Expansion of the United States - Keyport Public Schools

Chapter 11 Section

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377

SECTION

Vocabulary Builder

4

4

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

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Describe how the territory of the United States changed during the 1800s.

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Summarize how American democracy grew before and after the Civil War.

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Analyze the impact of economic growth and social reform on the United States.

Prepare to Read

Build Background Knowledge

Point out that in 1800, the U.S. was a small, isolated country of farmers and merchants. Ask students to predict how the U.S. would develop into a large, highly developed coun-try with a mixed population.

Set a Purpose

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WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

America!

Ask

How do you think people might have felt when they saw the Statue of Liberty?

(Sample: hopeful, relieved, welcomed)

Ask students to predict the effects of the large number of immi-grants entering the United States.

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Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 4 Assessment answers).

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Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

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Have students read this section using the Paragraph Shrinking strategy (TE, p. T20). As they read, have students fill in the chart listing key events before and after the Civil War.

Reading and Note Taking Study Guide,

p.128

Use the information below and the following resources to teach the high-use word from this section.

Teaching Resources, Unit 3,

p. 47;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

dominate, p. 381

vt.

to rule or control by superior power or influenceWhite settlers

dominated

Native Americans during the 1800s and continued to push them off their lands.

L3

L3

WITNESS HISTORYWITNESS HISTORY AUDIO

44

Before

• Western expansion••

Civil War

After

• Fifteenth Amendment••

Expansion of the United StatesObjectives• Describe how the territory of the United States

changed during the 1800s.• Summarize how American democracy grew

before and after the Civil War.• Analyze the impact of economic growth and

social reform on the United States.

Terms, People, and PlacesexpansionismLouisiana PurchaseManifest Destinysecedesegregation

Reading Skill: Categorize Create a chart like the one below. As you read this section, list key events under the appropriate columns.

In the 1800s, the United States was a beacon of hope for manypeople. The American economy was growing rapidly, offering jobsto newcomers. The Constitution and Bill of Rights held out thehope of political and religious freedom. Not everyone shared in theprosperity or the ideals of democracy. Still, by the turn of the nine-teenth century, important reforms were being made.

Territorial ExpansionFrom the earliest years of its history, the United States followed apolicy of expansionism, or extending the nation’s boundaries. Atfirst, the United States stretched only from the Atlantic coast tothe Mississippi River. In 1803, President Thomas Jefferson boughtthe Louisiana territory from France. In one stroke, the LouisianaPurchase virtually doubled the size of the nation.

By 1846, the United States had expanded to include Florida,Oregon, and the Republic of Texas. The Mexican War (1846–1848)added California and the Southwest. With growing pride and con-fidence, Americans claimed that their nation was destined tospread across the entire continent, from sea to sea. This ideabecame known as Manifest Destiny. Some expansionists evenhoped to absorb Canada and Mexico. In fact, the United States didgo far afield. In 1867, it bought Alaska from Russia and in 1898annexed the Hawaiian Islands.

Describe the United States’ physical expansion during the 1800s.

America!For many Irish families fleeing hunger, Russian Jews escaping pogroms, or poor Italian farmers seeking economic opportunity, the answer was the same—America! A poem inscribed on the base of the Statue of Liberty expressed the welcome and promise of freedom that millions of immigrants dreamed of:

“Give me your tired, your poor,Your huddled masses yearning to breathe free,The wretched refuse of your teeming shore.Send these, the homeless, tempest-tossed to me.I lift my lamp beside the golden door.”—Emma Lazarus, “The New Colossus”

Focus Question How did the United States develop during the 1800s?

�The Statue of Liberty

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378

Growth of Western Democracies

History Background

Teach

Territorial Expansion

Instruct

■

Introduce

Display

Color Transpar-ency 141: Expansion of the United States.

Have students identify when their community became part of the United States. Ask students to predict what challenges would arise when set-tling this new territory.

Color Transparencies,

141

■

Teach

Share with students the History Background note at the bottom of this page. Then ask

Who benefited from American expansionism?

(white settlers who settled the captured land)

Who was hurt by this expansion-ism?

(Native Americans who lost their land or who died fighting for it)

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Quick Activity

Refer students to the Traveler’s Tales on Lewis and Clark on this page. Have students work in groups to discuss the costs and benefits of an expedition like Lewis and Clark’s. Using the Numbered Heads strategy (TE, p. T23), have students share their conclusions with the class.

