader Napoleon plans to rebuild France's empire in North America.

Napoleon convinces Spain to give the Louisiana Territory back to France.

President Jefferson sends ambassador Robert Livingstonto France to try to block the deal.

Napoleon later wants to conquer Europe, but he needsfunds to carry out his plans.

President Jefferson agrees to purchase Louisiana Territory.

Circumstances Leading to theLouisiana Purchase

233

TEACHReading a Flowchart Explain tostudents that flowcharts showconnections among events. Oneevent may be directly connectedto two or three other events. Byorganizing the events in a flow-chart, the reader can easily fol-low the sequence and see theconnections among events.

Have students prepare flow-charts that show the steps theytake to prepare for a test in theirhistory class. Encourage studentsto visually chart how each stepconnects to the others. Have stu-dents compare their flowchartswith other students. Encouragethem to revise their flowchartsbased on the feedback theyreceive.

Additional Practice

ANSWERS TO PRACTICING THE SKILL1 the circumstances leading to the Louisiana Purchase2 by the order of the boxes and the arrows indicating a

top to bottom flow3 possible answer: a plan to rebuild the French empire

in North America4 The United States tried to block the deal.

5 possible answer: The Senate overwhelmingly ratifiedthe Louisiana Purchase.

Applying the SkillStudents’ flowcharts will vary. Flowcharts should includelogical steps in the college application process.

Reinforcing Skills Activity 6

Name Date Class

Reading a FlowchartLEARNING THE SKILLFlowcharts can help you see the sequence of a series of events so you can better

understand how the events are related. To read a flowchart, first look at the title orcaption to find out the purpose of the chart. Then read the sentences or labels withineach section of the chart. Look for numbers or arrows to show you the sequence ordirection of movement between events.

PRACTICING THE SKILLDIRECTIONS: Study the flowchart below listing the events of the election of 1800. Thenanswer the questions that follow on a separate sheet of paper.

★

★

Reinforcing Skills Activity 6★

The Election of 1800

President John Adams faces Thomas Jefferson and his vice-presidential

CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Social Studies

L1

1

Reviewing Key Facts17. Identify: Bank of the United States, Whiskey Rebellion, Alien

and Sedition Acts, John Marshall, Meriwether Lewis, WilliamClark, Sacagawea, Tecumseh, Treaty of Ghent.

18. What was the main focus of the first eight amendments inthe Bill of Rights?

19. Why did James Madison oppose the establishment of anational bank?

20. Why did tensions between western settlers and NativeAmericans increase during Washington’s presidency?

21. What events led to the purchase of the Louisiana Territory?

22. What events caused the United States to declare war onGreat Britain in 1812?

Critical Thinking23. Analyzing Themes: Government and Democracy What

was the most important task for Congress after the U.S.Constitution was ratified? Explain why you think this task wasimportant.

24. Identifying Effects What were the effects of the War of1812 on the United States?

25. Forming an Opinion Do you think the Alien and SeditionActs were unconstitutional? Why or why not?

26. Classifying Use a graphic organizer similar to the one belowto list the differences between the first political parties in theUnited States.

27. Interpreting Primary Sources Many people in NewEngland did not support the War of 1812. At a town meetingin Brewster, Massachusetts, on July 20, 1812, the residentswrote a petition to President Madison. In this petition, theystated the reasons that they opposed the war. Read theexcerpt and answer the questions that follow.

“In attending to the reasons for the present state ofwarfare as exhibited to our view by public documents, welament that they do not furnish to our minds satisfactoryevidence of its prosperity. . . .

1. cabinet

2. bond

3. speculator

4. enumerated powers

5. implied powers

6. agrarianism

7. most-favored nation

8. alien

9. sedition

10. interposition

11. nullification

12. judicial review

13. impressment

14. embargo

15. War Hawks

16. nationalism

Reviewing Key TermsOn a sheet of paper, use each of these terms in a sentence.

Federalists Republicans

Favored: Favored:

George Washington Thomas Jefferson

John Adams• Republican who favored neutrality• Asked Congress to declare war on Britain to

protect trade interest in the East and farmers and settlers in the West

• Under his administration, the War of 1812 generated feelings of nationalism, and the Treaty of Ghent established fishing rights and boundaries with Canada

James Madison• Federalist leader in favor of strong national

government• Supported commerce and trade• Favored neutrality; negotiated treaties with

Britain and France to avoid war• Angered farmer and landowners with taxes;

angered political opponents with Alien andSedition Acts

• Established legitimacy of the new government• Created executive departments• Favored neutrality

resistance in the West

• Republican leader; worked to limit power of national government

• Favored land ownership for all people• Supported farmers over commerce and trade • Negotiated purchase of the Louisiana Territory

• Used troops to stop Native American

CHAPTER 6Assessment and Activities

Reviewing Key TermsStudents’ answers will vary. The pageswhere the words appear in the text areshown in parentheses.

1. cabinet (p. 211)

2. bond (p. 212)

3. speculator (p. 212)

4. enumerated powers (p. 213)

5. implied powers (p. 213)

6. agrarianism (p. 214)

7. most-favored nation (p. 216)

8. alien (p. 219)

9. sedition (p. 219)

10. interposition (p. 219)

11. nullification (p. 219)

12. judicial review (p. 223)

13. impressment (p. 225)

14. embargo (p. 225)

15. War Hawks (p. 229)

16. nationalism (p. 232)

Reviewing Key Facts17. Bank of the United States (p. 213),

Whiskey Rebellion (p. 213), Alienand Sedition Acts (p. 219), JohnMarshall (p. 223), Meriwether Lewis(p. 224), William Clark (p. 224),Sacagawea (p. 224), Tecumseh (p. 229), Treaty of Ghent (p. 232)

18. The first eight amendments offeredsafeguards for the rights of individu-als against actions by the federalgovernment.