Independent Practice

Traveler’s Tales

To help students learn more about the Lewis and Clark expedi-tion, have them read the selection

From the Journals of Lewis and Clark

and complete the worksheet.


p. 53

Monitor Progress

As students fill in their charts, circulate to make sure they are placing key events under the correct headings. For a com-pleted version of the chart, see

Note Taking Transparencies,

159

Answers

It extended its boundaries by buying the Loui-siana territory, adding Florida and territories west of Louisiana, buying Alaska, and annex-ing the Hawaiian Islands.

Thinking Critically

1.

There was a river, and the ocean had a rocky shore.

2.

Sample: He was willing to trade fairly with the Indians and trust the guide.

Settling the West

During the 1800s, settlers flocked to newly acquired western lands. The discov-ery of gold in California drew a flood of easterners. Other people, like the Mormons, sought a place to practice their religion freely. Still others headed west in the spirit of adventure.

The waves of settlers brought tragedy to Native Americans. Following a pattern that began in colonial

days, newcomers pushed the Indians off their lands, sometimes by treaty, but more often by force. Some Native Americans resisted the invaders, but they were outgunned and outnumbered. As settlers moved west-ward, they destroyed the buffalo herds on which the Plains Indians depended. By the 1890s, most surviving Native Americans had been driven onto reservations, usually in the least desirable parts of a territory.

L3

Lewis and Clark Reach the Pacific OceanIn 1803, Thomas Jefferson appointed Meriwether Lewis to lead an expedition from the Missouri River to the Pacific Ocean. Lewis invited William Clark to share the leadership. The expedition set out from St. Louis in May 1804 and returned in September 1806. Along the way, both Lewis and Clark kept extensive journals (background), which included detailed maps, drawings (below), and descriptions of the land, people, and animals they encountered. The entry here describes the events surrounding what he believed was the group’s first view of the Pacific Ocean (above).

“November 7th, 1805—A cloudy foggy morning some rain. …Two canoes of Indians met and returned with us to their village…. They gave us to eat some fish, and sold us, fish, wappato roots, three dogs, and 2 otter skins for which we gave fishhooks principally, of which they were very fond….

After delaying at this village one hour and a half we set out piloted by an Indian…. Rain continued moderately all day…our small canoe which got separated in the fog this morning joined us this evening….

Great joy in camp we are in view of the Ocean, …this great Pacific Ocean which we [have] been so long anxious to see. And the roaring or noise made by the waves breaking on the rocky shores (as I suppose) may be heard distinctly.”

—Captain William Clark,from The Journals of the

Lewis and Clark Expedition

Expanding DemocracyIn 1800, the United States had the most liberal suffrage in the world, butstill only white men who owned property could vote. States slowlychipped away at requirements. By the 1830s, most white men had theright to vote. Democracy was still far from complete, however.

By mid-century, reformers were campaigning for many changes. Somedemanded a ban on the sale of alcoholic beverages. Others called for bet-ter treatment of the mentally ill or pushed for free elementary schools.But two crusades stood out above all others because they highlighted thelimits of American democracy—the abolition movement and the women’srights movement.

Calls for Abolition In the early 1800s, a few Americans began to callfor an immediate and complete end to slavery. One of these abolitionistswas William Lloyd Garrison, who pressed the antislavery cause throughhis newspaper, the Liberator. Another was Frederick Douglass. He hadbeen born into slavery and escaped, and he spoke eloquently in the Northabout the evils of the system.

Thinking Critically1. Summarize According to Clark’s

entry, what was the land like in this area?

2. Draw Conclusions Whatconclusions can you draw about William Clark’s character from this journal entry?

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Chapter 11 Section

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379

Solutions for All Learners

Expanding Democracy

Instruct

■

Introduce

Write the opening statement of the Seneca Falls Declaration on the board:

We hold these truths to be self-evident: that all men and women are created equal

. Ask

What does this sentence remind you of?

(the open-ing of the Declaration of Independence)

What is different about it?

(It includes women, which the Declaration did not.)

Explain that in the 1800s, some women began a campaign to gain equal rights and they based their claim on the basic documents of American life—the Declaration and the Constitution.