19. Madison argued that the govern-ment could not establish a bankbecause it was not an enumeratedpower.

20. Tensions rose due to the increase inthe number of settlers continuing tomove west.

21. After convincing Spain to give Louisiana back toFrance, Napoleon Bonaparte did not want to face analliance between Great Britain and the United States.Selling Louisiana reduced the chance of an allianceand gave the French government much-needed funds.

22. Causes of the War of 1812 include British impressmentof American sailors, British seizure of American cargo,British trade restrictions on Southern planters andfrontier farmers, failure of U.S. negotiations to liftBritish trade restrictions, and British role in NativeAmerican attacks on settlers.

Critical Thinking 23. Answers will vary. Students should defend their choice

with logical reasons.

24. The War of 1812 increased American prestige overseasand generated a new spirit of patriotism and nationalunity.

25. Students’ answers will vary. Answers should be sup-ported by a logical explanation for the position taken.

234

MindJogger VideoquizUse the MindJogger Videoquiz toreview Chapter 6 content.

Available in VHS

We ask leave in conclusion to state that about threefourths of our townsmen depend on the sea for means ofsubsistence for themselves and families. By the recentdeclaration of war more than one half of that proportionis liable to fall into the hands of the enemy with a largeproportion of their property, and many of their wives andchildren may thereby be reduced to extreme poverty. Wewould be permitted further to remark that out of thislarge proportion of [sailors] belonging to this town, wehave but four detained by foreign nations. . . .”

—quoted in the Columbian Centinel, July 20, 1812

a. What reasons do the residents give for opposing the war?

b. According to the petition, were the residents of Brewsterworried more about losing townsmen and property toimpressment by foreign nations or to fighting the Britishin the war? What reasoning do the residents use?

Practicing Skills28. Making a Flowchart Reread the passage titled Westward

Expansion on page 217. Then create a flowchart document-ing events leading up to the end of Native American resist-ance in the Northwest Territory. Use the following events asthe first and last items in your flowchart. Find at least fourevents to fit in between these first and last entries.

First event: White settlers move from Pennsylvania andVirginia into the Northwest Territory.

Last event: Treaty of Greenville is signed by 12 NativeAmerican nations in August 1795.

Writing Activity 29. Expository Writing Imagine that you are a political editor

for a newspaper in 1817. Write an article on the high andlow points of the presidencies of George Washington, JohnAdams, Thomas Jefferson, and James Madison. Use evidenceto support your ideas.

Chapter Activity 30. American History Primary Source Document Library

CD-ROM Under A New Nation, read the “Farewell Address”by George Washington and the “First Inaugural Address” byThomas Jefferson. Work with classmates to hold a debateabout the effectiveness of today’s political parties, using theopinions about parties presented by Washington andJefferson in these primary sources.

Geography and History31. The map above shows land ceded by Native Americans in

the Treaty of Greenville. Study the map and answer the ques-tions below.a. Interpreting Maps The Native Americans gave up most

of which present-day state in the Treaty of Greenville?

b. Applying Geography Skills Why was the land theNative Americans gave up valuable to white settlers?

Self-Check QuizVisit the American Vision Web site at tav.glencoe.comand click on Self-Check Quizzes—Chapter 6 toassess your knowledge of chapter content.

HISTORY

100 kilometers0Albers Conic Equal-Area projection

100 miles0

N

S

EW

Lak

eMichigan

LakeHuron

LakeErie

OhioR.

Wab

ashR.

Mononga

hela

R.Ft. Washington

Ft. Recovery

Ft. Defiance

Ft. Miami

GreenvilleTreaty

Line, 1795

PA.

VA.

KY.

NORTHWESTTERR.

N.Y.

Land ceded by Native Americans in Treaty ofGreenville, 1795Fort

StandardizedTest Practice


Directions: Choose the best answer to thefollowing question.

President Jefferson wanted to limit the power of the Federalgovernment. Which of the following was an action he tookto achieve this goal?

F He increased the size of the army.

G He proposed renewing the Alien and Sedition Acts.

H He dissolved the Republican Party to eliminate politicalconflict.

J He cut the federal budget.

Test-Taking Tip: Think about the word limit. It means toreduce or restrict. Therefore, you can eliminate answer G—it gave the government more power. You can alsoeliminate H because dissolving a party would not reducegovernmental power.

Treaty of Greenville,1795

CHAPTER 6Assessment and Activities

235

Chapter Activity30. Encourage students to prepare for

the debate and to participate in theirchosen position using Washington’sand Jefferson’s opinions.

Geography and History31. a. Ohio; b. It gave them control of

the Ohio River and new lands forsettlement.

26. Federalists favored a strong federal government andan economy based on manufacturing and trade.Republicans favored states’ rights and supported agri-culture.

27. a. They felt the reasons given for the war were insufficient. b. They were worried about impressmentscausing poverty due to lack of manpower because foursailors from their community were already detained byforeign nations.

Practicing Skills28. Flowcharts will vary but should follow the pattern

established in the Skillbuilder on page 233.

Writing Activity29. Students’ answers will vary. Answers should be sup-

ported by facts presented in Chapter 6.

Answer: JTest-Taking Tip: Encourage stu-dents to look for synonyms for theword limit. They can then look forthese words to identify the correctanswer.

HISTORY

Have students visit the Web site attav.glencoe.com to review Chapter 6and take the Self-Check Quiz.

StandardizedTest Practice

1