■

Teach

Ask

What goals did Ameri-can reformers of the early 1800s seek?

(end to the sale of alcohol, better treatment of the mentally ill, free public education, an end to slavery, equal rights for women)

How were the last two movements related?

(Many women took part in the abolitionist movement, but two grew frustrated when they were not allowed to speak at a major meeting because they were women; soon after, they held the first meeting in favor of women’s rights.)

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Quick Activity

Display

Color Trans-parency 142: Expansion of Suffrage in the United States.

Have students compare the women’s suffrage move-ment in the United States to those of Britain and France.

Color Transparencies,

142


Viewpoints

To help students learn more about abolitionism, have them read

Two Approaches to Abolition

and com-plete the worksheet.


p. 52

Monitor Progress

To check student understanding, ask them to explain how women and enslaved people sought greater rights in the United States.

Answers

They pointed out that some people—slaves and women—did not have all the rights that white males enjoyed.

The Civil War ended slavery, and new amend-ments to the Constitution granted them politi-cal rights and the right to vote.

L2

Less Proficient Readers L2

English Language Learners

In 1845, editor John L. O’Sullivan wrote that it was the “manifest destiny” for the U.S. to expand to the Pacific. Have students use information from this section and create a chart listing the pros and cons of this expan-sion. (Sample: westward expansion brought wealth to the U.S., but it also brought war with the South). Then hold a class discussion about the idea.

Use the following study guide resources to help stu-dents acquiring basic skills.

Adapted Reading and Note Taking Study Guide

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Adapted Note Taking Study Guide, p. 128

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Adapted Section Summary, p. 129

L3By the 1850s, the battle over slavery had intensified. As each new state

entered the union, proslavery and antislavery forces met in violent con-frontations to decide whether slavery would be legal in the new state.Harriet Beecher Stowe’s novel Uncle Tom’s Cabin helped convince manynortherners that slavery was a great social evil.

Women’s Rights Movement Women worked hard in the antislaverymovement. Lucretia Mott and Elizabeth Cady Stanton traveled to Lon-don for the World Antislavery Convention—only to find they were forbid-den to speak because they were women. Gradually, American womenbegan to protest the laws and customs that limited their lives.

In 1848, in Seneca Falls, New York, Mott and Stanton organized thefirst women’s rights convention. The convention passed a resolution,based on the Declaration of Independence. It began, “We hold thesetruths to be self evident: that all men and women are created equal.” Thewomen’s rights movement set as its goal equality before the law, in theworkplace, and in education. Some women also demanded the vote.

How did the abolition movement and the women’s rights movement highlight the limits of American democracy?

The Civil War and Its AftermathEconomic differences, as well as the slavery issue, drove theNorthern and Southern regions of the United States apart. Thedivision reached a crisis in 1860 when Abraham Lincoln waselected president. Lincoln opposed extending slavery into newterritories. Southerners feared that he would eventually abol-ish slavery altogether and that the federal government wouldinfringe on their states’ rights.

North Versus South Soon after Lincoln’s election, mostsouthern states seceded, or withdrew, from the Union andformed the Confederate States of America. This action sparkedthe Civil War, which lasted from 1861 to 1865.

The South had fewer resources, fewer people, and less indus-try than the North. Still, Southerners fought fiercely to defendtheir cause. The Confederacy finally surrendered in 1865. Thestruggle cost more than 600,000 lives—the largest casualty fig-ures of any American war.

Challenges for African Americans During the war, Lin-coln issued the Emancipation Proclamation, by which enslaved AfricanAmericans in the South were declared free. After the war, three amend-ments to the Constitution banned slavery throughout the country andgranted political rights to African Americans. Under the FifteenthAmendment, African American men won the right to vote.

Still, African Americans faced many restrictions. In the South, statelaws imposed segregation, or legal separation of the races, in hospitals,schools, and other public places. Other state laws imposed conditions forvoter eligibility that, despite the Fifteenth Amendment, prevented Afri-can Americans from voting.

What changes did the Civil War bring about for African Americans?

The American Civil War, 1861–1865During the American Civil War, Union forces from the North fought against the Confederate Army of the South. This scene shows the black 54th Massachusetts Regiment of the Union army attacking Fort Wagner in South Carolina.



380

Growth of Western Democracies

Careers

The Civil War and Its Aftermath/Economic Growth and Social Reform

Instruct

■

Introduce: Vocabulary Builder

Have students read the Vocabulary Builder term and definition on the next page. Point out that one cause of the Civil War was that the South did not want the North to

dominate,

or con-trol, its way of life.

■

Teach

List the divisions that existed in the U.S. in the years leading up to the Civil War. Then ask

What led to the outbreak of the Civil War?

(The South resisted the abolition of slavery and the encroachment on states’ rights.)

What happened as a result of the Civil War?

(The South lost, slavery was ended, and 600,000 people lost their lives.)

Why was the Civil War an incomplete victory for African Americans?

(Although slavery was ended, governments in the South moved to take away their rights through segre-gation and also caused them to live in poverty as tenant farmers.)

How did the U.S. change after the war?

(It grew to become a world leader in agri-culture and industry.)

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Quick Activity

Web Code nbp-2345

will take students to an interactive map. Have students complete the inter-activity and then answer the questions in the text.


Have students fill in the Outline Map

The Expansion of the United States

and label the territories added to the country.


p. 55

Monitor Progress

■

Circulate to make sure students are filling in their Outline Maps accurately. Administer the Geography Quiz.


p. 56

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Check Reading and Note Taking Study Guide entries for student understanding.

Answers

Map Skills

1.

Review locations with students.

2.

France, Mexico, Russia

3.

Sample: treaty, purchase, or settled before 1783

Photographer

Photography began in the 1800s. The earliest photographers, like those today, took portraits in their studios and brought their equipment outside to record the events of the day. Although technology has changed, photographers continue to work to record people in all walks of life and capture the moments of history. Many photographers still use film for their work, but digital cameras are becoming more popular, and computer skills—to handle editing

software—are highly valuable. Some photographers work for news organizations, retail stores, or studios. The majority, though, are freelancers. These self-employed people must use contacts and advertising to find work. Some photographers earn additional income by licensing their pictures to stock agencies, which charge publishers fees to use them in books, magazines, and other media.

L3

FLORIDA CESSION

(Treaty with Spain, 1819)

O cean

Pacif ic

Atlant ic

O cean

TEXAS ANNEXATION(Annexed by Congress, 1845)

GADSDEN PURCHASE(Purchased fromMexico, 1853)

SanFrancisco

MEXICAN CESSION(Treaty of GuadalupeHidalgo, 1848)

THE UNITED STATES

(in 1783)LOUISIANA PURCHASE(Purchased from France, 1803)

Omaha Chicago

OREGON COUNTRY(Agreement with

Great Britain, 1846)

Disputed with

Great Britain

until 1842Ceded by Great Britain,(Convention of 1818)

Gulf of Mexico

Colorado River

Red River

Rio Grande

Mis

siss

ippi

Riv

er

Arkansas River

Lake Superior

Lake

Mic

higa

n

Lake Huron

Lake Erie

L. Ontario

Missou

riRiver

Mississippi River 40°N

30°N80°W

90°W

HAWAII(Annexed, 1898)

ALASKA(Purchased from

Russia, 1867)

C A N A D A

RO

CK

YM

OU

NT

AI

NS

AP PA

L AC

HI A

NM

TS

.

UNION PACIFIC

CE

NTRALPACIFIC

2000 400 mi

2000 400 km

Conic Projection

N

S

EW

First transcontinental railroad joined in Utahin 1869Major gold discoveries in California in 1849

Expansion of the United States, 1783–1898

Settlers heading west to acquire land

1. Locate (a) Louisiana Purchase (b) Florida (c) Texas (d) Alaska (e) Hawaii

2. Place Identify three countries that sold territories to the United States.

3. Make Comparisons Compare this map to a map of the present-day United States. How did the area where you live become part of the United States?

For: Interactive mapWeb Code: nbp-2345

A miner with his shovel

Chinese laborers helped build the railroads.

Map Skills Through wars and treaties, the United States expanded its borders to its present size. During the 1800s, set-tlers flocked to newly acquired lands. The discovery of gold in California drew a flood of easterners. Other people, like the Mormons, sought a place to practice their religion freely. Still others headed west in the spirit of adventure. Some Native American nations resisted the invaders, but they were out-gunned and outnumbered. By the 1890s, most surviving Native Americans had been driven onto reservations.



Chapter 11 Section

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381

Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.


p. 46

■

To further assess student under-standing use

Progress Monitoring Transparencies,

98

Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide,

p. 129

Adapted Reading and Note Taking Study Guide,

p. 129

Spanish Reading and Note Taking Study Guide,

p. 129

Extend

Have students conduct research on one of the following topics from the late 1800s: the growth of industry, major strikes, labor leaders, the Populist party, or Progressivism. Tell them to gather their information into a multimedia presentation.

Answer

a climate that encouraged entrepreneurial ventures, limited government interference, seemingly unlimited natural resources, an inex-pensive supply of land and labor, a growing transportation system, and a legal system that upheld private property rights

Section 4 Assessment

1.

Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2.

Physically, the nation expanded West to the Pacific Ocean and, with Alaska and Hawaii, beyond; politically, suffrage was extended to most white men; economi-cally, the country grew to become the world leader in industrial and agricul-tural production.

3.

(a) cession, annexation, and purchase of land (b) Millions of immigrants came from Europe and Asia. (c) By 1900, the country led the world in agriculture and industrial production.

4.

Most white men gained the right to vote. African Americans were freed from sla-very and gained political rights.

5.

(a) Because of the growth of industry, there were plenty of jobs. (b) Wages were low, factory conditions were often brutal.

● Writing About HistoryThesis statements should take a clear posi-tion on Carnegie’s career and suggest the reasons for that position.

For additional assessment, have students access Progress Monitoring Online at Web Code nba-2346.

L3

L3

L1 L2

L2

L4

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Economic Growth and Social ReformAfter the Civil War, the United States grew to lead the world in indus-trial and agricultural production. A special combination of factors madethis possible including political stability, private property rights, a freeenterprise system, and an inexpensive supply of land and labor—supplied mostly by immigrants. Finally, a growing network of transpor-tation and communications technologies aided businesses in transport-ing resources and finished products.

Business and Labor By 1900, giant monopolies controlled wholeindustries. Scottish-born Andrew Carnegie built the nation’s largest steelcompany, while John D. Rockefeller’s Standard Oil Company dominatedthe world’s petroleum industry. Big business enjoyed tremendous profits.

But the growing prosperity was not shared by all. In factories, wageswere low and conditions were often brutal. To defend their interests,American workers organized labor unions such as the American Federa-tion of Labor. Unions sought better wages, hours, and working condi-tions. Struggles with management sometimes erupted into violentconfrontations. Slowly, however, workers made gains.

Populists and Progressives In the economic hard times of the late1800s, farmers also organized themselves to defend their interests. Inthe 1890s, they joined city workers to support the new Populist party.The Populists never became a major party, but their platform of reforms,such as an eight-hour workday, eventually became law.

By 1900, reformers known as Progressives also pressed for change.They sought laws to ban child labor, limit working hours, regulatemonopolies, and give voters more power. Another major goal of the Pro-gressives was obtaining voting rights for women. After a long struggle,American suffragists finally won the vote in 1920, when the NineteenthAmendment went into effect.

Describe the factors that helped the United States become an industrial and agricultural leader.

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: nba-2346

Terms, People, and Places

1. Place each of the key terms at the beginning of the section into one of these two categories: geography or pol-itics. Explain your choices.

2. Reading Skill: Categorize Use your completed chart to answer the Focus Question: How did the United States develop during the 1800s?

Comprehension and Critical Thinking

3. Summarize Describe how the United States grew in each of these areas in the 1800s: (a) territory, (b) population, (c) economy.

4. Identify Central Issues Describe two ways that democracy expanded.

5. Draw Conclusions (a) How did immi-grants benefit from economic growth in the United States after the Civil War? (b) What problems did workers face?

● Writing About History

Quick Write: Write a Thesis StatementConduct research to learn more about American entrepreneur, Andrew Carnegie. While some historians have portrayed Car-negie and others like him as philanthropists and captains of industry, others have por-trayed him as a “robber baron.” Write a thesis statement for a biographical essay on Carnegie in which you summarize your views of the man and his achievements.

Vocabulary Builderdominate—(DAHM un nayt) vt. to rule or control by superior power or influence

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Documents

Expansion of the United States - Keyport Public Schools